Fall 2014 HDF 412 Inventory Complete

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

Date Enrolled: Fall 2014
Date of Graduation: Spring 2015
*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 8/30/2013 1

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

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

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

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

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

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

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We
utilize a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include
some form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of
interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
Regardless of your major, you can minor in Leadership Studies.
Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of C or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
Application for the minor must be filed in your academic deans 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 Womens Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Womens Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Womens Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: FirstYear 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, MultiEthnic, & 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:
2. Lead Yourself
Time management
Organization
1. Know Yourself Self care
Self discipline
Lead Others Strengths Perseverance
Weaknesses Develop and maintain family,
Values PROGRESS
interpersonal, and intimate relationships
Needs Academic, social, personal goals and
P Styles
R objectives
o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
RE-EVALUATE R
S
former stages E
as you progress S
4. Develop and Refine
Skills S
Leadership theory and

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

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

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a HDF 190 During one FLITE class we had a class discussion about four different ethical dilemmas. For each of
minimized need for approval the dilemmas I gave my input while also giving others a chance to share their views. The class had a
variety of opinions on the first three dilemmas. It wasnt until the fourth question that the majority of the
class was in agreement. This question talked about two girls who went to a party on the second
weekend of college and drank a little bit too much. One of the girls passed out in the bathroom and the
class was asked if the conscious girl should immediately call the EMT. Everyone in the class agreed
that the girls first move should be to call the EMT. That is, everyone except for me. I could have very
easily switched my opinion and gone with the rest of the class, but I stood behind my view and
supported why I though what I did. I believed that the girl should first take other measures before
calling the EMT. In the end, many other classmates began supporting my views. By strongly supporting
my opinion I demonstrated autonomy because I stood up for my own opinion even if it was unpopular
to do so. I also showed minimized need for approval because even though my professor Robert
Vincent strongly disagreed with me I did not revert to believing that he was correct just because he was
the professor and I was the student. I knew that my opinion was just as important and defended it until
others began to see the matter in a similar view as my own. See evidence number 1.
2. Student will demonstrate personal, URI 101 Additional college courses During the second week of my freshman year at the University of Rhode Island I forgot to write an
organizational, and academic examples of HDF 190 essay for my URI 101 class. This is when I realized that the number one reason why I stress over
self-discipline academics and why my grades tend to suffer is due to my lack of organization. That being said, this
semester I decided to organize my binder for HDF 190 into four complete sections in order to keep me
on balance for pursuing academic excellence. These section include; values and strengths, Models of
Leadership, Additional Notes, and Textbook. I have also invested in a planner where I keep track of
due dates and upcoming assignments. Having ADD it is often difficult for me to remember due dates
for assignments as well as to organize my time in order to avoid procrastination. Keeping an organized
planner has helped me reach success in all of my classes by turning in assignments in time. I have
also been able to manage my time more efficiently because I have constant reminders of when I am
supposed to be certain places such as Greek 101 last semester or working on homework. These small
changes to my lifestyle have made a huge impact on helping me stay organized. See evidence number
2.
3. Student will demonstrate the ability to HDF 190 Day of Discovery During Day of Discovery which was a retreat for HDF 190 our groups discussed our different beliefs on
manage emotions specific issues. There were contrasting views on some topics, and not everyone agreed with each
other, but we were asked to only speak from our own emotions and stories instead of discussing others
beliefs. This was an exercise in which I had to manage my emotions because even though at times I
disagreed with the views of other students on topics such as homogneuality or race, I needed to keep
my thoughts to myself in order to ensure that everyone felt safe and comfortable in the group
environment. For example, the subject of homosexuality is an extremely touchy subject in which I had
to strive to manage my emotions. Some kids in the group had views against homosexuality, and I had
to hold back my disagreement with what they said. My sister is bisexual so I shared my story about
growing up watching the challenges she faces from society and constantly worrying about her. I also
had to control emotions while discussing this because the fact that I have to worry my sister not being
accepted by society for who she is makes me emotional, but I did not want to cry in front of my group
so I held it in and spoke in a professional manner. I wrote down my views in each of the issues on my
Lens. See evidence number 3.
4. Student will demonstrate knowledge of URI 101 Freshman year is an extremely stressful time for everyone. It is a lot of students first time living away
stress management methods from their families and classes are much more demanding than those in High School. With this
knowledge, one day during my URI 101 course one of my mentors Emily Rowe decided to have the
class brainstorm different stress management methods together. This was extremely helpful for my
entire class. We all pitched in different ideas which included staying organized in our classes by
keeping a planner, doing yoga or breathing exercises, being more physically active, and attempting to
avoid drama with friends. Although many students already had a basic knowledge of these different
methods for stress management it was a helpful reminder because it helped each one of us realize to
take a step back from everything that we were involved with and work to enjoy the experiences instead
of stressing about them. I kept notes on the different methods brainstormed by the class. See evidence
4.
CSV 302 Stress Management Workshop In my CSV302 Internship I held a workshop teaching my students about different stress
management methods. We separated Stress Management into two kinds of methods, Long
Term and Short Term. To realize which Long Term Stress Management methods will benefit you
it is important to go back to the root of the problem. In college students some major causes of
stress include poor time management, poor organization, receiving bad grades, and arguments
with friends. These problems can be reduced by keeping a planner, taking steps to solve the
problem instead of wallowing in self-pity, and exercising. It is also beneficial to ask for help
when you need it and to set SMART goals. I originally learned about SMART goals in HDF 190
but to check my information I did some research and came across a document published by
Harvard called SMART goal template which can be found on the Harvard website under
documents. SMART goals stand for goals that are specific, measurable, attainable, realistic and
tangible. These goals can be realistically accomplished and measured. During the workshop we
also went over Short Term Stress Management Methods. These are important because they can
help someone calm their nerves and return to a level head in order to make strong decisions. A
few of the methods that I enjoyed teaching include smiling for ten seconds, deep breathing,
listening to your favorite song, looking up inspirational quotes. Some of these methods came
from a lesson in one of my high school classes called Independent Living where my teacher
spent a day teaching us different methods. I also found a lot of great short term Stress
Management methods on the Readers Digest website by reading an article called 37 Stress
Management Tips. At the end of the workshop I passed out a handout that listed the different
methods so that my students could refer back to it in times of stress. See evidence number 31.
5. Student will demonstrate the ability to ECN 201 URI 101 At the end of last semester I realized that my grade for my microeconomics class was not where I
manage stress wanted it to be. I had stressed over the class throughout the entire semester. I thought back to the
different methods of stress management that I learned about in my URI 101 class. Then instead of
having a mental breakdown much like the ones I used to have during times of stress in high school I
was able to take a few deep breaths, cleared my head of negative emotions, and took control of the
problem. Not only was I able to complete plenty of difficult extra credit assignment and raise my grade,
but I also did extremely well on them. See evidence number 5.
HDF 412 Chi Omega Executive Board A trigger for stress in my life is misunderstandings and poor communication with others. When I feel
Crucial Conversations others are disappointed in me or do not appreciate my efforts I become overwhelmed with stress which
prevents me from being able to successfully complete the task at hand. Earlier this year I became
overwhelmed with my position as the president of Chi Omega and attempted to drop the position. My
Vice President and Personnel Chair were upset that I was not at the house each weekend to deal with
issues that would come up. This one event was the straw that broke the camels back after months of
me trying to balance the stress of senior year, school work, GRE test prep, the Civility Mentors, and my
presidential responsibilities. After explaining that it was unrealistic for them to expect me to fix every
situation I hastily made the decision that if I could not be the perfect president then I needed to give up
my position. Fortunately as this ordeal was occurring we were reading the Crucial Conversations book
in HDF 412. This book taught me that in times of high stress, what is often needed is open
communication between the parties involved. One chapter in the book is titled master my stories. This
chapter explains that even when we are not aware of it we are telling ourselves stories about
incidences that have occurred which then affect how we tell the story, how we feel, and how we act. In
this case I was telling myself that my executive board thought I was doing poorly in my position even
though I was working hard so I shared this story with others. I felt hurt, betrayed, and overwhelmed
which led me to call my advisor and ask if I could drop the position. When looking at your story the
authors of the book suggests to notice your behavior, get in touch with your feelings, analyze your
story, and get back to the facts. When my advisor told me that she understood where I was coming
from, but did not believe it was in my best interest to give up the position I took a few steps aback and
reevaluated the story I had created. I was dealing with a lot of stress at the time of the incident. I had
recently ended my one year relationship which was partly due to my busy schedule and I was also
feeling a strain on my relationships with my other senior friends due to my position. Because of these
factors I was not quite excelling in my position as much as I had in the past. I still loved being president
of Chi Omega and working with my executive board and dropping the position was not going to rid any
of my stress. The facts were that the Vice President and Personnel Chair felt as if we needed to have a
meeting to clear any miscommunication and I took it as they wanted to have a meeting to tell me
everything I was doing wrong. Using the knowledge I gained from Crucial Conversations I was able to
set my emotions aside and understand the facts. After doing so I set up a meeting with the Personnel
Chair and President where we discussed our options and I explained that I would need more support
from them and that I could not do everything. They responded that they did not expect me to handle
everything and that they were willing to step up and take on more responsibility. From there on out we
decided to meet once a week to keep open communication between us. The lessons from Crucial
Conversations helped me deal with my stress and improve my work ethic and communication with my
executive members. See evidence 82.
6. Student will express a personal code of HDF 190 Chi Omega When I first arrived as a student at the University of Rhode Island I was nervous and solely focused on
leadership / membership ethics Leadership Institute doing well in my classes. Fortunately, the first step I took as a student was to attend the Leadership
VIA Institute where I was given the opportunity to meet fourteen peer mentors who are all incredibly
inspiring people. Even after this I enrolled in HDF 190 which is the introductory course for the minor
and it forced me to reflect on my own code of ethics. They inspired me to get involved on campus
which led to me joining my sorority Chi Omega. Chi Omega taught me a wonderful code of ethics in the
form of our Nationally Recognized Symphony. It reinforces my beliefs that students should, put
scholarship before social obligation and to, speak kindly and act sincerely. One quote of the Chi
Omega Symphony that truly stands out to me is, to placecharacter before appearances. This line
relates to one of my top VIAs of Originality and Creativity. I live by the belief that people should get to
know one another before passing judgments. Sometimes people look different or dress in an unusual
way, but it does not mean that they are not a good person. I often go out of my way to get to know
everyone I meet because I value character and the only way to learn about someones character is
listening to their story and keeping an open mind. This relates to the VIA because I believe it is
important for people to feel comfortable in their own skin. I do not judge people based off of their
appearances or social standing. The symphony discusses a wide range of ethics that I believe
everyone should live by. See evidence number 6.
7. Student will demonstrate practice of the HDF 190 Chi Omega Before I was even officially a student at URI and before I even considered joining Chi Omega, I
personal code of ethics URI Orientation demonstrated practice of my personal code of ethics. HDF 190 opened my eyes to see how I utilized
my code of ethics in a prior situation. It was the first day of Freshmen Orientation for the University of
Rhode Island. I was nervous, but I was committed to be myself while meeting potential new friends and
classmates. A few members of the Orientation group didnt quite fit in with mainstream southern Rhode
Island culture. One member in particular was dressed in old clothes, had long unkempt hair, and
looked disheveled. Instead of dismissing him as a potential friend based on his appearance I kept an
open-mind and had a few conversations with him. This kid ended up being one of my best friends who I
continue to talk to as the Spring semester progresses. My biggest success of following my personal
code of ethics was that other members of my group saw how I was approaching the new opportunities
for friendships with an open mind and followed in my lead. This allowed my entire group to become
very close. At the end of Orientation my new friend drew me a random sketch of my name and my
favorite flower, a dandelion, which I kept to remind myself of the learning experience that I gained. See
evidence number 7.
HDF 415 Chi Omega Vice President After learning that I gained the new value of Bravery when I retook my VIA assessment in
By-Law Revisions HDF415, I realized that I utilize my belief that people need to stand up for what they believe is
right. I demonstrate this in my position as the Vice President of Chi Omega. Often times, girls
suggest ideas for events and activities that would not beneficial to the house. I stand my
ground on these issues, and although girls get upset I know that the popular choice is not
always what it best for the house. I use ethical leadership to be a role model for the other
members in my house. I utilize our six purposes (sisterhood, friendship, career and personal
development, scholarship, service to others, high standards of personnel) to help lead me to
make decisions that are the best for the house and I do not let personal bias or fear get in my
way when I am making decisions that benefit the house. For example, one issue that we had
early on this semester was when we were editing the By-Laws for the new year. One of the
seniors suggested a new rule allowing seniors to be excused from mandatory sisterhood
events which was dismissed because it was believed to be a poor idea. When it came time to
announce the suggested revisions to the sisterhood the senior became upset that her
suggestion was not mentioned. This created a lot of tension in my house, and although the
seniors can be intimidating, I stood my ground because I believe that it is important for the
seniors to be a part of the sisterhood since they are the role models and the other sisters look
up to them. The seniors have a lot of influence on the rest of the house and their positive
actions have the power to bring the house to new heights. For this reason the suggested rule
was not passed, however the senior was very upset and it was nerve-wracking to stand up to
her but I knew that it was my position to do so in the best interest of the house. See Evidence
32.
8. Student will express a personal values HDF 190 VIA My top value strength is Kindness and Generosity. I believe that this is important because if everyone
statement plays their part in being kind to others, their kind acts will inspire others to behave in a similar manner
which will begin a cycle of kindness which will in turn make the world a better place. See evidence
number 8.
HDF412 Orientation Management Training In HDF 190 we took the VIA values assessment which I then retook as a result of reflecting on my
changes in strengths in HDF 412. My values changed slightly and are now creativity, kindness,
gratitude, bravery, and curiosity. My values drive me to improve myself to live true to my personal
morals and ethics every day.
Creativity is my top Value. It marks my belief that being yourself is important as is valuing others for
their differences. Differences create variety which is crucial in order to access a large variety of creative
ideas and possibilities. Showing creativity also depicts confidence.
Kindness is extremely important to me and I show this through my interactions with others. I strongly
believe that when people act with kindness they begin a cycle of good deeds which then brightens
days and inspires positive change. The Golden Rule is a perfect explanation of this Value. It states,
"Treat others as you want to be treated". When a person acts kindly they will be treated similarly and
that creates a reliable environment.
Gratitude is the feeling of gratefulness that one gets when someone does something nice for them. Not
only do I value the fact that people should be grateful for what others do, but I also believe that it is
important to tell the person that you appreciate them. It is often more heartwarming to hear that you
made a difference in someone's life than being the one who was helped.
Bravery explains my belief that people should not be afraid to stand up for what they believe in, even
when it's not the popular thought. In my life I have come across experiences in which people sit silently
disagreeing with a discussion or decision, but do not say anything because they do not want to make
anyone mad. I think it is each person's duty to stand up for their beliefs because no one else is going to
do it for them and everyone has a right to be heard.
Curiosity is my fifth value. I am always asking questions and exploring the community because I like to
see how things work and what drives people to do what they do. I am extremely curious about different
lifestyles and personalities. I believe this value is important because it helps me keep an open mind to
what others say, do, and believe.
After collectively evaluating my values I have created the value statement that it is also crucial for an
individual to be true to themselves and follow their own values even in times of high stress when
conformity would be the easier option. During management training for Orientation in November 2014
we filled out a values sheet by answering questions. My responses demonstrate how my values play in
to my everyday life. See evidence 83.
9. Student will demonstrate practice of the FLM 110 HDF 190 In my film production class I was given the assignment of making a short film with no dialogue or music
personal values statement VIA in it. I decided to make my film about how random acts of kindness can improve peoples everyday
lives and hold a positive impact on a community. The idea represents my top VIA of Kindness and
Generosity which I learned about in my HDF 190 class. The film shows how one random act of
kindness can lead to another, improving someones day with each act, and eventually saving a life. It
begins with a girl hanging up the sign for a lost dog. You then see a young man walking past her and
past a tails up penny lying on the ground. He gets in his car and drives off. Later, while not paying
attention, he gets into a car accident with the dog. The screen goes black and you hear the boys voice
discussing the positive impact of random acts of kindness. Then the process starts over again, but this
time when the boy walks past the penny he flips it over so it will be good luck for someone else. The
girl who is hanging up the Lost Dog Sign later walks past it and picks it up. This act of kindness inspires
her to help someone else out, and the cycle continues until eventually the accident is prevented and
the dogs life is spared. As I filmed I kept a list of the different shots in order to remember which shots
to focus on when editing. See evidence number 9.
HDF412 Greek Life Involvement In HDF 412 I reflected on how my values changed from freshman year to my senior year and realized
that my values statement at this point in my life is that it is also crucial for an individual to be true to
themselves and follow their own values even in times of high stress when conformity would be the
easier option. Earlier this year I was faced with an issue that challenged my values of bravery and
kindness. One of my close friends is in a fraternity on campus. One day he came to me because he
was being threatened to be kicked out of the fraternity which he valued so highly and gave so much to.
After he described the situation to me, and after I discussed the events with other knowledgeable
individuals, I came to the educated conclusion that his executive board and his fraternity were treating
him poorly because of his sexual orientation and because they were uncomfortable with the idea that
he went on a date with another brother in the fraternity. The executive board was handling the issue
unethically and regardless of the fact that this young man was my friend, I decided to speak up. I
reached out to both the president and the vice president of the organization to increase my knowledge
of the event and to offer my input on the manner. The president did not appreciate my involvement, but
I used my bravery to promote kindness in their organization. I explained that although I was not a
member of his fraternity I am an active leader in Greek Life and therefore the decisions and actions
concerned me. The Vice President graciously took the time to sit down and speak with me and I was
able to offer input and help explain why the board was acting unethically without outwardly offending
the Vice President. As someone who values kindness, it is not enough to simply act kindly myself.
Following my values statement, I must take action and show others why it is important to treat others
with kindness as well. See evidence 84.
10. Student will demonstrate the ability to HDF 190 Group Project When first assigned the task of creating a hypothetical Organization and Grant Proposal for it to be
lead a project from start to finish (follow- funded by the Center for Student Leadership Development I thought it seemed overwhelming. Not only
through) were the groups randomly assigned, but it was also our first large group assignment in HDF 190. I
found it particularly interesting to be working with three other leadership minors. My first step in the
project was having everyone write down their contact information, top strengths, and VIAs so that we
would be able to better understand the other members of the group. From there we all equally split
responsibility both in terms of work and Leadership. We began by brainstorming and building off of
each others ideas. Eventually Allison mentioned a student run peer counseling organization idea which
really stood out to me. I advocated for it and explained why I believed that it was the best idea for our
assignment. We all made a democratic decision to continue with the idea for our project. After that we
discussed the structure of our organization which would be run by different committees of students with
experience in different fields that students might want help for. We also decided that there would be a
nomination process for the counselors followed by interviews and a training session. After working out
the technicalities we split up work on the essay. I believe that the most interesting part about leading
this project from start to finish was that I was not leading by myself, but as a Relational Leader while
leading alongside three others. As the scribe I jotted down many ideas as we were in the early stages
of putting the project together. See evidence number 10.
HDF415 Learning Contract Lesson Plan In HDF415 I lead a project from start to finish along with my partner Dominic Tribelli when we
created a lesson plan to teach the students about the Learning Contract. Creating a lesson plan
was a generally new experience for both of us, yet we had the confidence that we would be able
to collaborate well utilizing our strengths to reach the best possible outcome. Dominic and I
began by organizing our thoughts and devising a plan. We decided to create a PowerPoint to
teach the students about their Learning Contract Assignment. Reflecting on the lesson we had
observed the year before from our Peer Leaders helped us decide what information should be
included in order to help the students obtain a clear understanding of the Learning Contract.
Dominic and I referred to notes from last year in order to make sure that we did not leave any
pertinent information out. This also helped because it allowed us to put ourselves in their shoes
to predict what their concerns would be so we could be prepared to answer them. The next step
was writing up the Lesson Plan and presenting our work to our professors, the graduate
assistant, and the other four peer mentors for feedback. Dominic and I took the suggestions
into account and altered the PowerPoint to reach its full potential. We then presented to our
separate classes and asked the other peer mentors to share their Learning Contract activities
from their introductory leadership courses to give the students ideas. At the end of each
presentation we answered any remaining questions the students had. I enjoyed the process and
the students took a lot away from the presentation. See evidence 33.
11. Student will describe goals and objective HDF 415 HDF 190 It is very important to set goals for your future, community, and career in order to make sure
statements regarding personal issues, CSV 302 that you are staying on track for a successful future. For example, when I was in high school my
career issues, and community issues Advising Meeting with Phyllis main goals were to graduate high school, go to college, and get a job. Because I set those basic
Penhallow HDF advisor goals for myself so early I am on my way to the successful future that I wanted and I was able to
get through the obstacles that I hit because I did not lose sight of my goal.
In HDF 415 we are constantly setting goals for ourselves and our students. I set goals for my
students to hand in their assignments, participate in class discussions, and do well on their
assessments. By making these basic goals obvious to my students they know what I expect
from them and they are able to accomplish these goals.
In HDF 190 I learned about SMART goals which are specific, measurable, attainable, realistic,
and tangible goals. I also retouched upon this method of setting goals when I taught a Stress
Management workshop for my eLe@d internship for CSV 302 and found the information on a
Harvard document through their website. SMART goals are beneficial because they help
individuals set goals that they will be able to reach. I constantly tell my students to make sure
that their goals are SMART goals because if they set goals that are out of reach they will
become discouraged which would have a negative impact on their progress as leaders.
SMART goals are beneficial in every aspect of life. For example, recently I realized that I do not
see my dad as often as I should. I am his only daughter currently in college and one of my
brothers recently mentioned to me that he wishes I came home to see him more. To resolve this
problem I set a SMART goal to see my dad at least once every two weeks and to call him once a
week to catch up on our lives. This is specific, measurable, attainable, realistic, and tangible
and as a result my dad and I often go out for breakfast before classes and work and although
we play a lot of phone tag I talk to him a lot more often.
Recently I realized that I do not want to go into the field of business and instead I wish to work
with people. I set a goal to speak with students and professors within the Human Development
and Family Studies Major and sit down with an advisor before the end of March in order to see if
it would be possible to switch my major. Because I set this SMART goal I was able to follow
through with it and I am now a proud Human Development and Family Studies Major excited to
either go into College Student Personnel of Family Counseling.
SMART goals are extremely beneficial in every aspect of life and they help me continue to
improve my life with each passing day. See evidence 34.
12. Student will show evidence of goals and HDF 190 URI Phonathon At the beginning of second semester this year I realized that I needed extra money to buy gas for my
objectives that were planned and car since gas prices are raising rapidly. Since I knew I would not be getting the money that I needed
achieved from my parents I set the goal for myself of acquiring a job. First I had to decide where I wanted to
apply. In making this decision I took into account a variety of factors including what I wanted to do and
how far away I was willing to travel. I decided to apply to jobs near campus and began filling out
applications for a clothing store, restaurants, babysitting, and a few on campus jobs. A few days after
turning in each application I would call to check on the progress. Eventually I landed a job at the URI
Phonathon where I work with a group of students to contact alumni to update their contact information,
fill them in on new things going on here at URI, and asking them to donate to the University. I
absolutely love my job and I am proud of myself for setting a goal and accomplishing it. It lives up to
everything that the job description defines it to be. See evidence number 11.
13. Student will show knowledge of the HDF 201 In the Spring of 2014 I took HDF201 where I learned about Abraham Maslows Hierarchy of Needs.
Hierarchy of Needs theory by Maslow The model is made up of five levels set in a triangular fashion similar to the food pyramid. The base
level is physiological needs. In order to be successful humans must have their basic needs met such
as having food, water, shelter, and warmth. These basic needs help each individual survive and stay
healthy. The next level of needs is safety. Individuals need to feel security, stability, and freedom from
fear. Once someone feels safe they are able to and must acquire a sense of belonging and love. This
is often met by having a secure relationship with friends, family, spouse, and or a lover. Having a sense
of belonging helps people feel valued which leads to the next need which is self-esteem. Self-Esteem
includes feelings of achievement, mastery, recognition and respect. Self-esteem leads an individual to
be confident and concrete in their decision making which leads to success. The final level of the model
is the need of self-actualization. This need describes an individuals need to pursue inner talent,
creativity, and fulfillment. This model successfully describes the different levels of human needs that
are required for human success. In the class we were shown the drawing of the model on a PPT. See
evidence 85.
14. Student will show application of Maslows HDF 201 FLM 110 In HDF201 I learned about Abraham Maslows Hierarchy of Needs. This model describes the various
theory to own life FLM 365 levels of needs that apply to human development and success. The first level is basic physiological
FLM 495 needs for my own life. In order to thrive I need to have food, water, shelter, and warmth. I currently live
in a house off campus during the school year and with my dad in the summer time. He helps me pay
for groceries when I am in need to ensure that I do not go hungry. The shelter of my home keeps me
warm and hydrated. Once my physiological needs are met I have to fulfill my safety needs. I feel
secure, stable, and free from fear when I am in a community that I am familiar in. It is also comforting
that I have been taught how to take care of myself in an emergency situation because this gives me a
sense of security no matter where I am. Knowing that people I know and can rely on are only a phone
call away also provides a sense of security. The next level is the need for belonging and love. My need
for belonging and love is fulfilled by my family and my friends. My family lives all over the United States
and I have varying relationships with each member, but their unconditional love and support help me
succeed because I know they are there for me. Similarly, my friends from both home and college allow
me to feel understood and supported. My friends are important because they offer a sense of
belonging that allows me to develop into the best version of myself that I can possibly be. The support
of those I love allows me to strive for success. The next level of the model is self-esteem. Self-esteem
plays a very important role in my life. The achievements that I have been able to reach during my time
at the University of Rhode Island teach me how to handle issues, developments, and challenges and
knowing that I have the capability to handle these things give me the confidence to continue my
development. The ability to master my skills and gain respect from my peers has done wonders for my
determination and drive. Because all of my previous needs are met I am able to focus on my need for
self-actualization. This describes my ability to pursue inner talent, creativity, and fulfillment. My
freshman year at the University of Rhode Island I decided to pursue my interest in film making,
something I had never seriously pursued before, but held a slight interest in. As soon as I began my
first film production class FLM110 I fell in love. Because all of my other needs were met I was able to
take a chance and set a goal for myself which was to take all of the prerequisites such as FLM365 and
eventually make an advanced student film. After taking many more film classes and helping on even
more student films I finally was given the opportunity to take the advanced film class FLM 495 as a
junior and create a student film I had begun writing the summer after my freshman year. The challenge
of making this film and the chance to pursue my talent in film making as well as my creativity gave me
a sense of fulfillment. This increased my confidence driving me to continue to take risks and reach
success. See evidence 86.
15. Student will describe personal leadership HDF 190 Strength Quest My top strength is Positivity, a strength which I am proud of and use to keep other enthusiastic about
style and/or personality style including whatever they set their mind too. I learned my strength in HDF 190 when we took the Strength Quest
strengths and weaknesses and examples Quiz online. Positivity is an important strength for building relationships. It is not only the ability to see
of application (Sources = Leadership style problems with a sense of optimism or the ability to be happy, but more importantly it is about
inventories, the L.P.I., StrengthsQuest, influencing others to feel a similar sense of optimism. One of the activities that we did in FLITE that
Type Focus (MBTI), LAMP, and other demonstrated my top strength was the Strengths Pursuit Expert Edition. In this activity the students
career inventories, etc.) were to go around the classroom finding students who possessed different strengths and asking them
the assigned question. For example when I was looking for someone with Analytical as a strength I
found Ashley Novakowski. I asked her when the last time she questioned something was and she said
that she questions the importance of different classes. In this activity I showed my top strength of
Positivity because I influenced others to share my sense of enthusiasm for learning about our peers as
well as giving people confidence about the importance of their strengths. See evidence number 12.
HDF 412 Module I Assessment In HDF412 we were asked to evaluate our strengths a final time in the Module I Assessment.
Individualization, developer, positivity, strategic, and adaptability are my top five strengths. Over the
past three years I have grown in my leadership abilities to a point where I can truly flourish as I keep in
mind that constantly challenging myself and my top strengths will lead me to success. In my future I
hope to work in Student Affairs or potentially Leadership Development at a University similar to the
University of Rhode Island. There are many ways my strengths can both help me along my way and
make this goal difficult to achieve.
Individualization highlights my ability to notice and value peoples individualities and the traits and
abilities that make them stand out. I create strong relationships with those I meet in group settings and
individually by valuing the strengths that they offer to those around them. This will help me in my future
goals because I will be able to have a class of students and know them each for their individual
strengths and abilities. Individuality can sometimes come to the shadow side when I begin to look
negatively at traits that make people similar. Unoriginality can often be useful, but sometimes I fail to
see this. In my future career when working with students I will need to ensure that I value the group as
a whole, as well as individual members whether in class or when working with an organization.
Developer will help me in my future as I work with students and help them reach their potential while
they learn about their own strengths. Developer allows me to encourage personal growth by
highlighting peoples strengths and helping them see how they can help themselves grow. This
strength can sometimes make it difficult for me to balance Challenge and Support because the
nurturing nature leads to my tendency to help people every step of the way. Fortunately my
experiences at URI have taught me how to instill challenge into the lives of my coworkers and students
to help them succeed.
Positivity is a strength that allows me to keep a sense of optimism in work and my personal life. I am
able to both encourage others to put in their best efforts and use my enthusiasm to spread excitement.
This will be important when working with students because often the faculty advisor or professor sets
the tone for the projects or organizations. If I stay enthusiastic and positive my students will be able to
as well. Sometimes positivity can add challenge to my life because it often makes it difficult for me to
accept when things are not going well and a change needs to be put in place. As long as I stay open to
constructive criticism and other peoples input I will be able to succeed.
Strategic and adaptability work hand in hand. While strategic helps me plan my projects, days, and life
in an organized manner, adaptability allows me to continue on and make due when my plans do not go
as planned. This will beneficial in my future career because when working with others it is always
important to have a game plan, and to realize that there is a lot of room for things to change last
minute. I will be able to plan functions and classes and keep things running smoothly when changes
come up. Having both of these strengths combat the shadow sides because the shadow side of
strategic would be not being able to be adaptable to changes and the shadow to adaptability would be
procrastinating. Although procrastination can still sometimes be an issue I often work hard to make
sure I get my goals accomplished on time Knowing my strengths allows me to focus on my abilities and
make them even stronger, therefore helping me become a stronger leader. See evidence 87.
16. Student will show knowledge of the theory
of Superleadership by Manz & Sims
17. Student will show application of Manz &
Sims theory to own life
Outcome Category: Leadership Theories
18. Student will show knowledge of the
Authority and Bureaucracy theory of
leadership
19. Student will describe personal application
of the above theory
Scientific Management theory of
leadership
of the above theory
Management by Objectives theory of
leadership
of the above theory
24. Student will show knowledge of Theory HDF412 In HDF 412 I learned about Theory X and Y by McGregor. This theory focuses on what encourages
X and Theory Y theory of leadership individuals to work their hardest. Theory X focuses on authoritarian leadership styles suggesting that
employees all dislike work and will avoid it whenever they can. This model highlights the necessity for
using threats, having control, and using tough management. Theory Y is a much different perspective
suggesting that motivation to work hard comes from learning, job satisfaction, and creativity. This
theory encourages incentives and positive encouragement because when employees are happy they
tend to work their hardest. See evidence 88.
25. Student will describe personal application HDF412 Andiamo Partners Internship In HDF412 I learned about Theory X and Y which describes two concepts on employee motivation. The
of the above theory summer after my freshman year I interned for a recruiting firm in New York City. The company was
solely based on Theory Y. The bosses came up with constant incentives to keep their employees
motivated and driven. Each quarter the team of employees would be given a new goal such as to
recruit a certain number of employees for the client companies or to gain a certain revenue. The team
would be inspired to reach the goal because if they were successful the company would have a day of
celebration at the end of the quarter. The day of celebration was generally a half day of work in casual
dress and the company would cover the costs of a nice lunch and a company outing to an arcade,
bowling, a pool hall, or another activity along those lines. Using the goal was a form of motivation to set
a mood of excitement in the work environment. The company also always has music playing in the
office and each morning the company will gather for a morning meeting where they will go over tasks
for the day, update each other on what they are doing, and play a quick game or icebreaker which is
chosen by the employees. The creative incentives the company implements follows Theory Ys ideals
of keeping the workers constantly learning, creative, and satisfied by reaching their goals. The
employees stay excited for work because of the fun incorporated into their work experience. If this
company followed a Theory X style of motivation the bosses would demand success and hard work
from the employees instead of encouraging it. The bosses would not create fun and solid relationship
with their employees. The employees would constantly be working hard, but the experience would be
much different. See evidence 89.
26. Student will show knowledge of the HDF 190 Guest Speaker Appearance The Servant Leadership Model focuses on putting others needs before your own as well as learning
Servant Leadership theory of leadership about yourself as you help others. There are ten main characteristics of a Servant Leader. These
by Greenleaf include listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship,
commitment to the growth of people, and building community. Being an active listener suggests that a
servant leader is willing to actually hear ideas, questions, and concerns, and react accordingly. Having
Empathy means that the leader is able to out themselves into the shoes of those who they are leading
in order to fully understand what they are going through. It is feeling with them, not just for them.
Working with the first two, healing is about having the ability to relate and learn from others while
hoping they can also relate to and learn from you. Awareness focuses more on using the first two
mentioned aspects to truly understand and be aware of all that is going on in order to fully understand
the problem. Following that persuasion is knowing how to go about fixing the problem, keeping in mind
the best interests of those who are being lead, and then convincing them that it is the best approach to
solving the problem. Being persuasive is an extremely important characteristic for a servant leader to
possess. Conceptualization and Foresight are two aspects which commonly get confused. While
conceptualization is the ability to form short term goals in order to slowly reach the larger goal or larger
picture by focusing on the future, foresight is about understanding occurrences from the past which can
help the group reach their future goal by learning from past mistakes. Stewardship is an aspect that
truly sticks out to me. It is about acting for others without expecting anything in return. Then
Commitment to the Growth of People and Building Community focus on encouraging others to work
together, building a stronger community in order to accomplish goals. This model became extremely
clear to me when a guest speaker came in to speak with our class about her experiences with the
model as a grad student from the program. She summarized each characteristic of a servant leader,
truly helping the class grasp a firm understanding of the model as a whole. See Evidence number 13.
HDF 415 HDF 190 For CSV302 I held a workshop to teach my six students about the Servant Leadership Model
CSV302 which I had originally learned about in HDF190. I also helped teach the model to my FLITE
students in HDF415. These experiences helped me become even more comfortable with the
model and create a stronger understanding of the it than I originally had in HDF190. The
Servant Leadership Model was originally published in 1970 by Robert K. Greenleaf. He explains
that servant leaders are servants first. They focus on the needs of the people that they serve in
order to solve problems and help the community grow. Robert Greenleafs theory eventually
resulted in the creation of the Robert K. Greenleaf Center for Servant Leadership. As stated on
the website for the Center, the vision of the organization is to create, A better society, one that
is more just and more loving, one that provides greater creative opportunity for its people. The
organization pushes the theory in which there are ten qualities displayed by a servant leader
including listening, empathy, healing, awareness, persuasion, conceptualization, foresight,
stewardship, commitment to growth, and building community. The characteristic that stands
out to me the most is listening. A servant leader listens to others concerns and opinions and
values their input. By doing so, the leader is more prepared to help the person because they
become fully aware of the dilemma. Empathy is the ability to feel with a person in comparison to
feeling for them. For example, if a relative dies a person demonstrating empathy would give
their condolences while a person demonstrating empathy would feel the pain with the individual
and possibly cry with them. Empathy is important in order to understand exactly where an
individual is coming from. It also helps understand someones motives and desires. Healing
describes the ability to heal oneself and others while also encouraging growth and
development in an individual. When explaining this trait to my students in HDF415 I reminded
them of the phrase emotionally scarred and told them that a scar is the result of an open
wound that it not healed correctly. If you are able to heal and emotional wound before too much
time passes you can help the individual avoid the emotional scar. Awareness is the ability to
observe everything going on. This is important in order to avoid potential conflict and it allows
a leader to practice Stewardship which is facilitating the responsibilities by delegating them
elsewhere. Being aware can help a leader realize who is capable of taking on these
responsibilities and make sure they are getting done. Persuasion is sometimes confused with
the negatively viewed word manipulation. Persuasion is the ability to convince people to do
something rather than forcing them to do so. It is a trait that allows Servant Leadership to be
separate from Authoritarian Leadership. Conceptualization and Foresight are often confused. In
FLITE Jaclyn Murphy asked me the difference between the two. One of her strengths is
futuristic so I used this to help explain to the group that she probably relates more to
conceptualization which is the ability to see outside of the box and focus on long term goals
while Luckson who possesses context understands foresight more because it is the process of
looking to past occurrences to predict patterns in the future and avoid conflict that way.
Commitment to Growth is basically my role as a peer mentor. Commitment to growth is working
to help students or employees develop and reach their potential by involving them in decision
making and allowing them to grow as leaders. Finally, building community is when a servant
leader builds a strong sense of community where people feel as if they can rely on and trust
one another. I believe Melissa, Sarah, Luckson, Caitlin and I did a great job building a sense of
community in our section of FLITE. Taking part in this process helped me truly grasp the
concept of building community. Many of the qualities of a servant leader overlap with one
another eventually working together to establish the ideal servant leader. See evidence 35.
27. Student will describe personal application HDF 190 Strengths This model aligns with my VIAs and Strengths which I learned about in HDF 190. My strength of
of the above theory VIAs Empathy aligns with Listening, Empathy, and Awareness. This is because I have the ability to actively
listen to others and truly put myself in their shoes. This helps me create a stronger awareness of their
situation so that I can offer guidance. My strength of Individualization comes into play by relating to
both Commitment to the Growth of People and Building Community. This is because I am good at
seeing the strengths different people hold and finding the best way for them to all work together. One of
my VIAs that really relates to the model is Kindness and Generosity. This is because it makes it easy
for me to meet the needs of others without directly expecting anything in return. All I need is the
knowledge that I helped make someones day better or even improved their life in a small way. Making
other people happy or less stressed gives me satisfaction. I work as a Servant Leader with my two
sisters Anie and Aisha. Our family is extremely unstable with recently divorced parents, mental
illnesses, and other issues, so they often look to me for advice. I use both foresight and
conceptualization to figure out what is best for them by looking at mistakes from all of our pasts and
possibilities for our futures. Then, instead of simply telling them what to do, I encourage them to make
their own mistakes, which they can do more easily knowing that I will always offer support for them.
With my sisters Stewardship is also an important quality for me to possess because although they are
not my direct responsibility I help them when needed and don't expect anything in return. My sisters are
my number one responsibility in life and their happiness and success is my number one priority. See
evidence number 14.
HDF 415 One-on-Ones with Students Every day in HDF415 the peer leaders use Servant Leadership to help the students grow as
Grading Students Outcomes leaders. I have to put the needs of the students before my own in order to create a strong
environment for their development. I listen to the students thoughts and concerns so that I can
help them understand the lessons and assignments. At one point in the semester I sat down
with each student individually for one-on-one meetings. At these meeting I had to understand
what they were saying and listen to their concerns. I am also empathetic towards my students
when they become frustrated. Seeing as I was in their shoes just one year ago this is relatively
easy to do. It helps me realize the best way to help calm their nerves. When they were first
assigned their outcomes my group was flustered. By using empathy I was able to pick up on
this and work with them until they felt comfortable with the assignment. I use awareness to stay
connected with all of the students and to keep them from falling behind. I need to check up on
their websites and assignments and remind them to stay up to date. Persuasion also comes in
handy because it allows me to convince the students to study and participate without bossing
them around. I show the students that their participation benefits them which makes them want
to contribute and learn. During my one-on-one with Pat, a student who often turns his
assignments in late, I used persuasion to get him to hand in his first set of outcomes. I let him
know that he is an amazing student and he just needs to apply himself. By letting him know that
I truly see his potential he was able to see the potential in himself and he handed the outcomes
in shortly afterwards. I was also able to use Healing with Pat. I see the way he interacts with his
group and how he always has great input and ideas. The other members in the group look to
him for advice. When he began to fall behind on his assignments I began to wonder what was
going on. I sat down with him and we discussed his participation in the PASS program on
campus which is for students who have difficulty adjusting to college life. I realized that what
Pat needed was reinforcement that he is a great leader to lift his confidence. He told me that he
felt uncomfortable writing his outcomes because he did not want to do them incorrectly. I
helped him work through his anxiety and he completed his assignment. Stewardship is also
beneficial when leading my eight students. I put responsibility on the shoulders of the students
to push them to work hard and reach their potential. Seeing as I was just in HDF190 a year ago,
I am able to see what worked and what did not work when I was given the same assignments
and I can use this information to make sure that I properly explain what they are learning.
Conceptualization explains my ability to look through the syllabus to be prepared for future
assignments. This allows me to stay on top of my own assignments for the advanced class that
I take part in weekly while also reminding my students to stay up to date with their own
assignments. Building community in my small group was relatively simple. I used my
enthusiasm and positivity to create a safe environment where each student feels comfortable
and is able to rely on one another as well as on me. Being a peer mentor for these students
makes me responsible for commitment to the growth of my students. I encourage them
constantly and answer any questions or concerns that they have while also pushing them to
take responsibility upon themselves. I often suggest different clubs or opportunities on campus
for the students to become involved in based on their individual personalities. In the advanced
leadership class the peer mentors are often assigned to fill out Challenge and Support Sheets
to focus on individual students. I filled out a few of these and they helped me demonstrate
Commitment to the Growth of my students. See evidence 36.
28. Student will show knowledge of the HDF 412 In HDF 412 I learned the Principle Centered Leadership Model by Covey. This model has four levels
Principle Centered Leadership theory by including personal, interpersonal, managerial, and organizational. Working from the inside of the model
Covey outwards helps organizations portray their values. On the personal level the employees must focus on
their personal relationships and values. The interpersonal level has a focus on trust and relationships
with others both in and out of the organizations. The managerial aspect focuses on empowerment of
others. When in a managerial position it is important to work with others to get a job done which can be
done most successfully through empowering the others. The organizational aspect highlights the
importance of alignment in an organization amongst the people. The model breeds trust because this
is the cause of success or failure in relationships which can lead to either the success or downfall of an
organization. The traits necessary for success are continually learning, being service oriented, positive
energy, and being flexible. The Principle Centered Leadership Model demonstrates how to successfully
lead a business based on trust and reliability. See evidence 90.
of the above theory
30. Student will show knowledge of the 14
Points / TQM theory of leadership by
Deming
of the above theory
Visionary Leadership (now often cited
as Transformational Leadership) theory
by Sashkin
of the above theory
Individuals in Organizations leadership
theory by Argyris
of the above theory
36. Students will demonstrate knowledge of HDF 415 HDF 190 I originally learned the 4 Vs theory of leadership in HDF 190, but when I became a peer
the 4 Vs theory of leadership by Grace mentor for the FLITE class for HDF 415 I gained a much stronger understanding of the theory.
(Center for Ethical Leadership) The HDF 190 textbook explains the model very clearly. The four Vs stand for Values, Vision,
Voice, and Virtue which are all important aspects of the model of ethical leadership. The model
is a guideline to reinforce the necessity to align personal beliefs and values with ones actions
and behaviors. To be a successful ethical leader one must have a strong understanding of their
own core values. Vision is then having the ability to decide how to act on those values without
going against them. Once this is understood an ethical leader uses their Voice to stand up for
their beliefs and fight for them. Bravery is an important trait when using voice because a strong
leader cannot be afraid of the reactions of others when standing up for their beliefs. Finally
Virtue is the understanding of the importance of knowing, believing, and acting to support our
individual values. Three additional aspects of the model are Service, Polis, and Renewal.
Service correlates with Vision and Values. It demonstrates that when there are challenges with
servicing the Values the Vision is proven to be strong. Polis is the process of acting towards
the ethical decisions in context with the values when dealing with politics. Finally, Renewal is
the break from the action when it is necessary to return to voice from time to time in order to
make sure that the community remains on the same page when it comes to the initial values
and vision. See evidence 37.
37. Student will describe personal application HDF 415 VIA One of my top VIAs is Kindness. I value kindness because I believe that everyone deserves to
of the above theory Random Acts of Kindness Club be treated with kindness and civility. If people are kind to one another it will build trust, respect,
Civility Mentor Application and happiness within a community. The first step to promoting my values and implementing my
vision is to start on a smaller level. I want to increase kindness around the University of Rhode
Island. Over the summer I worked with a few other students with a similar vision and we
decided to create the Random Acts of Kindness Club. We planned for the club to hold events.

One of the ideas we came up with was having students cover the campus with heads up
pennies in order to bring joy to other students days. Another idea was to hold doors open at
the library during finals week and offer hot chocolate with compliments written on the cups to
students escaping from the brisk winter chill to study. When we returned to campus for the
beginning of our Fall semester we all got together and planned exactly how we were going to
use Voice and get our name out there. We hosted a booth at First Night, student activities fair,
and we promoted our name through Facebook, fliers, and word of mouth. The club is now
flourishing and constantly works to support our Values and bring them to others to encourage
them to help promote our vision for the campus.
The next step that I am taking to support my Value of kindness is applying to be a Civility
Mentor. The office of Civility is a rather new organization on campus headed by Jen Longa. The
Civility Mentors work to promote kindness on campus in order to make the University of Rhode
Island a more comfortable environment. I am extremely excited to take a part in this
organization and take the next step towards backing my value. See evidence 38.
Situational Leadership theory by
Hershey & Blanchard
of the above theory
40. Student will show knowledge of the HDF 190 Relational Leadership Lesson The bottom line of the Relational Leadership Model is putting relationships with people first. The bulk of
Relational Leadership model by my learning about this model took place when I discussed it with Dominic Tribelli and Tyler Buysse in
Komives, McMahon & Lucas the ZBT chapter room as we studied for our assessment. The more my classmates and I discussed the
model the more I understood it and realized its importance. The Five main components of the
Relational Leadership Model are Inclusive, Empowering, Purposeful, Ethical, and Process-Oriented.
One part of the model that stands out to me is within the Empowering aspect of it. To be empowering
you must know how to gatekeep which means inspiring the quieter people to share their ideas because
they are just as important as the ideas being shared by the more outspoken members of a group.
Studying for the assignment with my peers helped me succeed and do very well on it. See evidence
number 15.
HDF412 In HDF412 we reviewed the Relational Leadership Theory which allowed me to realize how far I have
come in truly learning and understanding the model. Relational Leadership is putting relationships with
others first. The theory is made up of five components which are inclusive, empowering, purposeful,
ethical, and process oriented. Each component highlights the importance of knowing, being, and doing
which explain how to successfully use the model in everyday leadership when working with others.
Knowing is being knowledgeable of the subject, being highlights concepts which an individual believes,
and doing focuses on the actual action. These three aspects are crucial because once one learns and
is knowledgeable he or she must take that action and process it and then take action. The first
component of the model is being inclusive. To do so one must know themselves and others. He or she
must then believe that differences in others are valuable and then listen to the members and develop
their skills and talents. Being inclusive allows everyone in a group to have a say and offer their talents.
The next component is to be empowering. Empowering leaders know the weight of power and believe
that everyone has something to offer. It is then important not only to offer power to others, but then to
gatekeep and make sure that everyone has a chance to offer an equal amount and hold an equal
weight of involvement in group decisions. Being purposeful is knowing the role or mission of the group
and believing that the group will be able to make a difference. In order to successfully understand the
groups purpose and see that everyone is on the same page, the action in this step is identifying the
goals that the group will work towards and how they will get there. The fourth component is being
ethical. A relational leader knows how to make ethical decision, understands that the popular decision
is not always the right decision, and acts courageously and ethically for the good of the group and the
community. The final component is being process oriented. When being process oriented a leader
knows the community and its needs and the leader is able to trust the process. This explains the ability
to trust that each individual will complete their task and the result will be beneficial for the common
good. Moving forward a strong relational leader also has the ability to give and receive feedback to
those in the group to promote growth and encourage future successes. See evidence 91.
41. Student will describe personal application HDF 190 Group Project What helped me the most with understanding the model was relating it to my strengths which I learned
of the above theory about in HDF 190. An aspect of the model that relates to my top strength of Positivity which relates to
the aspect of being Process-Oriented. A leader can build a strong sense of community and trust by
showing individual enthusiasm for the group as a whole, each individual member, and the process.
While working on the group project I work to build a strong sense of community and trust with my other
three group members in a variety of ways. For example, I am always reliable and on time for everything
we do, giving my peers reason to trust me. Also, I helped build a strong sense of community by having
everyone write down their top five strengths and VIAs so that we can understand each other better.
See evidence number 16.
HDF412 Chi Omega In HDF 412 we revisited the Relational Leadership Model and in this reevaluation I was able to reflect
on how I did and could use the Relational Leadership Theory while working with my executive board.
As Vice President I often elaborated on the importance of Relational Leadership, but I really found it
coming in to play when I was president. Relational Leadership focuseson putting relationships with
people first, and I needed to ensure that my executive board had a strong relationship as a whole, and
that I had a strong relationship with each of the eight girls. In terms of being inclusive I needed to know
my own strengths and job tasks as well as those of my executive board. I needed to be familiar with the
different roles such as Molly was in charge of cardinal cabinet as the secretary, Jenna was in charge of
facilitating certain events as personnel chair, and other similar responsibilities of the board. I also
focused on their strengths and encouraged these as we went through the year. I believed that each
member was valuable and I was able to listen to each girl and help develop their talents through
challenge and support. When making big decisions I would often ask the entire executive board for
their opinions instead of making it on my own. It may have been quicker to simply go off of my own
opinion, but I knew that my executive members would learn more if they had the opportunity to be
involved in the decision making process. I was also empowering by knowing the weight of power and
believing that everyone had something to offer. I would be sure that everyone was responsible for their
own job tasks and I did not micromanage them. In the beginning of the term I worked more closely with
each member, but as the year went on I demonstrated my confidence in their abilities by putting more
responsibility on their shoulders. I also made sure that I used gatekeeping to ensure that the quieter
executive members were getting as much say in group decisions as the more outgoing girls. I was very
purposeful in everything that we did. I knew the mission of our board was to keep our sorority on track
and to live by our values and symphony. I was confident in the impact we could have on the sorority
especially as my executive board came into term as the sorority was being placed on probation by our
national organization. During January training and again in September training we came up with goals
as an executive board and discussed ways we could help our chapter in this time of great change.
Being ethical often came in to play. I had to know how to make these difficult decisions and how to
make the unpopular decision if it was in the best interest of the sisterhood. When we were placed on
probation we had a large number of sanctions including no longer holding the classic URI themed
socials, having an attorney fly in for a mock trial, and having high supervision on our sorority. Although
my sisterhood was not pleased with the change in the social functions, I knew that it was necessary in
order for our sorority to stay in good standing. Making these decisions took a lot of courage, but I
approached them enthusiastically and my sisterhood is now in a better spot. Finally, it was important to
remain process oriented. I had to know the sisterhood as a whole and trust the process. Putting trust in
my executive board members got easier with time and it was made simple by our open communication
and honesty. Although we all sometimes struggled with the advisors, house corp, nationals, and the
sisterhood, we held strong and leaned on each other for support, honesty, and feedback. As 2014
comes to an end I am confident that the use of Relational Leadership helped my executive board
succeed in supporting our sisterhood. See evidence 92.
42. Student will show knowledge of the HDF 413 Further Research The lessons from HDF 413 propelled me to further research the idea of constructivism. I came across
concept of constructivism Learningtheories.com the credible website learningtheories.com which gives a strong explanation of the concept.
Constructivism is the idea that people create their own interpretations of data when creating
knowledge. Eventually this forms how they perceive information from reality which affects how they use
the information. Constructivism states that learning is an active process where an individual puts
together information and makes constant connections. Personal experience has a huge influence on
the construction of knowledge. This allows each person to create a different interpretation of the world
therefore creating more opportunities for learning because people can then learn from one another.
This also creates more possibilities for worldly understanding because it promotes the creation of
different viewpoints. See evidence 61.
43. Students will describe personal examples HDF 413 Strengths Quest My favorite part of HDF 413 was the SOLC retreat at Camp Canonicus. During this retreat the
of implementing constructivism SOLC retreat organization was allotted time to discuss our strengths and the different ways in which we use them. I
had recently redone my strengths because I believed that my strengths had undergone a shift. After
retaking Strengths Quest I realized that my suspicions were correct and I now have Individualization,
Developer, Positivity, Strategic, and Adaptability. During the retreat we each discussed how we use our
strengths. Where I see myself using positivity to encourage others and raise enthusiasm Luckson
Omoaregba says that he uses positivity to make stressful situations into positive experiences. We each
were given the same information on the strength; however we used our own personal experiences to
create our own knowledge on the topic. Our different perspectives created a wider range of information
for our peers who may not have a strong understanding of this strength. The same idea applies to each
of the 34 strengths. This activity was extremely beneficial for everyone present. This is especially true
because the variety of personal experiences, possession of signature themes within a domain, and
different values altered the process of constructivism for each individual. See evidence 62.
44. Student will demonstrate knowledge of HDF 413 SOLC Outcomes Party In HDF 413 I learned about Kolbs Cycle of Experiential Learning. During the SOLC outcomes party
experiential learning in leadership Dan Marello helped me form a deeper understanding on the model using the document posted on
development (Kolb) Sakai. The first part of the model is Active Experimentation. This point of the experimentation process
focuses on the action of trying to complete a task. In relation to SOLC this could apply to an
organization participating in stepping stones. While doing the activity participants may become
frustrated. This brings them to the Concrete Experience aspect of the cycle. During this portion
participants feel a wide range of emotions. The Reflective Observation phase would be during the
debrief when participants begin to reflect on their actions and how the activity could have gone
smoother. During Abstract Conceptualization the ideas are applied to real life. This would be towards
the end of the debrief when participants apply everything they discussed and realize how it can help
them improve the organization as a whole. The cycle is a continuous cycle of challenge and
improvement. See evidence 63.
45. Student will describe personal application HDF 413 Uhuru SASA retreat The SOLC retreat that I co-facilitated with Larry, Luckson, and David for HDF 413 was the Uhuru SASA
of experiential learning in leadership retreat. During this retreat I witnessed Kolbs Experiential Learning Cycle in Progress. The first major
development (Kolb) activity that this organization participated in during the retreat was pipelines. They began extremely
enthusiastically but as more challenges were produced the organization members became more
frustrated. This is the point where the group moved from Active Experimentation to Concrete
Experience. During the debrief the organization began to reflect on what helped with the activity and
what created unnecessary obstacles. In this Reflective Observation Period one member commented
on how the organization was unable to complete the activity when their energy was too high, but when
they calmed down the members were able to quickly get the ball to the end of the pipeline and into the
bucket. This is a pattern that the high energy group frequently experienced. At the end of the cycle the
members went through Abstract Conceptualization in which they took the lessons they learned in the
activity and applied them to how they run the organization. Another member brought attention to how
the organization would be able to create and host better events if they made sure they had all of the
planning and discussion done beforehand which they realized by noticing pipeline went by much faster
when they began with a solid plan. See evidence 64.
46. Student will show knowledge of the HDF 415 HDF 190 I was first introduced to the concept of the Social Change model when I took HDF 190, however
Social Change Model of Leadership I did not truly understand the model until we touched upon it again in HDF 415. Going through
Development by Astin et al the model as the peer leaders helped Lydia and Luckson perfect their lesson plan for the
Stepping Stone Activity with the students was beneficial towards my understanding of the
model. As shown in the HDF 190 textbook, the model is made up of eight Cs including,
Consciousness of Self, Congruence, Commitment, Collaboration, Common Purpose,
Controversy with Civility, Citizenship, and Change. Consciousness of Self, Congruence and
Commitment fall under the category of Self Values. Consciousness of Self means that one must
be aware of their own beliefs, values, attitudes, and emotions. Congruence is then the leaders
ability to walk the talk and act on their values. Commitment represents the leaders passion
towards their beliefs and their willingness to follow through with their plans to make a change.
Once a leader is comfortable with Self Values he or she is able to work with Group Values. This
includes Collaboration, Common Purpose, and Controversy with Civility. Collaboration is a
groups ability to be open to the variety of ideas and backgrounds of the different members in a
group. Common Purpose is the groups passion towards a collective vision or goal that they
work towards. Controversy with Civility is necessary for a group to deal with their problems that
arise by taking in the perspectives from all of the group members and avoid conflict.
Citizenship is the only C under the category of Societal Values. When working with a
community for change it is beneficial to have a strong sense of community where people feel as
if they can trust and rely on one another. The eighth C of the Social Change Model stands for
Change. This is the ultimate goal of the model which can be achieved when the other seven Cs
are utilized. When we went over this information and applied it to the lesson plan I was able to
finally grasp the concept and form a stronger understanding of the model. See evidence 39.
47. Student will describe personal application HDF 415 HDF 190 In HDF 415 I saw the Social Change Model put into action during the Stepping Stones activity
of the above theory Stepping Stones Activity with the class. It was interesting to see the students do the activity because I was watching
them use the model which was different than when I had done the activity as a student when I
took HDF 190. The students utilized all eight Cs in the activity as they worked towards a
common goal of getting around the circle with just a few foam blocks. When they demonstrated
different parts of the model the peer leaders would give them more blocks with different Cs
written on them and have the students apply their knowledge to the activity. When we sat down
afterwards and debriefed the students had a lot of great input on what they had just learned,
and when they were confused on parts of the model, Luckson, Caitlin and I would clarify for
them. In regards to the Self Values, the students used Consciousness of Self to know their own
values of respect and beliefs on how to reach their goal and they used Congruence when they
acted on their beliefs and Commitment by refusing to quit, even when the activity proved to be
a challenge. The Group Values were also evident through their actions. The members in each
small group had to collaborate their thoughts in order to make it from one hula hoop to the next
without falling in the lava. They were able to do so because they had a common purpose which
was to make it around the circle without touching the floor. Occasionally, the peer mentors
would introduce challenges such as blindfolding students or silencing the member with the
most input. When this occurred the students would get frustrated, yet the used Controversy
with Civility to come up with a variety of solutions. The entire class proved to be a strong
Society when they demonstrated Citizenship. The three groups all trust one another and know
that they can rely on the other groups, so they all worked together to complete the challenge
which I had never seen done before. I was very proud of the class and watching them helped
me form a stronger understanding of the model. See evidence 40.
48. Students will demonstrate knowledge of HDF412 In HDF 412 we learned about the Leadership Identity Development Model by Komives et al. This
the Leadership Identity Development model is made up of five stages which are awareness, exploration/ engagement, leader identified,
Model by Komives et al leadership differentiated, generativity, and integration/synthesis. In stage one the student becomes
aware that there is leadership occurring in the world. Leaders include everyone from government
leaders to teachers and parents. Parents and family members are important in the awareness stage by
teaching norms and building confidence while leaders are still young. It is also crucial for the individual
to develop a sense of self and others as well as how to work with others. This stage transitions in to the
next when the individual begins taking on some form of leadership roles.
The next stage of leadership is exploration and engagement. In this stage individuals begin exploring
their interests and beliefs. This often occurs for children when they become involved in activities such
as sports, church, music lessons, etc. This is when children begin developing skills and forming strong
interpersonal relationships. Children now see older peers as leaders as well as their teachers,
coaches, and parents. This stage transistions when a child begins to see his or her own leadership
potential.
Stage three is leader identified. This is when students begin trying on different leadership roles and
challenging themselves as leaders. Mentors and guides are crucial at this point in leadership
development because their influence helps the student develop skills. At this point individuals see
leaders as those who hold leadership positions.
In stage four leadership differentiated, individuals begin to understand that the term leader can also
apply to those who do not hold specific leadership positions. The individuals see gain a stronger sense
of self awareness and an understanding that there is a difference between being the leader and a
leader.
Stage Five is generativity which is when the leadership goes beyond the leader and the individual
realizes the importance of sustainability of a group. This happens when executive boards change over
or students graduate and must leave their organizations in the hands of others. In this stage people
begin valuing the role of being a mentor and having mentors of their own.
The final stage is integration and synthesis. In this stage there is a sense of continued self-
development and congruence. The reflection of the lessons learned help people become more
confident in their abilities and learn changes that they can make next time. As the cycle comes to an
end individuals prepare to cycle over again as they continue their growth as a leader.
See evidence 93.
49. Students will describe personal HDF412 Chi Omega In HDF412 I learned the Leadership Identity Development Model which I am able to apply to my
application of the above theory. experience in my sorority Chi Omega throughout my four years at the University of Rhode Island. The
first stage is the awareness stage. When I joined Chi Omega I learned that there is an executive board
and an advisory board which helps make decisions and lead the sorority. I also learned that there were
smaller positions that ran programming for Chi Omega. The cardinal cabinet was made up of positions
such as sisterhood chair, philanthropy chair, and career and personal development chair.
The second stage is exploration. As I became more comfortable with the sorority I began attending
events and volunteering for the various committees. Although I did not see myself as a big leader in the
sorority I did enjoy the various opportunities to get involved and help run events. Towards the end of
my freshman year I began to want to do more which was my transition into the next stage.
Stage three is leader identified. The summer after my freshman year I was offered the position of
Sisterhood Chair which I gladly accepted. Trying on this new role and taking on responsibility allowed
me to learn and strengthen my leadership skills. I ran the Parents Brunch that semester as well as
organizing the composite photos and ordering the annual composite for the sorority. Transitioning out
of this phase I began looking to stronger leadership roles in which I could make even more of an
impact on Chi Omega.
I experienced stage four which is leadership differentiated when I had the honor of joining the 2013
executive board as the Vice President of Chi Omega. Not only did I begin seeing the leadership in the
rest of my sisterhood that did not hold positions, but I also learned to work as a part of a team. I
learned to trust and value others and to let go of some of my control when making decisions. Speaking
with the entire executive board allowed me to make stronger decisions even when there was a need for
compromise. We learned that as a board it was important that we communicate with one another and
act as role models for the chapter.
In January of 2014 I was offered the position of president on the 2014 executive board. Deciding to
take this position was not a choice I took lightly. After days of consideration I agreed. In stage five
which is generativity I made an active commitment to my chapter and took on the role of developing my
new executive board as well as the rest of the chapter. I was responsible for sustaining the
organization which was difficult when I accepted the position as we were being put on probation by our
national organization with a lengthy list of sanctions. Aware that my year as president would not last
forever I took it upon myself to strengthen the leadership skills of my executive board and the rest of
my sorority. I would offer challenge and support when necessary and now as final exams approach my
term is coming to an end. As I train the new executive board I am confident that I made a positive
impact on my sorority. It is difficult to believe that it was just eleven months ago that I took on this
difficult task and I am proud to say that I have never seen my chapter succeeding more thanks to the
hard work and dedication of all of those in my sisterhood. I will be graduating in May and I am glad to
know that I am leaving the sisterhood in good hands, especially with our current Personnel Chair, my
little, serving as president in the coming year.
Stage six is integration and synthesis. This is the stage I am now approaching. I will continue my self-
development and half of this is realizing how much I have grown due to the opportunities given to me
by my sisterhood. I understand that leadership development is a life-long process and I look forward to
the many things I will learn from wherever life takes me next. See evidence 94.
50. Students will demonstrate knowledge of HDF 412 In the beginning of the semester in HDF 412 we focused on the Strengths Development Model. This
the Strengths-Development Model by model is broken into four categories of strengths development including self-theories, other awareness,
Hulme et al self-management, and collaborative engagement. The four aspects of the model are all connected
because they balance off of one another. Self-theories focuses on the individual. It is crucial for an
individual to focus on their own strengths in order for them to succeed when working in a group or with
others. Self-theories highlights the importance of positive self-awareness which can be done with
strengths awareness and focus on personal growth. The next aspect is other awareness. This part of
the model focuses on what we focus on when interacting with others. People generally use their own
strengths and lenses as the ideal traits and see others who do not share the same strengths as difficult
instead of embracing their differences and seeing how the differences can be valuable in a group
experience. Self-management is when the team members allow room for compromise in a group
setting. Group members need to be confident in one another and at the very least avoid placing
preconceived negative judgments on the group members. It is also important to breakdown group tasks
and assignments to help the group succeed to the best of the members ability. Valuing each others
opinions will help a group be successful. The final aspect of the model is collaborative engagement.
The Strengths Development Model focuses on the themes dynamics of change, communication, and
trust. Change explains the difference between planning and implementing. Regardless of ones
strengths, it is crucial to see when change is necessary and to implement it. This process can be
simple or challenging for an individual based on their strengths. Communication is another interaction
that can be simple or difficult based on ones own strengths. When making a decision some people
prefer to silently reflect while others need to talk it out. It is important to recognize the communication
needs of team members in order to keep everyone working efficiently. The final aspect of collaborative
engagement is trust. Trust is created in a variety of ways. Regardless of a teams strengths it is
important to create a respectful, understanding, congruent, and forgiving environment with open
communication. The Strengths Development model highlights ways to successfully develop ones
strengths and the strengths of a team. See evidence 95.
51. Student will describe personal application HDF412 Module III Assessment In HDF 412 we learned about the Strengths Development Model which I was able to relate to how I
of the above theory worked with my assigned group in this class on projects. On one of the first days of class we were
organized into groups to discuss our strengths. Little did I know, we would be working with these
groups for the rest of the semester. My group members are Tracy, Antia, Lydia, Gina, and Joey.
Working with this group was a challenge which I can now better understand when applying our
dynamic to the Strengths Development Model. In the first stage, self-theories, it is explained how
important it is to recognize your own strengths and realize how to use them to their fullest advantage.
On the first day we met each member in the group explained our strengths and why we believed they
applied to us or how we used each one. As much as I incorporate my strengths into my everyday life, it
was clear that not everyone else in the group cared for the assessment and the results as much as I
did.
The second aspect of the model is other awareness. This highlights how we perceive others based on
their actions and strengths. Our minds create stereotypes and predetermined ways we believe they will
be. I am aware that right from the beginning I made judgments on my group members, which I should
not have done. For example, one girl spent the whole time flirting with the guy in the group and was not
focused on the work. She would talk about the bars and unrelated topics so I quietly wrote her off as
immature and irresponsible. I later realized that she is very bright and has a lot of good insight, but it
was difficult to rid of my initial judgments.
The third section is self-management. We were able to form a group dynamic where Lydia would
create a google doc and we would all communicate through there. We also shared phone numbers
right off the bat and created a group text to communicate with one another. A point where my group
struggled is in learning to take the other peoples perspectives into account. We have a very difficult
time seeing eye to eye even when we try our hardest. There is a lot of compromise that has to happen
in my group which can be difficult when working with a group of rather stubborn people. Fortunately,
some of the members are able to reduce their need to always be in control and to be right. We have a
little flexibility to bounce ideas off of one another.
The final aspect of the model is collaborative engagement with the three theme dynamics of change,
communication, and trust. Planning and implementing change has definitely been a challenge for my
group. As one of the only ones with adaptability in my group I found the rest of the group to be very
high maintenance and difficult when it came to making group decisions. One day we were deciding if
we should meet to work on the Module III Assessment in Swan or the library and when the group could
not decide one girl suggested we do not meet at all. Clearly this was not an option, so we ended up
meeting in the library, but the fact that it was a lengthy heated discussion stressed me out and because
of my adaptability I was unable to understand why it was a big deal; however it may be the result of
how everyones strengths are working together with a lack of effort to understand one anothers needs.
Communication is the dynamic that I have personally been struggling with the most. In the beginning I
had a lot of patience for my group; however it is difficult to use one of my top strengths positivity to
keep the group motivated and enthusiastic when the other members lose their patience with one
another so quickly. The PowerPoint used in class to explain the Strengths Development Model uses
the example that it is difficult for someone with positivity to work in a negative environment because it
burns them our faster than the negative energy might burn out others without this strength. This is very
true and describes my feelings towards my group. Although my positivity is useful to the group, it is
difficult for me to maintain when I am constantly met with abrasive and negative responses in my
communication. My group struggled to create trust in the beginning of the group which ended up
hurting us in the long run when working together on the Module III Assessment. The members have
difficulty maintaining respect and understanding for one another. Being a part of this group was one of
the biggest challenges Ive have thus far in the Leadership Minor, but I can definitely say I learned from
it. See evidence 96.
52. Student will demonstrate knowledge of
behavior theories of leadership from
Michigan and Ohio State
of the above theories (Michigan & Ohio
State)
Charismatic leadership
of the above theory
contingency approach to leadership by
Fiedler
of the above theory (Fiedler)
Path-Goal theory by House
of the above theory (House)
Leader Member Exchange (LMX) theory
of the above theory
Leadership Substitutes Theory
of the above theory
Models of leader emergence
65. Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
of the above theory (Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
68. Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
69. Student will describe personal example
of using cultural anthropology /
paradigms as a leader
70. Student will demonstrate knowledge of HDF412 In HDF412 I learned about Harros Cycle of Socialization. This model focuses on the many differences
the Cycles of Socialization (Harro) between people including race, age, sexuality, gender, and language. The beginning of the cycle is
theory and its uses in leadership when we are born. We are born into our own identities regardless of preferences. Since there is no
choice in our identities it makes no sense to judge someone based on theirs. We are then socialized by
our peers, teachers, families, and others whom we love and trust. These people shape our
understanding of social norms, values, roles, and expectations. These messages are then reinforced
by institutions such as schools and media, and culture such as music lyrics and common patterns of
thought. We are taught stigmas of differences by rewards and punishments, privilege persecution, and
discrimination and empowerment. All of this results in silence, anger, dehumanization, guilt, and other
negative feelings. There are two choices from this point. An individual can choose to do nothing and
promote the status quo which leads to this anger because it is the easier choice or one can promote
change. Interrupting the norms, questioning actions of society, and educating oneself and others can
lead to a change and a change can lead to a better tomorrow. See evidence 97.
71. Students will demonstrate personal HDF412 Anie coming out In HDF 412 we were taught about Harros Cycle of Socialization. I was born an able-bodied white,
application of the Cycles of Annie Russell visit to class heterosexual female in middle class. Because of this I am in some dominant categories and some
Socialization (Harro) subordinated categories. I am from an open-minded family who taught me the very relaxed social
norms. I was able to play with boys toys and girls toys, I was taught to respect different religions and
treat people with disabilities fairly. I also learned that race is not a very big deal because two of my
sisters are Algerian, but it did not make me think of them any differently. Eventually as I became more
enveloped by culture and school my interpretations of the different social groups began to change a
little bit. One specific social group which affected me growing up was the mistreatment of the
homosexual population. During our junior year of high school my sister began dating a girl, but refused
to call herself a lesbian. As much as this confused me I began to realize how culture treated
homosexuals with less respect and rights as heterosexual people. Even though our family was brought
up with an open mind I began seeing that not all of my friends were raised the same way. People
began laughing and making negative comments about my sister when she would admit to having a
girlfriend. She was patronized by our friends and coworkers because they had fallen into the cycle of
socialization which led them to act discriminatory and privileged. I was furious at the way my sister was
being treated, but I did not believe there was anything I could do. I now am aware that I can either
continue doing nothing, or I can begin to shake up the cycle. Annie Russell, the director of the
LGBTQQ center came into HDF412 and challenged us to say what minority group we were an ally for.
Although I wrote that I was an ally for the LGBTQQ center because of the various times I have
defended my sister and my friends who identify as LGBTQQ, I realized that I can take more steps to
becoming an ally. I was safezone trained as an ally and as I continue my education I plan to do even
more. See evidence 98.
72. Student will demonstrate knowledge of HDF412 In HDF412 we learned about Harros Cycles of Liberation. The cycle is made up of eight components
the Cycles of Liberation (Harro) theory which are waking up, getting ready, reaching out, building community, coalescing, creating change,
and its uses in leadership maintaining, and the core. Waking up is the first stage. This begins with a critical incident that creates
cognitive dissonance and is unsettling for someone. After this the individual reaches the getting ready
stage which involves empowerment of self to create the change, dismanteling collusion privilege and
other cultural norms, developing an analysis of the issue, and gaining inspiration to move on to the next
stage. Reaching out is when the individual begins sharing knowledge and beliefs with others. Following
this stage is building community. Working with others to create change is crucial because large
populations hold a lot of power. It is also important to build a community with people similar to the
individual creating change and people different from him or her in beliefs, backgrounds, or roles.
Coalescing is when the individual and the community begins to organize and plan the action. Members
may take on mentoring roles or allys. Creating change is the part when the group begin influencing
policies, assumptions, or beliefs and truly change something in the community. After this comes
maintaining when it is important to integrate and spread hope to continue following our dreams and
creating change. After maintaining the cycle repeats back to getting ready. The Core of all of this is
self-love, self-esteem, balance, joy, support, and security because these are things necessary to create
change. See evidence 99.
73. Student will demonstrate personal
application of the Cycles of Liberation
(Harro)
74. Student will demonstrate knowledge of HDF412 In HDF412 we learned about Franklins Configuration of Power which is a model composed of four
the Configuration of Power (Franklin) parts being economics, politics, bureaucracy, and controllers of symbols. These four components
and its relationship to leadership explain where the power is in a society. The first component is economics. The money and who
controls the wealth of a community is at the core. This also includes who owns the properties and who
has the ability to fire and hire employees. The next aspect is politics. This deals with who addresses
social problems and who has the power to protect the economic interests of the community. This is
followed by bureaucratic management which is the people employed by the politicians. These are the
people who manage law enforcement and protect the politicians. The final layer of the model is made
up of the controllers of symbols. This includes media, education, and other forms that communicate
ideas to mass populations. The model of power has a heavy focus on those who are members of
dominant groups which then contributes to the cycle of oppression. See evidence 100.
75. Student will demonstrate personal HDF412 Michael Brown Ferguson In HDF 412 we learned about Franklins Configuration of Power. This lesson was followed by an
application of the Configuration of introduction to the Ferguson issue which is taking place in Ferguson, Mississippi. We watched a video
Power (Franklin) that explained that Ferguson is a predominately black town with white officers and a white mayor. In
August 2014 eighteen year old Mike Brown was shot and killed by a police officer after running into him
on the streets at night. The town felt as if the officer was not being prosecuted fairly due to the fact that
he is white and Mike Brown was a black man. After learning about this my classmate Dominic related
the issue to the configuration of power which really stuck with me. In Ferguson the economics come
from the shops, however it is not a very wealthy town. Politics is a heavy hand in power. The mayor
was voted in however he is a white man who does not see the shooting as a racial issue. The
bureaucratic management is made up of the police officers who are mainly white. They work to protect
the mayor and the town laws which gives them the next level of power. The media and the schools
have the next level of power in the town. Seeing as the people of power are predominately white gives
little room for the oppression of the black population to be stopped unless someone from the dominant
group stands up to help the community. See evidence 101
racial identity development via the Cross,
Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)
77. Student will demonstrate personal
application of model(s) of racial identity
development above
78. Students will demonstrate knowledge of HDF 413 In HDF 413 we did an activity on first impressions and the diversity hidden amongst groups. During this
McIntoshs theory of privilege and its discussion Allie said something which really stuck with me. She brought attention to the fact that, as a
relationship to leadership small white woman she can be sure that if she is walking down the street no one will feel threatened by
her or move to the other side of the sidewalk out of fear. This privilege does not apply to people of
other races. With this statement I began to understand McIntoshs theory of privilege without even
knowing it. When starting my research on this theory I went straight to Google where I was able to find
Peggy McIntoshs paper, White Privilege and Male Privilege: A Personal Account of Coming to See
Correspondences Through Work in Womens Studies which was written in 1998. The general idea of
the theory is that white people are open to admit that races of minority are at a disadvantage in our
society, but they do not realize that white individuals are privileged. In her paper McIntosh lists forty-six
different privileges experiences by white people in our society each day. For example, at any time a
white person can easily get a job where other people of his or her race surround him or her. White
people can also be confident that neutral or pleasant neighbors will greet when the family is moving
into a new neighborhood. In terms of leadership a white person can have low credibility as a leader,
and be confident that it is not a result of their race. Leaders need to be weary of these issues whether
they are white or a minority. Being aware of these issues will allow a leader to be a stronger resource
for those around them. See evidence 65.
79. Student will demonstrate personal HDF 413 Uhuru SASA retreat During the Uhuru SASA retreat, which I facilitated as a requirement for HDF 413 I realized that I was a
application of McIntoshs theory minority in the room of African and Latino students. At this point I began to understand McIntoshs
theory of privilege before even reading about it. When I realized that I was the only white student in the
room I felt slightly uncomfortable. I am a strong believer in equality and that everyone is a person
regardless of race, so I never though I would feel uncomfortable being a minority myself. I was
suddenly wondering if the other students thought any less of me or doubted my abilities to relate to
them based on the color of my skin. This was when I realized that I usually do not have these thoughts
or questions purely because of the fact that I am a white individual in a mainly white society. This
especially applies to the University of Rhode Island where the student population is 70% white
according to CollegeBoard.com. Reading over Peggy McIntoshs paper, White Privilege and Male
Privilege: A Personal Account of Coming to See Correspondences Through Work in Womens Studies
I was able to relate to many of the privilege experiences. I can worry about racism without others being
suspicious that I am driven by self-interest, I can easily find make-up that matches my skin tone, and I
can easily turn on the television or look at an advertisement and expect to see someone of my race.
Facilitating the retreat where I was the minority allowed me to further understand the experiences that
minorities go through everyday. Then applying my life to this paper showed me how I experience many
privileges simply by being white. See evidence 66.
80. Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership
81. Student will show knowledge of effective
leadership as it relates to change agency
82. Student will describe personal examples HDF 415 Social Change Lesson with Sarah One day for class the FLITE students all went to the Hodge Forum in the Multicultural Center for
of being a change agent Potrikus a presentation on the Social Change Model. Each group was assigned a company such as Ben
and Jerrys, Toms Shoes, Kick starter, etc and they had to make a case about whether or not
the company uses the Social Change Model. When given time to speak with our groups my
students had a lengthy discussion on Change Agents. As stated in the HDF190 textbook, a
Change Agent is, a person (or organization) committed to a dynamic leadership process,
lifelong learning, and relationships. Ben and Jerrys is an ice cream company who supports
different causes such as local farming. My group came to the conclusion that the company is a
change agent because they raise money and awareness for the cause; however they do not
work directly towards solving the root of the problem. Ben and Jerrys is a change agent
because the organization raises awareness for the cause, therefore starting reactions to create
Social Change for the cause. See evidence 41.
83. Student will create a personal code of HDF190 FLM 110 The most valuable model for my life that I learned about in HDF 190 was the Relational Leadership
inclusive leadership model, and within this model one of the aspects that stood out to me was Inclusive. I follow the belief
that one must be open to and inclusive of all ideas, people, and cultures. This semester I am also
enrolled in a Film Production class. One class we had an in-class shoot meaning the class was split
into three groups and each group was expected to get enough footage to make short film. The groups
were given scripts and expected to assign roles to each student. Within my group I was given the role
of director. This experience was extremely enlightening, not only for film production, but also in using
inclusive leadership. The role of the director is to decide how the shots should look, how the actors
need to act, and how they should say their lines. In order to avoid simply bossing everyone around I
took input from everyone. When working with the gaffer, or my classmate in charge of lights, I was
inclusive of his ideas and experiences in order to perfect the lighting. Similarly, while working with the
actors I gave them the chance to feel empowered by praising their ideas while slightly tweaking them to
perfect the short film. This project taught me that being a director truly coincides with being an inclusive
leader seeing as I must be inclusive of everyones ideas to help the film reach its potential and I must
be open minded to their past experiences and lessons learned. This is because when you listen to
others and allow them to give input not only are they gaining experience and confidence, but their
ideas improve the final product. See evidence number 17.
84. Student will demonstrate knowledge of HDF412 Module II Assessment In HDF412 we were given an assessment which required the class to apply models of Leadership to a
the Model of Intercultural Sensitivity by movie or film. This project gave me a better understanding of Bennetts model of Experience of
Bennett and its uses in leadership Difference Development of Intercultural Sensitivity. This model describes the thoughts and behaviors of
groups as they face cultural differences. There are two main aspects of this model which are then split
up into three stages each. The first aspect is made up of the ethnocentric stages including denial,
defense, and minimization. The denial stage is when groups believe that their groups culture is
universal and there is no need to understand other behaviors. In this stage people also separate
themselves from those with differing cultures. The second stage is defense against cultural difference.
Generally, this stage is when the members of a social group believe their group is superior to other
groups. The third stage is minimization of cultural difference which is when individuals generalize all
cultures to be the same deep down meaning that there is no need to become aware of these
differences. The second aspect of the model is the ethnorelative stages including acceptance,
adaptation, and integration. Acceptance is seeing value in the differences and respecting the
behavioral differences. Adaptation is the stage when individuals in society understand that it is
important to be knowledgeable about differences and learn to act respectfully towards another culture.
In the final stage of integration people understand that it is up to the individual to create their own
reality and identity. In this stage people become open to learning and experiencing cultural differences.
The Developmental Model of Intercultural Sensitivity explains the adaptation of individuals in accepting
cultural differences in an extremely detailed manner. See evidence 102.
85. Students will demonstrate personal HDF412 Module II Assessment In HDF412 we were given an assessment which required the class to apply models of Leadership to a
application of the Model of Intercultural movie or film. I applied the model to the film Boys Dont Cry which gave me a better understanding of
Sensitivity by Bennett Bennetts model of Experience of Difference Development of Intercultural Sensitivity. The model
describes the feelings of Brandons new friends as they faced cultural differences. There are two main
aspects of this model which are then split up into three stages each. The first aspect is made up of the
ethnocentric stages including denial, defense, and minimization. The denial stage affected Brandons
friends who are all heterosexual and identify as either women or men, their gender identities aligning
with their biological sex. Because of this they are not open to others who are not in this same group.
This explains why they are so emotional and shocked when they learn about Brandons transgender
identity. The second stage is defense against cultural difference. John and Tom refuse to listen to
Brandons reasoning because they believe that since he is not like them he is wrong. The third stage is
minimization of cultural difference. In the film, although Candace understands and accepts that
Brandon is different, she refuses to get involved or reach out to learn more about the cultural
differences. The second aspect of the model is the ethnorelative stages including acceptance,
adaptation, and integration. Lanas mother reaches the acceptance stage after she learns that Tom
and John raped Brandon. She approaches the men and defends Brandon by letting them know they
acted disrespectfully and immorally. In the adaptation stage Lana begins learning about Brandons
transgender identity by reaching out and asking questions to help her understand better. This shows
her progress to adapting to the cultural differences. In the final stage of integration Lana reaches this
stage when she makes the decision to stay with Brandon aware that by being in a relationship with him
she is also subjecting herself to some of the oppression he experiences. The Developmental Model of
Intercultural Sensitivity explains the adaptation of individuals in accepting cultural differences in an
extremely detailed manner. See evidence 103.
86. Student will demonstrate knowledge of HDF412 Module II Assessment In HDF412 the class was given an assessment in which we were asked to apply various models of
the ally Action Continuum by Griffin & leadership to a film or show. This activity helped me understand the Action Continuum. The Action
Harro Continuum is a model that successfully highlights a process towards acceptance and acting as an ally
for members of non-dominant groups. The Action Continuum is a progression model that illustrates
various stages which lead from one end of supporting oppression towards confronting oppression. The
first stage is actively participating in oppression. The next stage is denying and ignoring the situation.
Denying a problem can be harmful to oppression because it invalidates the fact that there is a problem
that needs to be dealt with. Recognizing the problem, but not taking action is the third stage in the
model followed by recognizing the problem and taking action. Educating self is the next step followed
by the act of educating others on the issue. The next stage is supporting and encouraging which is
followed by initiating and preventing. The Action Continuum is a strong force in bringing attention and
initiating change in the community towards equality and acceptance. See evidence 102.
87. Student will demonstrate personal HDF412 Module II Assessment In HDF 412 we were assigned a paper in which we watched a film or television show and related the
application of the Action Continuum by Annie Russells visit to class plot to various leadership models. I watched the film Boys Dont Cry which I was able to relate to the
Griffin & Harro various steps of the Action Continuum. The first stage of the model of actively participating in
oppression can be seen in the film when the characters use slang terms such as fag and dyke when
referring to one another and when referring to Brandon, a transgendered man, in casual conversation.
These statements are used with a negative connotation giving off the impression that being gay is bad.
The next stage is denying and ignoring the situation. Annie Russell, the director of the LGBTQ Center
at the University of Rhode Island came in to speak with our class and she related this stage to a time
when she claimed that she does not see color and her friend of color became offended by her
comment. Russells friend explained that by denying the problem she was ignoring all of the struggles
that her friend went through on a daily basis. The characters in the film went through the processes of
recognizing the problem, but not taking action and then recognizing the problem and taking action. In
the film Lana reaches the step of educating herself when she becomes an ally for Brandon when she
not only defends him, but also reaches out to learn more about his journey as a transgender man
through asking questions. Seeing as this film was based off of a true story the film itself is the result of
someone hearing about the oppression, going through all of the previously mentioned stages, and then
moving on to the next of educating others on the issue. The making of the film is included in the final
category of someone using their influence in the community to bring attention to the issue of
transgender, gay, and even female oppression. The next stage is supporting and encouraging which is
followed by initiating and preventing. The Action Continuum is a strong force in bringing attention and
initiating change in the community towards equality and acceptance. See evidence 103.
Outcome Category: Critical Thinking
88. Student will show knowledge of principles of HDF 190 Ethical Leadership HDF 190 helped me realize that being a critical thinker is about being able to analyze situations in a
critical thinking (logic is used in this minor) critical manner without having just one correct answer. In a simple step by step process being a critical
thinker is being able to first focus on the issue, and then thinking of different ways to solve the problem.
Finally an effective critical thinker must be able to separate the benefits from the consequences of each
potential solution and select which path to take. Critical thinking is used in many different aspects of
Leadership. For example, a leader must be able to plan strategically in order to reach the best outcome
for the group which they lead. This can be faced in many different types of dilemmas whether they are
ethical, relational, or societal dilemmas. When faced with an ethical problem a leader must be able to
take a step back from the problem in order to issue a non-biased opinion. Then he or she must develop
different ideas for an ideal solution and follow through with it. This goes hand in hand with the
perseverance of Ethical Leadership which according to the HDF 190 textbook is, knowing your core
values and having the courage to live them in all parts of your life in service of the common good. This
demonstrates how critical thinking must be used in Ethical Leadership because in order to act upon
ones core values they must truly understand what they are and then be able to represent them through
their actions. That being said critical thinking is necessary for all parts of leadership development. See
evidence number 18.
89. Student will demonstrate proficiency of HDF 190 Strengths Development Notes When we took the Strengths Quest Quiz in HDF 190 I realized that one of my top strengths is
critical thinking Strengths Quest Strategic. This means that I often keep an eye out for potential problems and plan to avert them. In
order to go through this planning process I have to be quick on my feet with critical thinking. The
strength of strategic and being a critical thinker relate quite nicely. Both involve realizing an issue and
figuring a way to solve it even when there are multiple options at hand. Strategic and Critical Thinkers
must be able to decide which option is the best to follow based on their own list of pros and cons. I use
my strength in my everyday life meaning I am also constantly acting as a critical thinker. For example
in the beginning of the semester I was faced with the issue of having a heavy course load. I had to
decide whether or not to continue with my 19 credits before the drop period for classes ended. For
awhile I weighed the pros and cons. A benefit of having 19 credits was that I would be able to get more
required classes for my major out of the way, but then there was the negative aspect of being too busy
with my classes to truly excel in the ones which I valued with a lot of importance. In the end I made the
decision to drop COM100 knowing that I would be able to take it the following semester. See evidence
number 19.
90. Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
91. Student will demonstrate proficiency of
metaphorical analysis to critically analyze
self and leadership situations
92. Student will show knowledge of at least five HDF 415 There are many different decision making methods that can be implemented when faced with a
decision making methods tough decision. When deciding between two options the process can be as simple as flipping a
coin. However, if it is a big decision it may be beneficial to spend more time on the decision in
order to make sure the right choice is made. This can be done a few ways such as getting
advice from friend or creating a pro con list for the alternatives. Group decisions can be made
by holding a discussion and following it with a group vote. This is fair because it gives every
member of a group the option to participate and partake in the decision making process. When
faced with a difficult decision it may be smart to analyze the options while keeping your own
personal code of ethics in mind. This way the decision is bound to be what you believe is right
compared to what is easier. Most of these methods have come into play in my own life
especially over the past semester. Thankfully this year in HDF 415 I was forced to use these
methods multiple times and the other peer leaders were always there to support me and give
me ideas on how to make decisions. The fact that we all have different strengths and values
helped because we all have different experiences which we share with one another to help each
peer mentor improve as a leader. See evidence 42.
93. Student will describe personal examples of HDF 415 Chi Omega By-Laws Revisions I have used a variety of decision making methods throughout the course of this semester. In
having used five decision making methods reality, decisions are made every single day, so it is good to implement a variety of decision
making methods. A big decision that I was faced with this year was whether or not I should
begin taking ADHD medication. When I was in high school I decided to stop taking the
medication because I wanted to learn how to function without it and I do not want to rely on
medicine. This semester I am balancing six classes, a job, an executive position in my sorority,
training to be an Orientation Leader, and involvement in clubs, so at one point in the semester I
became overwhelmed by my lack of ability to focus and stay organized and I considered going
back on ADHD medicine. When faced with this decision I asked advice from my dad and my
siblings and wrote a pro con list about the two options. I then reflected on my beliefs which lead
me to decide to stop taking the medicine in the first place. In the end I decided to continue not
taking medicine because my personal beliefs are that medicine is not a solution to my problem.
I work hard every day to stay organized and find other ways to focus. When deciding where I
should sit down to write my outcomes for HDF 415 I looked at my past experiences and realized
that I study best when I am isolated from people that I know, and in high school I always got my
best work done at the Starbucks in my hometown, North Kingstown , Rhode Island. With this in
mind I drove to that Starbucks and was able to focus for hours with very few distractions.
Another time that I was faced with a decision is in my sorority when we had to decide to change
the by-laws. To solve this predicament we held a vote through the organization which resulted
in some laws changing while some others stayed the same. See evidence 32.
94. Student will show knowledge of at least five HDF 413 Conflict Resolution Presentation In HDF 413 I presented on the topic of Conflict Resolution with Chris Xenophontos and Eric
problem solving / conflict management Youncofski. There are four main causes of conflict. The first is underlying value differences. When
methods, as well as understanding the people have different ways of life or different emotional beliefs it can lead to disagreements. Another is
roots of conflicts different priorities. Where someone comes from and their perceptions of the world have a great impact
on their thoughts and decisions. These underlying factors often lead to misunderstandings and different
opinions. The third cause is relationship issues which is caused by stereotypes and poor
communication and listening. The most common cause is data conflicts which occur when people
make decision based on a lack of information or different interpretations of information. All four causes
are highly prevalent in our society.
There are many different problem solving methods. One is by opening up communication. Having an
open discussion with active listening is a great way to reduce data conflicts. Data conflicts can also be
solved by producing data and information to back up claims when solving misunderstandings. A third
conflict management method is having a neutral third party present to act as a mediator between the
two parties. This calms the parties and forces them to listen to one another as each side describes
their beliefs to the third party. Sometimes the best solution is to simply let the issue go. If the resolution
is not worth the process or the argument would cause more harm than good then letting the issue go
would be beneficial. A fifth example of a problem solving technique is compromise. This is when both
parties give a little and get a little. Compromise is a strong problem solving technique because gives
both parties satisfaction. See evidence 66.
95. Student will describe personal examples of HDF 413 Chi Omega Executive Board The conflict resolution presentation I did in HDF 413 taught me a lot about conflict resolution which I
having used five problem solving / conflict Chi Omega Retreat was then able to reflect on and use the knowledge in personal experiences. As Vice President of my
management methods (if student has been executive board I often run into disagreements with my executive board. One recent disagreement was
trained in mediation, that information goes about whether or not exec tries their best to resolve issues that are brought up by girls holding the
here) positions. Our recruitment chair was frustrated because she brought up an issue in October which was
not resolved by November. She claimed that when she expressed concerns about there being a divide
between exec and the chapter, no one on exec was interested in resolving the issue. The root cause of
this conflict was relationship issues. The stereotype of people only caring about their own issues and
the poor communication of her thoughts and feelings the month leading up to the blow up caused her
stress. There was also a lack of listening by the rest of the executive board when she initially
addressed the issue. The way we resolved this issue was by sitting down with a more focused
conversation during the Chi Omega retreat facilitated by SOLC. In the end I addressed the fact that in
order for a personal conflict to be resolved people cannot simply bring up an issue; they also must
suggest potential solutions. The rest of the executive board was focused on their many responsibilities
as well as their studies so the issue slipped their minds. Since the recruitment chair brought up the
issue as a passing comment and as a criticism instead of stating a potential solution, not many people
jumped up to solve the issue which bothered the recruitment chair. This taught me a lot about conflict
management within a group and how to utilize my knowledge to help the executive board and the
entirety of the sisterhood. See evidence 68.
96. Student will describe what it means to HDF 415 HDF 190 In HDF 415 I often learn new information which I must digest in order to properly teach it to my
analyze, criticize, synthesize and utilize Chi Omega Executive Board students. The best way to do this is to make sure that I analyze, criticize, synthesize, and utilize
information as a leader the information. When I first receive the information I must analyze it or look at the information
in great detail to make sure that I have a complete understanding of what I am learning. I then
must criticize any of the information that I do not understand or that does not make sense. By
criticizing the information I am making sure that it is valid. If I have any question on the validity I
do further research on the subject. Synthesizing the information is when I connect it to past
lessons and knowledge that I have about the topic. Connecting to past knowledge is beneficial
because it helps back up information and makes it easier to remember new lessons. Finally
when I utilize the knowledge in my life I like to reflect on how it helped me lead.
Recently I used this process when applying the Servant Leadership Model. Caitlin and Alicia
lead the presentation on the Servant Leadership Model and my first step was analyzing the
information that they gave me. I listened to the ten characteristics and how each is used. When I
was confused on the topic of Stewardship I asked Melissa in order to make sure that I had the
correct information. The next step is criticizing the information. I originally learned this model in
HDF 190, so when I relearned it in HDF415 I had to make sure that all of the information I had
originally learned matched up with what I was learning now which it fortunately did.
Synthesizing the information was similar. I originally had formed a basic understanding of
Servant Leadership. This allowed me to build off of my original understanding. Now I can utilize
the information in my everyday life.
I am on the executive board for Chi Omega and recently we ran into a dilemma where some
members were saying that we should not have house duties, chores around the house, because
we do a lot for the house already and the sisters should appreciate us. I was appalled by their
arrogance and cited the Servant Leadership model telling the other girls that being on the
executive board is a job and not a privilege. By accepting the position we agreed to put the
sisterhood before ourselves and to be strong role models.
By going through the process of analyzing, criticizing, synthesizing, and utilizing the
information I was able to create a stronger understanding and be a successful servant leader.
This makes it easier for me to teach my students what it is to be a Servant Leader. See evidence
44.
97. Student will demonstrate knowledge of HDF 415 URI Potential Shooting In the HDF 415 and HDF 190 I learned a lot about how to demonstrate leadership in a crisis
leadership that is used in crisis HDF 190 situation from watching my peer leaders and from being a peer leader myself. The number one
trait to remember is to remain calm. When someone remains calm it is easier to keep their
thoughts in order and make good decisions. It is also good from a leadership standpoint
because when others are looking to you for support and advice you must keep your
composure, so that they do not get overly nervous. I learned this during the potential shooting
at URI earlier this semester. I stayed with Caitlin and Dominic and we ended up in the
Leadership Department. I saw Sarah, Robert, Melissa, and the rest of the staff handle the
situation calmly while taking all the necessary precautions such as locking the doors to the
Leadership Office and making necessary calls. They perfectly displayed how to handle a crisis
as a leader and it helped Caitlin, who suffers from PTSD remain calm and safe. See evidence 45.
HDF 412 Module III Assessment In HDF 412 we were given an assignment to evaluate a crisis and relate it to an existing crisis
leadership model or theory. This assignment led to my understanding of James and Wootens Phases
of a Crisis and how this depicts a business crisis cycle. This theory is made up of five steps including
signal detection, preparation and prevention, containment and damage control, business recovery, and
learning. In the first stage the business must recognize that the signals that there is a crisis. This can
be a challenge because people often fall victim to the illusion of invulnerability which is the belief that
bad things happen, but will not happen to them or their business. Ego mechanisms such as denial are
rooted from an individuals instinct to protect the company. Signal detection is crucial because it can
help the crisis be averted. The next stage is preparation and prevention. If a crisis is unavoidable it is
important for the business to be prepared. This often comes into play in terms of storms. When the
crisis is avoidable proper prevention techniques may come into play. The third stage is containment
and damage control. After the crisis occurs it is important to fix the damage that has been done and try
to bring the company back to where is once was which brings us to the next stage which is business
recovery. Finally, once a crisis has occurred many businesses, organizations, and employees must
take the time to reflect upon the issue and move forward taking the lessons that they learned to avoid a
similar crisis in the future. See evidence 104.
98. Student will describe examples of HDF 415 StrengthsQuest It is important to use your strengths, which I formed a deeper understanding about in HDF 415,
leadership in crisis situations when dealing with crisis situations. I learned this when I spent the Summer of 2012 living at my
brothers house in New Jersey while I held an internship in New York City. One week my
younger sister Aisha came down to visit. I have always looked out for my little sister and see it
as my responsibility to guide her in the right directions to make good decisions for her life.
Because of this she has always looked up to me as a role model. During the week that she was
visiting I got a call from my best friend telling me that my other sister Anie, who is my age, had
just called her to say goodbye and attempted to commit suicide by taking a lot of pills. Standing
in the attic of my brothers house in Montclair, New Jersey, miles away from my home I was
terrified. Before allowing my emotions to take control of my actions I took a deep breath and
organized my thoughts. I then called my dad to let him know what was going on with Anie. At
first he was reluctant to believe me because Anie has threatened her own life in the past. I then
allowed my emotions to come through just enough to get the point across to my dad that Anies
life was truly in danger and this was an actual crisis. I sent him my best friends number and he
called her to figure out Anies location. Meanwhile I had to inform my sister, older brother, and
sister in law of the events. Patrick and Alicea rolled their eyes at Anies actions as there way of
dealing with the issue while Aisha took off running out of the front door. Thankfully I was able
to use empathy and individualization to understand why they reacted in different ways and how
to deal with their emotions. First I stayed with Patrick and Alicea for a few minutes to express
the true seriousness of the situation to them and explain how they needed to act in front of
Aisha in order for her to not interpret their reactions incorrectly. I had to use my developer
strengths to pull out the best in each family member so that they could deal with the situation. I
then ran after Aisha, finding her on the side of the road outside. I sat in silence for a while as
she cried because I knew that she needed me to act as a stable rock. I then used positivity to let
her know that everything would turn out okay and not to worry too much. We sat outside and
talked about whatever thoughts or ideas she had. I kept in mind the fact that I am her role model
and stayed calm to keep her calm. Eventually we headed back to the house and I was able to
greatly improve her mood. I stayed up to date with my dad and best friend, also consoling them
through the situation. In the end my sister ended up being okay and is still with us today. It was
one of the most stressful situations I have ever dealt with, but I was able to use my strengths to
deal with the situation well and keep everyone calm as we worked towards a solution. See
evidence 46.
HDF412 Module III Assessment In HDF 412 we were given an assignment to evaluate a crisis and relate it to an existing crisis
Penn State Issue leadership model or theory. This assignment led to my understanding of James and Wootens Phases
of a Crisis and how this depicts a business crisis cycle. For our presentation my group decided to
discuss the Penn State crisis. In this crisis one of the assistant football coaches was brought to court
on allegations of molesting young boys from 1994 to 2011 when the case was finally brought to the
attention of the media. As a big football school, Penn State made negative decisions during the phases
of the crisis. The first phase is signal detection. The coach and the other officials were in denial that the
molestations were truly happening even though the cases were reported to them multiple times. The
coach could have prevented the crisis getting out of hand and ruining the reputation of Penn States
athletic program had the taken the allegations more seriously. Because the crisis was ignored the
school had to contain the issue and invest a lot into damage control. Initially the coach tied to contain
the issue by keeping it under wraps, but eventually this did not work and Sandusky was taken to court.
Business recovery was important after the school was fined millions of dollars and the NCAA refused to
let them be in playoffs for a few years. These punishments along with the fact that many scholarships
were taken from the school led to the school facing the challenge of finding talented players interested
in joining the team. From here it is important that the school officials, other sports teams, organizations,
and those involved learn from the crisis so they can avoid future crisis in the future. See evidence 105.
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
99. Student will demonstrate knowledge of HDF 190 Guest Speakers visit A major part of being a servant leader is to be an active listener. When the guest speaker came in to
active listening techniques speak to the class about Servant Leadership she pressed on the difference between listening and
active listening. When someone is being an active listener they must be more attentive to the speaker
and make it known that they are truly listening. This can be done by reacting at appropriate times with
head nods or brief comments such as, I see or, okay. Open body language is also important. If the
listener is sitting away from the speaker, slouched down, with their arms crossed the listener might feel
as if they are just burdening the listener and shit down or stop speaking. Better body language would
be for the listener to face the speaker with their arms down and not fidgeting. The listener should also
make eye contact with the speaker to ensure that they are not just staring off into space in ignorance.
The speaker needs to be the listeners top priority at the time of conversation. In other words it is
important not to get distracted by other conversations or occurrences in the surrounding environment.
Not only does the listener have to be invested in the speaker, but they also should stay away from
bringing up any counter arguments that might halt the speaker from continuing. Megans visit to our
class truly cleared up any confusion I initially had between being a good listener and being a good
active listener. See evidence number 20.
100. Student will describe examples of using HDF 190 FRN 207 The active listening skills that I learned about in HDF 190 can be applied to many aspects of my own
active listening skills life. Being a student, active listening comes in handy quite often, especially in smaller lecture classes.
My French class is made up of ten students and our professor is fond of lecturing. This being said my
teacher Mr. Rogers pays close attention to who is listening. In this class I am sure to face the professor
while sitting at the conference style table. I also must make eye contact, especially when he is
speaking directly to me. I must nod my head when I understand a point and respond only to questions
which I am asked the answer to. One of the main challenges of active listening in this situation is to not
get distracted by whatever is happening outside of the window or by striking up potential conversations
with my classmates. In this case active listening benefits not only my teacher, but myself as well. This
is because when I am a polite and active listener he is more encouraged to continue his perseverance
to be a good professor. As a result my classmates and I can all continue to strengthen our education of
the French language. It also helps me because when I pay attention I absorb more information allowing
me to do better in the class. See evidence number 21.

101. Student will demonstrate functions of group
communication by Hirokawa
of functions of group communication
(Hirokawa)
103. Student will show knowledge of techniques HDF 190 FLITE website In my introductory leadership class we often focus on the idea of being coached not criticized. This
regarding giving and accepting of feedback means that Robert and my peer mentors only give constructive criticism in order to help each student
reach their potential for each project or obstacle that they face. Initially this was a difficult concept for
me to grasp because I do not take criticism well at all. With this mindset though, it became easier for
me to accept negative feedback. It also made it easier to share negative feedback with others, which is
never an easy thing to do, because as long as it is worded in a constructive rather than critical way,
audiences are more apt to accept the commentary. One way to keep feedback from becoming criticism
is to be patient and to keep a calm perspective on the situation. When the mentor is calm the mentee is
less likely to feel like they are being attacked with negativity. It is also important to focus on exact
points instead of generally saying that an idea or project is horrible. When people dont understand
exactly why they are being criticized they will feel discouraged and lose interest in the project. They
need to be encouraged to better the project and given the confidence that they will be able to.
On the other side of the spectrum, praise is always important for development. When people are
complimented for their accomplishments they want to try harder in order to continue reaching success.
Praise is the key to empowerment. Hand in hand with offering positive feedback comes being able to
accept it. Although this is much easier than accepting negative feedback some people still have
difficulty with this aspect. When given praise it is important to remain humble. This helps keep people
on task and aware that they have to continue their hard work in order to reach their goal. It is also
crucial to thank the person giving the praise and to let them know that it is appreciated so that they will
continue with their empowerment of others. Both criticism and praise are important for improvement. In
FLITE I used the coaching from my mentors and professor to improve my website. See evidence
number 22.
HDF 415 Leadership Institute During training for HDF415 we reviewed the Four Agreements which I had originally learned
about when I attended the Leadership Institute the summer before my freshman year at URI.
The Four Agreements are great guidelines for how to accept and give feedback in a respectable
manner. The First Agreement is Be Impeccable with your Word. When using this agreement
one gives constructive criticism without being harsh. It also leads people to only say what they
mean and to speak positively when giving feedback even when it is making a suggestion to
improve the project or idea. The Second Agreement is Dont Take Anything Personally. This
comes in handy when receiving feedback because it forces the person receiving feedback to
realize that his or her peers are only trying to help improve the project and are not critiquing
him or her personally. The Third Agreement is Dont Make Assumptions which can help with
both giving and receiving feedback. If a suggestion or idea is unclear it is best to ask questions
to make sure one knows exactly what the other person is trying to express. This helps avoid
conflict. Finally, the Fourth Agreement is Always Do Your Best. If you always do your best
people are more likely to take your feedback seriously because they will respect you. Having
knowledge of the Four Agreements is beneficial when giving and receiving feedback. See
evidence 47.
104. Student will describe examples of giving FLM 110 A major part of being a Film major is being able to both give and accept feedback. In my Film
and accepting feedback. Production class we all use our creative abilities to form ideas and create films which we must write,
direct, film, and edit. In the end each student is either pleased with or disappointed in their film. The
goal is to continue to improve it until each film is truly something to be proud of. In order to reach this
point the class must have many discussions where we bounce ideas off of one another in attempts to
help each idea and film reach its potential. For our first project each student had to make a film with no
dialogue or music in it. On the first day of discussion one kid mentioned the idea about how he wanted
to make a film about a kid who was throwing out an old pair of shoes and had a flashback to when he
first received them. I helped him develop this idea into a film where instead of just remembering when
he got the shoes, the kid remembered different memories he had while wearing them. This one student
benefited from my advice while taking it simply as suggestions. This shows my ability to give feedback
because I was willing to help my peer even though I had just met him, as well as the rest of my
classmates that day.
This class also helps me demonstrate my ability to accept feedback. On the final day for working on
our films I showed my finished product to the professor only to have him point out all of its faults. At first
I was taken aback because I had been incredibly proud of my finished product until that point. Then I
came to the realization that he was just trying to help me, so I went back to the editing phase and made
my film much better. This not only improved my grade, but it also taught me a lot about being able to
accept feedback. See evidence number 23.
HDF 415 Relational Leadership Lesson In HDF415 I quickly learned that it is important to be able to both give and accept feedback. For
part of the job each peer mentor is paired with another to create a lesson plan for a certain
lesson. The two peer mentors then present their lesson to the other four peer mentors as well
as the Graduate Assistant Sarah Potrikus and the two instructors Melissa Boyd and Robert
Vincent. The first presentation was done by Caitlin Carter and Lydia Omoaregba to reinforce
Strengths and VIA. While they presented their idea for a jeopardy game the other peer mentors
were encouraged to give feedback. I learned that it is equally important to give positive
feedback as it is to give constructive criticism to help improve their lesson. Another day
Dominic Tribelli and I presented on the Relational Leadership Model. We decided to have the
students break into their groups and create skits. By listening to the feedback of others we
were able to make the lesson as organized and efficient as possible. While receiving feedback it
is important to remember the second agreement, dont take anything personally. This helped
Dominic and I create a successful lesson plan. See evidence 48.
105. Student will demonstrate knowledge of HDF 413 For the class presentations our class was split into five groups. Each group presented on a different
facilitation and de-briefing techniques topic for facilitation skills and we received handouts for each of them. The first group taught about
inclusion during facilitation. In this lesson we learned that inclusion is important because every member
of the group should feel as if they are important. By empowering every member, the facilitator
encourages a vast array of communication which produces more ideas and conversation. The next
lesson was on conflict resolution. The four main causes of conflict are underlying value issues, different
priorities, relationship issues and data conflicts. Storming is a crucial stage for group development.
Another important aspect of facilitation is community building. When the group has a sense of
community they will work better and reach goals faster due to a sense of trust and reliability. Decision
making is a skill that can be premeditated and planned or done in the moment. This is important in
facilitation because activities need to be planned. Having the ability to make last minute decisions
when unexpected changes occur helps facilitators run activities smoothly by thinking on their toes.
These two types of planning also come in handy when debriefing. When debriefing it is important to
first get the group talking about how the activity made them feel. After this the group can start thinking
about what worked and what did not work during the activity and eventually tie this back to how they
can function within their organization. On the first day of class we learned that the pattern of a retreat is
generally introduction, icebreaker, name game, build-up activity, main activity, and conclusion. The
build-up activity and main activity are generally debriefed. See evidence 69.
106. Student will demonstrate proficiency of HDF 413 In HDF 413 I taught a lesson on conflict resolution with Chris Xenophontos and Eric Youncofski. After
facilitation and de-briefing techniques going over a PowerPoint presentation on conflict resolution we facilitated an activity to create conflict
amongst the groups. Each person in the class received a handout with a list of individuals and a
hypothetical situation. The situation was that there was a plane crash and each participant could only
choose a small group of survivors. After this each person had to get into a group of three or four people
and combine their lists so they each had the same few people saved. Due to different priorities and
underlying value differences, the students had difficulty with this portion of the assignment. Facilitating
this Chris, Eric, and I had to plan the activity ahead of time. We went through the activity together to
see how the class might react and to create a better understanding of the thought processes they
would have. In class we had to explain the situation one step at a time. We also had to be aware of the
time to make sure we did not run out of time to debrief. During the debrief we made the decision to go
with the flow and ask questions that came to us on the spot. This way we could stay on the path that
the students were headed in and keep their conversation flowing. See evidence 70.
107. Student will demonstrate knowledge of HDF 413 In HDF 413 we learned how to frame and break down an activity. When framing an activity the
framing and breaking the frame facilitator describes the goal as a whole. This can be done by showing the audience the final product or
by merely describing what the group is working to achieve. Breaking down an activity is a step by step
process where each detail is described in order to help the group understand how to reach the goal.
During the SOLC meeting I had to facilitate the icebreaker one duck. During this I saw framing and
breaking the frame in action because I had to start by explaining that the purpose of One Duck is to
break the ice and tell them that we would be going around the circle saying, One duck fell in the pond
kerplunk. I then broke down the activity step by step so they would understand the details. See
evidence 71.
108. Student will demonstrate proficiency of HDF 413 Orientation Summer 2013 In HDF 413 I learned how to correctly frame and break down an activity. I was able to understand the
framing and breaking the frame concept quickly because over the summer I was an Orientation Leader and I had to teach each group
of student the University of Rhode Island fight song. With each group I would begin by showing them
the entire fight song and explaining that it is done at school sports games, the pep rally, and other
school events. This showed the students why it was important to learn it. By staying enthusiastic I
made the lesson seem fun and exciting. Next I would break the fight song down into pieces. First I
would show them how to do spongy needs and have them clap eight times together. Then I would have
then clap eight additional times which going, ohhhhhhh!. By breaking down the fight song into pieces
and adding one additional piece each time, the students were able to grasp the concept and by the end
of each orientation session they could successfully do it without my help. See Evidence 72.
109. Student will show knowledge of organizing HDF 413 In HDF 413 we would start class with SOLC meetings. This demonstrated a great example of how
meetings / setting agendas / and leading meetings should run. Before class the executive board - Lydia, Raven, and Gina - would create a
meetings meeting agenda which created the outline for the meeting. We would generally start with an icebreaker
or other activity. Next they would read the announcements. Then we could move to old business where
we would discuss past retreats. After this we would discuss upcoming retreats and ask for facilitators
and shadows. Finally we would end with committee reports. Each member of the group would receive
an agenda to follow along as we went. They had the events timed out and were able to have the class
members remain respectful. Each meeting we would accomplish our goals. See evidence 73.
110. Student will describe personal examples of HDF 415 In HDF 415 the peer leaders often got together for meeting about a variety of topics. Each time
organizing meetings / setting agendas / we went through a similar process of running the meetings. Initially the person who needed us
leading meetings to meet would inform all of the Peer Leaders and find a time we could all meet as well as a good
location. We would then arrive and quickly discuss what we needed to get done at the meeting
to ensure that we were all on the same page. Because there are only six of us we never felt the
need to physically write out the agenda, but sometimes when facilitating larger group meetings
this is beneficial for keeping everyone on track. While leading a meeting it is important to use
Relational Leadership to be empowering, ethical, purposeful, inclusive, and process oriented.
This way everyone feels heard and the meeting is successful. The first time the Peer Leaders
had an out of class meeting this semester was in the 24 hour room in the library to help Caitlin
and Lydia with their Lesson Plan on Strengths and Values. Lydia originally reached out to each
of us and informed us of the meeting time. Since this meeting we have become much more
skilled as organizing, running, and leading meetings. See evidence 49.
HDF 413 CVSA Retreat Planning During the CVSA retreat planning meeting with Dominic Tribelli, Steven Raboin, and Raven Sannon we
implemented our knowledge of how to organize meetings, set agendas, and lead meetings.
Fortunately, the meeting went smoothly because we were a small group. After we signed up for the
retreat during SOLC we decided to meet that Wednesday at 7pm in the SOLC office. Like most
meetings, we went into the meeting with a goal. We needed to create a retreat agenda for the two hour
retreat later that week. It was a rather relaxed meeting. I had my laptop open and created a template
for the agenda. We then went step by step to decide which activities to have for the retreat. Every
handout, item needed, and time slot was chosen and on the agenda by the end of the night. It was an
extremely productive meeting and we were able to have fun and make jokes at the same time. See
evidence 74.
111. Student will show knowledge of HDF 415 Facilitating BOND retreat One Tuesday towards the end of the semester in HDF 415 Luckson approached Caitlin and I in
Parliamentary Procedure class and told us about how his organization BOND had a retreat planned for that Friday.
Unfortunately the organization that was going to host the retreat was unable to do it, so he
asked us if we would be able to do this along with the other peer mentors Dominic, Alicia, and
Lydia. Our FLITE peer mentor team is very strong and we enjoy supporting one another so we
immediately agreed.
The first step in organizing this retreat was organizing a meeting for the six of us to plan what
we would be doing. We all discussed our availability and met the next night in the library. We
already knew each other and have a strong sense of community so we were able to get along
and handle any issues with civility. Lydia had her computer our so she typed up all of the plans
that we made. The six of us were inclusive of each others thoughts and we empowered each
other because we were knowledgeable of each others strengths and backgrounds. The shared
purpose was to facilitate a successful retreat that helped the members of BOND discuss future
goals as well as have fun and learn about one another. Lydia, Luckson, Alicia, Dominic, Caitlin,
and I worked extremely well to run our meeting and by Friday we were extremely prepared to
host the retreat and we did a great job. The brothers got a lot out of the retreat and this would
not have been possible if we had not had a successful meeting beforehand to plan it. See
evidence 50.
112. Student will show knowledge of techniques HDF 415 Chi Omega Executive Board In life everyone is bound to come across difficult people and it is often frustrating to work with
for working with difficult people them. In HDF 415 I touched upon this in a discussion with the other peer leaders. When faced
with difficult situations there are a variety of techniques to keep in mind in order to best deal
with these people. The most important is to not take anything personally. Sometimes comments
or criticism can be taken as personal attacks which make it more difficult to stay professional
and calm. On that note, it is important not to lose your cool or become visibly upset because
this allows the other person to sense your frustration and feed on it. Another strong tip to
remember is that patience is key. They may not see eye to eye with you immediately, but that is
no reason to throw in the towel and give up. It may just take a while to get your point across.
Along with this, one must remember the phrase Give a Little Get a Little which means that a
leader must be willing to make compromises on what they want. If a leader follows these
techniques while working with someone difficult they are bound to be successful. As Vice
President of Chi Omega I had to often use these techniques when working with our seniors
having more respect for the house. They were angry because their senior formal was taken
away which was not the decision of the 2013 executive board. It was important for us to
compromise with the seniors which we were able to do by listening to them and remaining
calm. We eventually gave them Dress to the Pin Passes which allows them to dress down for
chapter meetings. This experience taught me a lot about working with difficult people. See
evidence 51.
113. Student will describe personal examples of HDF 415 Random Acts of Kindness Club In HDF 415 I was able to reflect on different techniques that can be used when working with
using techniques to work effectively with difficult people. This experience helped me realize that I utilized these skills earlier in the year
difficult people when I helped found the Random Acts of Kindness Club on campus. One of the founders was
difficult to work with and did not like to hear suggestions from other members. I had to use a lot
of patience and talk with the other members about how we could get him on the same page as
we were. The one founder wanted to create a club which seemed more structured to focus on
his status as president than the promotion Random Acts of Kindness. Eventually his actions
and lack of ability to listen to the rest of our concerns caused three of the six founders to
officially quit the club while it was still in the early stages of founding. This was difficult to deal
with and it caused me to have more passion for the group since that is what I needed to help
get the club off of the ground. My ability to compromise came into play when deciding how to
run meetings. I wanted to keep them less than a half hour and to keep the focus on things we
were doing instead of T-Shirts and other unnecessary things that did not help the club grow. I
delegated tasks to other members to keep them involved and eventually set a strong enough
base as to where I felt comfortable leaving the responsibility of the club in their hands. I also
was able to watch the President grow as a leader and he is now much more open to others
suggestions. This experience was beneficial to my growth and I am sure I will use these lessons
in the future. See evidence 52.
114. Student will show knowledge of the stages HDF 415 HDF 190 As listed in the HDF 190 textbook, Tuckmans Five Stages of Group Development are Forming,
of group development (Tuckman, Bennis or Storming, Norming, Performing, and Adjourning. There is also a very informative document
others) about this on the Creating Excellent Organizations (CEO) Webpage. The first stage Forming is
when the group first gets together and sets up an organization system while they start to get to
know one another. Storming is the second stage when conflict begins to arise amongst member
of the group. It is when competition become prominent and the members begin to see where
other group members are coming from. People often get frustrated during this stage, but it is a
normal part of group development. As long as the group members have the ability to listen to
one another they move into the Norming stage of group development where they begin to truly
understand each member and they appreciate and acknowledge one anothers contributions
towards the common goal. Performing is the level reached if all members are able to work
independently on their assigned task. The group values have been determined and everyone
works to support them. The final stage is adjourning when the project comes to an end and the
group completes their task. See evidence 53.
HDF 413 In HDF 413 we learned about Tuckman's Model of Group Development in depth. The first stage of
Tuckman's model is forming. In the forming stage groups are just beginning to come together and
assign roles to different group members. This can be applied to the beginning of a new organization as
well as to each time a new executive board is elected. Also, if a large recruitment class is brought in
the organization will be forming while the new members become assimilated to the organization. When
facilitating a group that is Forming it is important for the facilitators to focus on Name Games and Ice
Breakers to create a sense of community. Boundary Breaking would be a good team building activity to
remind the group members that they are all coming from different backgrounds and need to be
sensitive about that. After forming comes storming. Once the roles are in place and everyone becomes
comfortable with one another opposing views begin to come out. Storming could be caused by a
variety of reasons including anything from lack of communication to lack of trust. It is important to
remember that although it is not always fun and games, storming is crucial for group development. A
retreat for a group that is storming should focus on the organizations individual needs. If there is lack of
communication then a complicated activity that forces them to communicate will be helpful. Also, it is
extremely important for the group to debrief whatever activity is chosen in order to get out their
thoughts, feelings, and individual needs. Norming is when the group realized shared goals and
acceptance of one another. This is a calm stage where everyone is beginning to collect their bearings.
Energizers are great for this stage to get the groups energy up in order to bring them to the stage of
performing. The stage of performing is when a group is at its best. Goals are being reached and the
group is working together. The activity where each group member must act as a part of a machine
working to create an end product such as a soda or an airplane is helpful in this stage. When debriefing
the group is reminded that they each have a part in the groups success and it keeps morale and
energy high. Finally, when all goals are reached the group reaches the stage of adjourning. On a
college campus this stage is often reached at the end of an academic year while everyone heads home
for the summer. This is an ideal time for appreciation activities such as leaving notes for one another
thanking the other members and highlighting what the individual appreciates about them. This helps
each member feel valued and makes sure that they will return the following year or when the group
forms for another purpose. Tuckman's Stages of Group Development are highly evident in SOLC and
the model is beneficial in bringing organizations to group success. See evidence 75.
115. Student will describe personal examples of HDF 413 Chi Omega In HDF 413 I learned that the goal of an SOLC facilitator is to help organizations meet their goals and
group development in use (Tuckman, strengthen the organization as a whole and that this can be done with a deeper understanding of
Bennis or others). Tuckmans Model of Group Development. I have found that groups request retreats for a variety of
reasons including need for communication, to bridge the gap between the executive board and general
members, to raise group morale, and more. I watched the model in practice in my sorority Chi Omega.
In September we went through fall recruitment and recruited 35 new members. After this we needed to
go through the process of forming by getting to know them and helping them understand the ways of
the sisterhood. Next we began norming when they became normal members of our sisterhood knowing
the sisters, the executive board, the inside gossip, and how things work. Strangely enough as this
process was in the works the rest of the sisterhood was storming. There had been issues with the
executive board in the first semester so we came into fall with a new president and four other new exec
members. This created a lot of tension in the house and the sisterhood began to act out because they
did not think exec was doing their job. Recognizing this storming stage I signed Chi Omega up for a
retreat facilitated by SOLC. The retreat opened up communication cutting back on misunderstandings
and hidden feelings amongst the sisterhood. This brought us to the norming stage where we began to
once again function with the executive board and the sisters. We are currently performing at a very
high rate and will soon adjourn for winter break. When we come back we will begin the cycle all over
again with the 2014 executive board and spring recruitment. See evidence 76.
116. Student will show knowledge of group
dynamics and group roles
117. Student will describe personal examples of
group dynamics and group roles
118. Student will show knowledge of effective HDF 190 FLITE Group Project While working on the group project in HDF 190 in which my group created the hypothetical peer
memberships skills in groups Handout with Inspirational Quote counseling organization Rams for Rams, I learned a lot about how to be an effective member of a
group. First and foremost, each member of a group must act as a role model for one another. This
means that each student is likely to put in as much effort for a project as they get out of it. If each
member acts responsibly and shows enthusiasm for the project the other members are likely to reflect
this determined attitude, and this will result in a better work ethic and higher grades. Other than that it
is also important to be trustworthy and responsible. Each group member must pull their own weight in
order for the project to get completed. Being relational and having good communication skills is another
highly important quality for a member of a group to possess. If a group member is not able to relay their
thoughts and ideas to the rest of the group they will not be of any help. This could also lead to issues
along the lines of frustration by the group member because if he or she cannot tell others what is
upsetting them then they might shut down forcing the group to lose the help of a vital member. The
most important aspect of working as a member of a group that I learned about in HDF 190 was from a
handout from Robert Vincent which bears the quote, The voice inside your head that says you cant
succeed is a liar and a bully. Stop the negative self-talk. To me this quote represents the idea that
within a group each member must be confident in them. If you are not confident in yourself you can
expect anyone else to be confident in you either. See evidence number 24.
119. Student will describe personal examples of HDF 190 FLITE Group Project In our group project for HDF 190 Laura, Allison, Chris, and I all understood how to be effective group
membership skills in use members which helped guide us towards success. We were able to meet each week where we
collected out work and divided up tasks. Each one of us understood that our group relied on our
individual efforts and positive attitudes for success. We never failed to complete whichever task we
signed up for and we always made sure to do our share. Similarly, each member of the group came
into the project knowing that it was an equally weighted group assignment meaning that we did not rely
on just one person to tell us what to do. Our group dynamic was very good because we all possessed
these skills and this knowledge. In the beginning of the assignment there was a brief power struggle as
the group attempted to learn how we would all work together. I began agreeing to carry a majority of
the workload because I sometimes fear that if I dont accomplish something another group member
might do it incorrectly. Fortunately the rest of my group felt the same way and we realized that we
could trust one another because we all valued the project. We were all also open minded in coming up
with ideas for the hypothetical organization because we all trusted one anothers judgment. See
evidence number 25.
120. Student will show knowledge of the HDF 415 In the HDF 415 textbook there is a sheet about Challenge and Support which Robert Vincent
Challenge and Support theory by Sanford, used to teach the six peer mentors how to use Challenge and Support to benefit our students.
and its relationship to organizations Challenge and Support is the process of finding the balance between offering students help
while also pushing them to be independent. If a peer mentor or professor were to challenge the
student without enough support the student might become overwhelmed with the work and
confused about what they need to accomplish. This might result in the student becoming
discouraged or frustrated. On the other hand, too much support could lead the student to
become dependent on the professor and mentor and he or she may not work as hard and
therefore not reach his or her potential.
Challenge and Support could be a very helpful process to understand when working with an
organization. In an organization it is important for the members to be able to rely on one
another while they should also have the ability to get their work done and be independent and
responsible so that other members can rely on them as well. When building the community of
the organization it would help for the leaders to use Challenge and Support with the individual
members to assure that they are capable of being individual leaders within the group. See
evidence 55.
121. Student will describe personal examples of HDF 415 Challenge and Support Lesson During the Tuesday class with the six peer mentors in HDF 415 Robert Vincent passed out
using the theory of Challenge and Support One-on-one Meetings with manila folders and Challenge and Support worksheets to each peer mentor to have for each of
(Sanford) Students our students. That day we sat down and filled out the sheet keeping one specific student in
mind. At the time I had been having trouble with one specific student who was not handing in
assignments such as his first 5 outcomes and he was not responding to my emails. I filled out
the worksheet answering questions such as Are we optimizing or minimizing the
developmental opportunity for growth? and Describe strength used to assist the student.
These questions helped me break down my thoughts and figure out how to best help my
student. One of my top strengths is Developer, so I see the potential in the student and my goal
is to guide him to reach his potential. I was leaning towards the support side a little more than I
needed to, constantly reminding the student of the assignments due and emailing him asking
for them. Filling out the sheet helped me realize that I needed to challenge him a little more. As
a result, the next class I spoke with him individually and asked if he had the assignment for me.
He said he did not so I let him know that I was not going to ask for it anymore and if he wanted
help on the outcomes or the points for his grade the responsibility was all on him. The next
class he handed the assignment in to Melissa.
I was amazed by his reaction to the process and officially gained confidence in the Challenge
and Support method. Later on in the semester I was experiencing difficulty with the same
student to I evaluated my balance and realized I needed to give him a little more support, so I
set up a one-on-one meeting and spoke with him about what he still needed to get done and
asked his questions and concerns. The student told me that he and his partner were going to be
doing their Learning Contract project the following week. I then brought up his outcomes again
and he told me that he was having difficulty whenever he began writing them because he did
not know if he was going to do them correctly. I often have the same anxiety when starting
projects, so I was able to talk to him about it and give him advice. As we wrapped up the one-
on-one I let him know that I see how he interacts with the other students and he is a great leader
who is able to capture the trust and attention of his peers. He has all of the necessary skills to
be a great leader; he just needed to prove it to me and himself by handing in his assignments. I
feel as if I truly got through to the student and the process of Challenge and Support allowed
me to realize what I needed to do in order to accomplish that goal. See evidence 36.
HDF 413 Uhuru SASA retreat In HDF 413 we retouched upon the idea of Challenge and Support. I had learned about this model
when I was a FLITE peer mentor, but in SOLC I was able to see the model in terms of facilitating
retreats. In SOLC I co-facilitated the Uhuru SASA retreat. One activity that I facilitated was the poster
contract activity. This is the activity where the participants write what they bring to the organization on
the inside of the lettering and what they get out of the organization on the outside of the letters. In the
beginning of the activity the organization members were reluctant to write on the poster. It is a high
energy organization and this is more of a critical activity so it was a challenge. I easily could have
started to give them ideas of things to write, but instead I decided to challenge them by sitting back and
waiting for them to step up and work towards the goal. The same thing happened when I asked them to
share their thoughts. When the members began to participate I would support them by offering
encouragement and kind words. Using challenge and support with an organization while facilitating
forces the group members to rely on one another, but also shows them that they have outside support
if they need it. See Evidence 77.
construction / elements of informative and
persuasive speeches
123. Student will demonstrate proficiency in HDF 190 Leadership Ambassador In HDF 190 we were told about an opportunity to speak to incoming freshmen at the URI Welcome
informative and persuasive public speaking Days about the Center for Student Leadership Development. Our goal was to persuade students to join
the CSLD. The number one step towards reaching this goal was to speak of all of the benefits of the
program. I described my experience with the minor to the incoming freshmen and I told them how it
truly changed my life. It was also important to stay enthusiastic at all times. Many students as well as
parents commented on how they could tell how passionate I truly am about the Leadership Program
here at URI because I spoke with such dedication and happiness. I also did my best to relate to the
students. I made it a point to let them know that I was exactly where they were standing just one year
prior. One of their favorite things to hear was how my dad literally had to drag me to Welcome Day as a
high school senior, and now, just one year later I was there voluntarily. It also helped to demonstrate
how close knit the students in the program are. The incoming freshmen enjoy realizing that when they
become a part of the program they meet friends in a variety of majors, but everyone gets along so well
simply because of the shared dedication to lead in their chosen field of study. Being a Leadership
Ambassador opened my eyes up to being a strong informative and persuasive speaker. See evidence
number 26.
124. Student will show knowledge of planning HDF450 In HDF 450 we learned the many stages and skills of an interview. Although many of the skills are
and conducting interviews (as the specific to counseling interviews, many of the skills apply to interviewing job oriented interviews as well.
interviewer) There are fourteen aspects of an interview. These stages are ethics and multicultural competence,
attending behavior, client observation skills, open and closed questions, encouraging paraphrasing and
summarizing, reflection of feeling, the five-stage interview structure, focusing, empathetic confrontation,
reflection of meaning, self-disclosure, action strategies for change, skills integration, and determining
personal style and theory. The first stage of ethics and multicultural competence focuses on how it is
important for the interviewer to set up an environment in which the interviewee feels comfortable and
not judged. Being aware of multicultural differences will help set this environment. The next is attending
behavior which explains the importance of vocal quality, visual contact, verbal tracking, and body
language. By being aware of how one is presenting him or herself the individual can be sure that they
are being personable and welcoming as well as showing interest in the interviewee and their answers.
Observing the interviewees verbal tracking, vocal quality, visual contact, and body language is
important because the interviewer can learn a lot about the client from these qualities and if their
actions do or do not match with what the interviewee is saying. After client observation comes the
importance of open and closed questions. Closed questions are used to get specific information from
the interviewee such as their name and open questions are used to get broader and more general
answers to help the interviewer get to know more about the interviewees personality. Encouraging
entails active listening skills such as head nods and uh huh. This encourages the interviewee to
elaborate on their answers. Paraphrasing is when the interviewer repeats back the interviewees
answer to check that he or she is interpreting the answers correctly. An example of this would be, So
far it is my understanding that you are interested in this position because you heard a lot about it from
your friends and they seemed to enjoy the position, is that right?. Morals and values are often
important when hiring new employees so the interviewer can be sure they are hiring someone whose
values align with the kind of person they want to hire. Focusing can be utilized to gain a new
perspective on the interviewees answers. Reflection of meaning can be used to see what is important
to the interviewee. When using these qualities of a successful interviewer, the person conducting
interviews will be successful in learning about the individuals interested in the position. See evidence
106.
125. Student will describe personal examples of HDF450 Orientation Interviewing In HDF 450 I learned the many stages and skills of an interview which I was able to apply when
planning and conducting interviews (as the interviewing applicants for the 2015 Orientation Staff at the University of Rhode Island. This interview
interviewer) process was a great learning experience. There were two rounds to this interview process. For the first
round the returning leaders each signed up for time slots when we were available to interview incoming
applicants for the program. Each interview section had one interview manager who was in charge of
signing in the applicants and organizing them into groups, a photographer who took pictures of each
applicant, and at least two interviewers at each of the three stations. The interviewees would then be
organized into groups of three or four and had ten minutes at each station. The first station was a
fishbowl activity in which applicants would choose a card from the bowl and answer the question which
could be anything from who is the most inspirational person in your life to act out Steve Irkle. The
point of this station was to see the personality of each applicant. At the next station the interviewers
would state comments about URI such as URI is a party school and This campus is huge and each
of the applicants would agree, disagree, or be indifferent about the statement and explain why. This
stage helped us gather an idea of how each applicant views URI as well as how they handle difficult
questions. The final stage of the first round was a group activity where the interviewees chose an
object from a box and had to repurpose the item and sell it in a commercial they created together. This
activity demonstrates the applicants teamwork skills as well as their creativity. The three stations in
this interview helped the returning staff see the skills of the applicants that would be applicable to the
position. During the debrief I was able to use open and closed ended questions to gather a further
understanding about the interviewees. It was also crucial to use strong vocal tone, verbal tracking,
body language, and visual contact to let the interviewees know that we were actively listening and
valued their answers. The many interview skills helped us gain a strong perspective about each
applicant. After each session the interviewees would gather and each of us would vote yes, no, or
maybe to have the applicant move on to the next level.
The second round of interviews was much different. For this stage only management and the directors
of New Student Programs were involved in the interview process. When the interviewer arrived we
would ask them for their Meyers-Briggs Personality test results and a sheet with questions about their
lives and goals to help guide the questions. Each interviewee was asked to create a commercial about
why they should be hired which demonstrated their creativity. Asking questions with a group was an
interesting experience. It was nice to hear others questions and interesting to see how we used certain
questions to gain perspective on each individual. One interviewee was being almost too professional
and I could not sense a lot of depth from him so I asked about his ideal future. As random as this
question seemed it allowed me to see his values and his goals. After the interviews were complete the
directors created a board with all of the photos of the applicants along with their majors, hometowns,
and involvement on campus. The applicant were organized into yes, no, and maybe. The most
valuable lesson that I learned about interviewing came from Kristina Leeming, one of the directors,
when I was offering input about the list of yes, no, and maybes. There was an applicant in the maybe
section who I believed would have been able to do the job and I knew he wanted the position, but
another staff member explained to me that although they were sure he would be able to do the job, he
would not be bringing anything above and beyond to the team. I struggled with this response and
Kristina said to me, sometimes we need to make decisions with our heads instead of our hearts. As
simple as this statement is it gave me an entirely new perspective on the hiring process and helped me
become a stronger interviewer for future experiences. See evidence 107.
126. Student will show knowledge of preparing HDF 190 URI 101 interview When preparing for an interview there are a variety of requirements to keep in mind which I learned
for and effective answers in interviews (as about in my FLITE class. First, one must dress appropriately for an interview. It is important to
the interviewee) understand what kind of position you are interviewing for and to dress accordingly. It is also important
to understand why you are interviewing for the position and why you would be good for it. Many people
go through similar interviews so it is crucial to stand out in a good way in order to secure the position. If
someone is nervous for an interview they should utilize a mock interview as a way to calm the nerves
or practice answering questions aloud. Eye contact is another detail that must be paid attention to
along with smiling. Body language represents how interested the person being interviewed is in the
position. If someone is sitting with their arms folded and head down they are not portraying excitement
for the job. In order to prepare effective answers one should be knowledgeable of what kinds of
questions will be asked, and they must be able to go into detail about their answer. Simply stating an
opinion is not enough. It must be backed with why the opinion is believed to be correct. Once again
confidence is important for an interview. When I applied to be a URI 101 mentor I unfortunately did not
get the position, yet I did learn all of these skills which I am sure will guide me to success in the near
future. See evidence number 27.
127. Student will describe personal examples of HDF 190 Interview for the Leadership Institute In HDF 190 I learned about a variety of positions that I held interest in which required going through an
preparing for and being interviewed interview process. The applications for the SMILE program, Leadership Ambassador, and Leadership
Institute peer mentor all came with interview question possibilities on the bottom. In order to ensure
that I was prepared I wrote down all of the questions before I handed in the applications. This allowed
me to prepare once it actually came time to interview. Unfortunately commitment to other programs
and events prevented me from applying to a few positions, but nonetheless I came prepared for the
positions I valued the most. When I interviewed to be a Leadership Institute Peer Mentor I came
confident in myself. I dressed professionally and sat with open body language. I also reflected
enthusiasm for the position in all of my answers which I had practiced for days beforehand. I did not
end up getting the position, but interviewing for it gave me a sense of confidence because it helped me
realize things that I can do differently to be a more effective interviewee when I apply for the position
again the following year. See evidence number 28.
128. Student will show knowledge of effective
collaboration / coalition building
129. Student will describe personal examples of
working in collaboratives/coalitions
130. Student will show knowledge of HDF 413 One day in HDF 413 we had an interactive lesson where we worked to become more aware of how to
Intercultural communication considerations have more intercultural communication considerations. We started the lesson by standing in a circle.
Allie would ask questions such as please step in the middle if you have ever worried about having
enough to eat and please step in the middle if you do not like your age. By participating in this we
gained a better understanding of the different cultures within our class. We also did an activity on first
impressions and what people learn by getting to know a person on a deeper level. This activity taught
us to be considerate and careful when speaking to other people because there is a lot about their
individual cultures that we do not know about. This can be done with both verbal and nonverbal
communication. Different cultures use different facial expressions and hand motions to convey certain
messages. Along with this certain sayings do not translate to different cultures. While its raining cats
and dogs means that it is heavily raining. Other cultures may not understand this expression seeing as
it is impossible for it to literally rain cats and dogs. People also need to be careful about what they say
in front of different people. While one person may think, thats gay means something is lame; it is an
expression which often offends people because it refers to being gay as a negative thing. See
evidence 78.
131. Student will demonstrate proficiency in HDF 413 Orientation Summer 2013 The activity we did to learn about intercultural communication considerations reminded me of the
intercultural communication Opening Minds Opening Doors Opening Minds Opening Doors Presentation that I facilitated with five of my peers during Orientation in
the summer of 2013.This presentation was to teach the incoming freshman about cultural
considerations and the meaning of diversity at the University of Rhode Island. We showed videos, ran
a stand up sit down activity, and facilitated discussion on the topic. Students would be asked to stand
up and share stories of insensitivity or hardships that they have faced in their lives. At one point I would
explain the URI cornerstones which are the Universitys guidelines on how to treat other students with
respect and kindness. In explaining this I would tell them that my senior year of high school I faced
depression and my parents divorce and as a result I did not always live by my own ethics and moral
standards. As I entered the University of Rhode Island I came to realize the person I can be and I told
them how I used the Tim McGraw quote, Im not as good as Im gonna get, but Im better than I used
to be as my own personal corner stone to help me strive for success. By sharing personal meaning
about my personal culture they were also to open up and share their own cornerstone by writing them
on a wall covered in paper as Same Love by Macklemore played in the background. By the end of the
presentation the students would understand the importance of cultural communication considerations.
See evidence 79.
132. Student will describe ways to maintain HDF 413 HDF 202 In HDF 202 which is Research in Human Development and Family Studies, I learned about three
accountability in leadership / member different types of sources for knowledge. There are authority figures who are professionals in the field,
relationships intuition which is knowledge based on experience, and scientific approach which is information pulled
from studies and research. I was able to relate this information to HDF 413 because accountability is
based on information and knowledge being applied to practice. If a leader is to be seen as accountable
he or she needs to build credibility among peers. This can be done by always sticking to ones word,
being responsible, being honest, and always putting out ones best work. Active listening is also
important because if someone does not understand the groups ideas and backgrounds then they will
have difficulty leading the group. Strong intuition leads to a plethora of knowledge and experiences that
can be built upon. The ability to research and present solid information to a group can also help
someone build and maintain accountability because it relates to hard work and honesty. See evidence
80.
HDF 412 In HDF412 we read a book called Crucial Conversations which focused on the importance of
conversations and open communication. One chapter of this book discussed different reactions people
often have when they are under a lot of stress. The book came with an assessment for each individual
to find the reactions that they tend to have. The two categories are Silence and violence. Silence
includes masking, avoiding, and withdrawal. When an individual reacts by masking he or she
understates their true opinions using sarcasm or sugarcoating to soften the blow. Avoiding is when
someone steers clear of the big issues and tries not to talk about them. Withdrawal means leaving a
conversation either by leaving the room or shutting down. The second category is violence which
includes controlling, labeling, and attacking. Controlling is when someone cuts others off, overstates
facts, or changes the subject in an effort to control the conversation and change others views to align
with their own. Labeling is the act of dismissing people by labeling them with certain demeaning
stereotypes or categories. Someone who utilizes attacking is quick to belittle and threaten others when
he or she gets frustrated. As one might assume, these six traits are not ideal for a leader to maintain
accountability in leadership member relationships. Someone who is avoidant or hostile in a
conversations does not create an open environment for communication, yet they make it difficult for
everyone to be heard and therefore the leader harms their resources of finding out what those they are
leading want and need. In order to be an accountable leader, someone needs to find out which traits
they tend to use and how they can move on and avoid using these negative aspects of communication.
See evidence 108.
133. Student will describe personal examples HDF 413 In HDF 413 it was important to maintain accountability in both leadership and member relationships
related to maintaining accountability as a during the final project of organizing and facilitating the facilitation workshop. Each member needed to
leader participate and be heard. I personally struggled with the project because other group members did not
communicate their thoughts or work until the last day of the assignment. Holding things off until the last
minute was not helpful and in my eyes it took away from their personal credibility. On the flip side, I
may have come off as high strung because I was constantly messaging the group and encouraging
them to work on the project. One way I was able to maintain accountability as a leader is that I took
feedback from my peers on when I needed to relax and work on trusting others. Overall, this
assignment was extremely beneficial in learning how to maintain accountability. See evidence 81.
HDF412 In HDF 412 we learned about different reactions people tend to have when approaching stressful
situations from the Crucial Conversations book. These reactions fall under the categories of silence
and violence. The silence reactions are masking, avoiding, and withdrawing and the violence reactions
are controlling, labeling, and attacking. In order to maintain accountability as a leader open
communication is important and this can only be achieved if individuals evaluate their own negative
tendencies and work to avoid them. After taking the assessment I found that my own tendencies are
masking and withdrawing on the silence side and controlling on the violence side. The first step to
understanding this was analyzing my results. When faced with tough situations I often mask my true
opinions by sugarcoating negative comments or by using sarcasm. This can often be interpreted as
passive aggressiveness or not taking an issue seriously which can harm my accountability as a leader.
I can avoid this by being honest and upfront about my opinion even when it is difficult. Growing up, my
mom noticed my habit of withdrawing and worked with me to change this trait. When I am faced with a
highly tense situation or when I become upset and no longer want to listen to someone or deal with the
situation I have a tendency to leave the room. I recently got in an argument with my sister at
Thanksgiving because she was being patronizing and saying false things about me. I got so fed up I
left the lanes at the bowling alley my family was at making the situation much bigger than it needed to
be. Although withdrawing can be used temporarily to calm down, it is important to work through an
issue from beginning to end. If I had not withdrawn from the situation my sister and I may have been
able to have a conversation and resolve the issue. I am constantly working to fight my urge to leave
situations because I know that this hurts my credibility and accountability as a leader. On the violence
side, I have a tendency to control a conversation. I want people to know what I think and how I feel and
then I do whatever it takes to make them agree with me. By taking a few steps back and listening to
others responses I can learn a lot and create better and more open conversations. This will especially
help me in leadership roles because I will be able to hear what is needed of me and accept
constructive criticism more openly. In order to maintain accountability as a leader it is important to
realize your negative tendencies so you can actively work to avoid them. I have been doing this since
we have learned about it and so far I have been able to increase my accountability drastically. See
evidence 109.
134. Student will describe ways to build HDF 190 Leadership Institute My peer mentors in my HDF 190 class did an excellent job leading by example to teach me how to
relationships between leaders and build relationships between leaders and mentors as did my mentors at the Leadership Institute. Kirsten
members and Rob were able to build a strong sense of community amongst the green team also known as
Harmony. They began forming a sense of trust by using ice breakers, but how they did this effectively
was by showing enthusiasm themselves which quickly reflected on the attitudes of the rest of the
group. They also demonstrated that in order to have a strong relationship between leaders and
members there must be a boundary at some point. They demonstrated this when we did the Ropes
Course by standing by for support, while having the team work out the challenges amongst
themselves. They put full confidence into Harmony and praised us with each achievement no matter
how small. The two also acted as incredible leaders by being mentors for each member of the group
and helping us with our stresses over coming to a new school and beginning new lives. They offered
support when they could while also holding a firm ground and encouraging us to learn. Rob and Kirsten
provided perfect examples of how to build a relationship between leaders and mentors by being ideal
role models themselves. See evidence number 29.
135. Student will describe personal examples of HDF 415 Peer Mentor Training On the first day of class in HDF415 Caitlin, Luckson and I did not really know what to expect. Art
building relationships with members as a Relay for Life training we were briefly told how the semester would go and what was expected from us such
leader as following the Four Agreements, coming up with Lesson Plans, and using Ethical Leadership.
We had each previously sent out emails to students introducing ourselves and giving them a
slight preview of the class. On the first day it was important for us to make a positive first
impression which we accomplished by arriving prepared and composed. When class began
Melissa introduced us and we separated them into small groups and each facilitated a small
discussion on what they expected from Melissa, from the class, and from the peer mentors. As
peer leaders it is also important for us to connect and relate with the students. We are able to
show them that we know what they expect from us and at the same time show them that we had
expectations for them. On the first day the students jokingly said that one of the things they
expected from us was cookies. We decided to make them cookies and present them the next
class by saying that we listen to everything that they say and while they expect things from us
we expected things from the students as well, such as respect, trust, and hard-work. This small
act showed our students that we listen to them and are there to help them as long as they are
helping themselves.
Eventually Caitlin, Luckson, and I got together and split our class into three groups which
would each be run by one of us. The fact that the three of us work together so well strongly
benefitted us in our ability to form the groups and work with the students. They were
automatically able to trust us because they saw that we were able to trust and rely on one
another. We split them into their groups in a fun way by giving them each a sheet of paper with
a word on it. This word was the top VIA of their groups peer leader. Team Creativity is my group
and it consists of a variety of personalities. I believe that the number one thing that gained me
respect from my group is the fact that I respect each of them. Along the same lines, they can
trust me because I refuse to let them down and I show them that I respect them in turn. Treating
each individual as a responsible adult or bringing them up to my level instead of going down to
them shows the students that they can rely on me as a leader because I have their best
interests in mind. When I see my students outside of the classroom I still make sure that I am
consistent with my level of responsibility and behavior. For example, I saw Ben and Micaela
both at Relay for Life and I acted the same way as I do in the classroom because I am myself in
and out of the classroom. Micaela was working on her Learning Contract and I supported her
and showed her encouragement and enthusiasm. I also let her know how proud I was of her.
Now that I have established strong relationships with my students I believe that they will be
able to come to me for the rest of their time in college because I have established myself as a
strong leader and showed them that I care about each of them and their success. See evidence
57.
136. Student will describe how credibility applies HDF 415 Credibility is important for a leader because no one will want to listen to a leader who they
to leadership, as well as the characteristics cannot trust. It is necessary to listen to those who you are leading and to prove to them that
and skills of a credible leader you listen to them by giving them what they wish for in a strong leader. In the beginning of the
semester the FLITE peer leaders asked the students what they looked for in us as credible
leaders and in small group discussions they came up with a powerful list. Some of their
requests included having open communication, being honest, motivating them, being
enthusiastic, and supportive. They also asked for friendship, respect, confidentiality, and
constructive criticism. By listening to what the students want we are able to define their
definition of a credible leader and therefore be the kind of leaders the students need. See
evidence 58.
137. Student will describe personal examples of HDF 415 One-on-ones As a peer leader for FLITE I learned a lot about credibility in leadership. My students are only a
building, maintaining, and repairing his/her year younger than me, so it is important for me to respect them in order to earn respect back. In
own credibility as a leader order to be a credible leader it is also important to follow through with my promises to the
students. I cannot baby them or they will feel as if they can walk all over me which would cause
problems from a leadership position. I must be trustworthy and not repeat things that they tell
me in confidence to others. I also do not ever talk badly about any of my students, especially
with the others. If one comes to me with complaints about another student I help them reach a
conclusion without agreeing about the students negative traits. When I sat down with the
students for the one-on-ones I asked them about their progress with the group project and
some students told me about certain group members who were slacking. Instead of talking bad
about the student I would encourage the individual I was speaking with to see it as a learning
opportunity and do everything they could to attempt to get the student more involved, but not
to be discouraged if they could not. After credibility is built with the students maintaining the
credibility is simple. It is important to remain an ethical leader and to make decisions that
benefit the group rather than the popular vote. Being respected and being liked are not
necessarily the same thing. Throughout the semester I would often set due dates for my
students such as when they needed to have their Learning Contract, Resume, and Strengths
and VIA tabs up on their websites. When they realized that the other groups did not have the
same due dates they would get frustrated with me, but as the semester came to an end and they
were on top of their assignments they realized that I had their best interests in mind, and this
helped me maintain credibility as a leader. Also, when I had my one-on-ones with the students I
would pull up their websites from the favorites tab on my laptop which showed them that I take
the time to stay organized and stay up to date with their work. Fortunately I never had to repair
credibility with the students however, if I did I would do it by admitting to my mistake and telling
them how I planned to fix it. From then only time could heal the wound and I would use that
time to show them how I stuck by my word. See evidence 59.
138. Student will describe ethical standards in
influence
139. Student will describe influence applies to
leadership
140. Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship
141. Student will describe personal examples of HDF 190 URI 101 URI offers a wide variety of opportunities to both be mentored and to be a mentor for others. This year I
mentoring and being mentored Leadership Institute attempted to channel the actions of my mentors from throughout the year as I spoke with incoming
freshmen at URI Welcome Day. I encouraged them to say hi to me next year if they see me around
Leadership Ambassador
campus and I was sure to encourage them to follow their passions. All of these actions were a result of
my desire to pay it forward. Throughout my freshman year of college I have encountered many
incredible mentors. Starting college was made easier thanks to Kirsten and Robs calming words and
inspiring actions at the Leadership Institute, and this was followed by my URI 101 mentor Emily Rowe
and her passion to help each student in my URI 101 class. No matter the day she was always willing to
fit us into her busy schedule to ensure that each student felt comfortable at URI. Even after the
semester ended she continues to email the class words of encouragement and enjoys seeing our
success. Finally, the most inspirational peer mentors I have interacted with all year are my FLITE peer
mentors. Not only do they understand where we are coming from as first year leaders, being in our
position only one year ago, but Em, Brailee, and Kyle all enjoy watching each FLITE student succeed.
They are always available to answer questions, whether they are about assignments or unrelated
school activities. My small group leader is Em and she inspires me to be a better leader myself. Since I
first saw her at the Leadership Institute I knew that she was a caring, energetic, dedicated student. I
remember hearing how just one year ago she had come to the Institute as a quiet girl and quickly came
out of her shell. She instills a sense of enthusiasm in everyone she meets. I now understand how the
Leadership Program benefitted her as I watch her continue to strive to help others the way her mentors
have helped her. Seeing her at the Leadership Institute taught me that a mentor doesnt even have to
have any direct contact or conversation with a mentee in order to inspire them. Even from my spot as a
member of the Green Team at Institute Em was able to inspire me to be a better leader. Em does a
wonderful job paying it forward and she inspires me to do the same. See evidence number 30.
142. Student will describe principles of effective
peer leadership, as well as problems
particular to peer leadership
143. Student will describe personal examples HDF 415 HDF 190 As a FLITE peer mentor in HDF 415 I often reflect on my own experience as a FLITE student.
related to being a peer leader and being Peer Mentor Training The three peer mentors in my class were Kyle, Brailee, and Em. When I first arrived in the class I
led by peers One-on-Ones immediately had a lot of respect for the three peer mentors because I had heard that their
positions were difficult to get, so I knew that I was surrounded by some of the most promising
Leadership students and admired them all. As a student I truly enjoyed having peer mentors.
They were easy to relate to and they often reflected on how they used the different Leadership
Models in their own lives. It was also nice to see that the three of them got along well and
respected one another although they were all very different. It was evident that the peer
mentors got along well with Robert as well which showed their maturity and the respect they
gave him, he returned. The students in my class all knew that we could go to the peer mentors
for help and advice when it came to assignments, campus involvement, and questions about
the next step to take in the Leadership Minor. I admired their ability to create Lesson Plans and
teach models to the class although they were just one year older than us. The peer mentors
treated each student with respect which encouraged each of us to treat them with respect as
well.
The Peer Mentor for my group was Em Stoukides. She reminded us of upcoming due dates and
made sure we were staying on track with our work. She also offered great advice for outcomes
and lent a listening ear when my smaller group was running into problems with the group
project. The most rewarding aspect of having a peer mentor was seeing her joy whenever I was
successful in obtaining a position on campus or evidently grew as a leader.
At the beginning of my sophomore year I ran into Em on campus and we started talking about
FLITE. I told her how I wanted to be a FLITE peer mentor and she guided me through the steps.
Within hours of learning that I was successful in getting the position she congratulated Dominic
and I. This showed me that even though the class was long over and we were moving on in our
lives, she still cares about us and wants us to be as successful as she believes we can be.
Being a FLITE peer mentor is the most rewarding experience I have ever had. Each day I go in
and watch my students grow and develop as leaders. The first day of training at the Fall
semester I was bubbling with excitement and slightly nervous about my newfound
responsibility. As a peer leader I try to use what I admired about Em, Kyle, and Brailee, while
also reaching out to my individual students. As a group of peer mentors I believe that Luckson,
Caitlin, Dominic, Alicia, Lydia, and I work extremely well together. One of the first things that we
realized is that the majority of our strengths fall into the Relationship Building category while
last years peer mentors were stronger in other areas. This is extremely evident to me as I
observe our classes. Not only are the six peer mentors extremely close, but we also were able
to create comfortable and family like environments for our groups. The friendships throughout
the FLITE students are strong and they are likely to last a long time. This was also true about
last years sections of FLITE students, but not on the same level of closeness. Within my class,
Luckson, Caitlin, and I work extremely well together. The students see that we trust and respect
each other as well as Melissa and Sarah which established a base for them to trust one another
and each of us. I keep an eye on each of my eight students and make sure they are handing in
their assignments and asking me any questions they have while also putting responsibility on
their shoulders. My strengths are much different than Ems yet I use them to my advantage to
help my students remain encouraged and positive while they develop and maximize their skills.
I made sure to get to know each of them on an individual level and I am always open to their
ideas and suggestions. I encourage them to be creative and treat each other and everyone else
in the community with kindness. My group has a strong sense of gratitude for one another and
thank each other whenever they offer help. Shiana, Victoria, Micaela, Ben, Kerry, Pat, Jaclyn,
and Karly have become much less intimidated and shy throughout the semester and their
strengths balance off of one anothers. They are brave and stand up for what they believe in and
share their thoughts while they constantly stretch their minds and learn from each others
experiences and thoughts. These are all of the things that I worked towards through the
semester and I am proud to say that they can come to me whenever they need help. I have a
folder for each student that I use to track their progress in the class and check my balance of
Challenging and Supporting each individual. I remember last year how Brailee had one-on-ones
with each of her students and how I wished Em had done the same so this year I put aside time
to meet with each student. This was beneficial because I was able to give my full attention to an
individual student and talk to them about their thoughts and get to know them better on a
professional level. As a Relationship Builder I think that it is important to know each of my
students and I always say hi to them when I see them outside of the classroom. Nothing makes
me more proud than when my students tell me that they look up to me except for when they do
things that make me look up to them. All eight of my students have so much potential and my
goal as a peer mentor was to make sure they saw that, which I believe they now do. Like Em
continues to be there for me, I plan to be there for my students well beyond the end of this
semester. See evidence 60.

Fall 2014 HDF 412 Inventory Complete

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Fall 2014 HDF 412 Inventory Complete

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LEADERSHIP

Name: Alia McAdams

Leadership Inventory Revised 8/30/2013 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 8/30/2013 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

Leadership theory and

Leadership Inventory Revised 8/30/2013 5

Leadership Inventory Revised 8/30/2013 6

Outcome Category: Leadership Theories

Leadership Inventory Revised 8/30/2013 19

Leadership Inventory Revised 8/30/2013 27

Outcome Category: Critical Thinking

Outcome Category: Interpersonal and Organizational Concepts & Skills

Leadership Inventory Revised 8/30/2013 37

Leadership Inventory Revised 8/30/2013 53

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