Evora Outcomes

HDF 290
HDF 291
HDF 412
HDF 417
HDF492
Outcome Category: Self-Leadership

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy HDF 417 Autonomy is a hard skill that I had to learn this semester as a Peer Mentor of Rose Butler Browne
and a minimized need for approval Mentoring. In the past I have always worked collaboratively with a large group, but being the Peer
Mentor was a different experience. By being the mentor, the dynamic was different in the sense that
the team is only the peer educators and the instructor. In most organizations that I have worked with
the collaborative team I have worked with have ranged from five to twelve people. Rather than having
certain people appointed to different tasks on an executive board, this position as the Peer Mentor,
focused on the three of us instructing and leading a class. I accomplished my goal by being more vocal
and a predominate leader in the class room and also hosting open hours during class when it was
canceled for students to ask questions. Almost all of the students showed up and were able to ask
questions about their group projects.
SEE EVIDENCE #1
2. Student will demonstrate personal, HDF 290 All my classes Self-discipline takes encouragement and realization that a change is needed. This semester has been
organizational, and academic very stressful and busy for me. In order for me to success I needed to get organized. I learned the
examples of self-discipline values of priorities and knowing what needed the most attention at a time. According to Study Guides
and Strategies website, self-discipline is considered selective training, creating new habits of
thought, action, and speech toward improving yourself and reaching goals. How I learned how to
achieve it this semester was buying a planner and utilizing my calendar on my phone. Last year, I
didn’t use a planner or my phone and I quickly learned that this year was going to be different. With all
my extracurricular activities and my classes, I had to get a planner that was adaptable. Through my
job, I was given the Passion Planner. The Passion Planner was a tool that I used that help me set
goals, maintain my schedule, and also utilize my time for my benefit. Using that Passion Planner help
me clearly establish my goals and successfully achieve them
SEE EVIDENCE #2
Study Guides and Strategies. (2015). Developing self-discipline. Retrieved from
http://www.studygs.net/discipline.htm
3. Student will demonstrate the ability to HDF 290 Counseling Center This semester has been extremely stressful. During this semester one aspect I was not focusing on
manage emotions was self-care. I let the stress of academics get the best of me, and I had a breakdown at my job. Once
that happened, I took the initiative and went to the Counseling Center on campus. After going to the
Roosevelt, I felt much better. The hardest thing about going to counseling is admitting you are weak
Leadership Inventory Revised 08/22/2017 1
and need help. My pride and personality were the biggest struggling of seeking help. Upon my first
couple sessions, I learned the importance of self-care and how to deal with situations head on, and
skillsets to help me not feel overwhelmed. I plan on continuing to reach out ask for help when I am
feeling stressed and overwhelmed. Using that resource on campus make it easier to recognize
emotions and different ways to express myself, without having a breakdown and controlling myself.
SEE EVIDENCE #3
4. Student will demonstrate knowledge of HDF 417 Junior Year When being a leader, stress is apart of the job. Stress is a major aspect of being a leader because
stress management methods everyone looks to you for the answer. Sometimes it could be overwhelming, especially when you don’t
know the answers. When it comes to stress management skills, it depemds on the individual and their
coping mechanisms. Fortunately I found a website that gave tips on how to properly manage stress.
According to When I Work blog, there are 11 effective ways to manage stress. The most popoular
ways to manage stress are to learn when to say no, treating yourself and asking for help. Among the
list, those are the most important because as a leader those tasks are the last things are the last thing
on their minds.
SEE EVIDENCE #4
Blogger, G. (2015, April 06). 11 Effective Stress Management Techniques For Leaders. Retrieved April
30, 2017, from https://wheniwork.com/blog/stress-management-techniques/
5. Student will demonstrate the ability to HDF 417 Junior Year After reading the 11 Effective Stress Management Techniques for Leaders, I realized, that the biggest
manage stress issue I have with stress management is not taking the time to treat myself. Being a second semester
Junior, there are a lot of stresses and emotions happening at this time in my life. From the blog, the tip
that resignated with me the most is the idea of treating myself. I often times find that I am so busy
throughout my weeks and stressed out that I ma run down. What I like to do when I’m stressed out is
go to the beach or go off campus to get my mind off of things. This semester has been crazy, but I
have made it an effort to go to the beach at least twice a month and just sit and listen to the water.
This semester I have been under the most stress by being president and balancing school in addition
has put a time constrain on me. One thing I have learned through counseling the importance of self-
care. When I made my schedule for this semester I made sure to have a day of self-care. This year my
days were Friday. On Fridays I did not schedule any of classes or meetings. The reason for that is to
allow myself one day of the week to sleep in, catch up on work and relax.
SEE EVIDENCE #5
6. Student will express a personal code HDF 417 I did not know what a personal code of ethics were until I started researching it. After doing some
of leadership / membership ethics research I found out that the personal code of ethics, is the standards in which you choose to lead by.
They are statements used as guidelines to help frame your standpoint in leadership. I created 5
personal ethic statements to help influence and lead my Peer Mentoring experience. They are
• Be an outside resource for my students
• Provide a safe space for students
• Maintain a professional relationship will all the students
• Be a method of communication between the instructor and the students
• Contribute and facilitate class discussions that hold relative interests to the students
SEE EVIDENCE #6
7. Student will demonstrate practice of HDF 417 One of my personal ethic codes that I am extremely proud of myself is the maintaining a professional
the personal code of ethics relationship with all my students. That was a challenge this semester because I have previously known
a couple students outside of the classroom before becoming their Peer Mentor. Once I found out these
students were in the class I had a conversation with them expressing how when we are in the
classroom and RBB related events I am your Peer Mentor and hope that they would give me the
respect that I am giving them as my students. They all agreed and we never had issues revolving
around professional boundaries. How I established that professional relationship with both my friends
and the students is only providing my email as a method of contact. On the syllabus that Melissa
Camba-Kelsay passed out on the first day I did not include my phone number and us as a team
established that we only answer emails during typical business hours from 9a-5p. That was a way to
not only get students in the habit of emailing their professors, but it also helped me as a Peer Mentor
establish boundaries.
SEE EVIDENCE #7
8. Student will express a personal values HDF 291 I created my personal values in 291, but since have revised and adapted them
statement based on my experiences and my Top Five Strengths that have changed over the
years from Positivity, Woo, Communication, Futuristic Ideation to Strategic, Ideation,
Adaptability, Woo, Restorative.
SEE EVIDENCE #8
9. Student will demonstrate practice of HDF 291 RBB Community I used the picture from when I returned to the Rose Butler Browne community after being a student.
the personal values statement Being a member of this community reinstalls my values for the work that I do every day. I plan to be a
leader who creates positive change for not only myself, but mainly for the future generations to come. I
have not been scared, as a woman of color, to step in leadership positions that were not historically
meant for me. Entering those spaces and excelling in those positions sets an example for future
women leaders to look up to. When reflecting on my leadership over the years, I always ask myself “if
not you then who”, as motivation to provide the need in our community to set a positive example for
future generations to come.
SEE EVIDENCE #9
10. Student will demonstrate the ability to HDF 492 My senior portfolio was an example of a project that I completed from start to finish. The idea of the
lead a project from start to finish Hidden Figures project came about during the first couple weeks of the semester in HDF 492.
(follow-through) Highlighting the different women of color who shaped my experiences at the University of Rhode Island
was important to me. Coming into the University there was a lack of representation amongst women of
color. Having these inspirational women guide me through my leadership experiences gave me the
mentorship, safe spaces, and opportunity to grow based on the examples they set. On my practice
presentation I received almost exceeding standards in the theme section and just had make clearer
connections to content. During my final presentation I was proud to showcase my growth over the four
years. It was a great experience to be able to look back and connect all of your class material to real
life applications.
SEE EVIDENCE #10
11. Student will describe goals and HDF 417 GWS 400 For my GWS Capstone Class we are required to do a Capstone Project relating to our experience in
objective statements regarding the Gender Women’s Studies Major. For my Capstone Project I decided to do a case study revolving
personal issues, career issues, and around different women identities on a predominately white college campus. One of my main concepts
community issues that I am focusing on is the idea of intersectionality, meaning the multi layered identities that affect
different experiences. For example, how does a being not only a woman but a person of color affect
how you speak or enter a room. The name of my project is called “Identity On Identity Off” which
focuses on six main identities that are mostly present on a college campus. The identities I will be
incorporating is a perspective from an African-American, Asian, Latina, Bi-Racial/Mutli-Racial, White
and a self-identified Muslim woman with a Hijab. My main goal for this project is to highlight the
different experiences women face on this campus and to give women a safe space to share their
stories. Currently I have been working on this all semester and hope this project expands to something
bigger than just the paper.
SEE EVIDENCE #11
12. Student will show evidence of goals HDF 417 Before we held our retreat Melissa Camba-Kelsay, Lucinda and I sat down and planned the retreat for
and objectives that were planned and HDF 291. How we broke up the retreat was by what our strengths in facilitation was. From there we
achieved based off of our strengths to determine which aspects of the retreat we would facilitate. Being an RA
for many years my strongest area of facilitation was ice breaker and activities that would force one
another to get to know each other. During our retreat I facilitated a “speed dating” ice breaker which got
students moving and answering questions for 30 seconds at a time. The reason why I love ice breakers
so much is because it’s those awkward games that force one another to talk to each other that turn out
to be fun in the end.
SEE EVIDENCE #12
13. Student will show knowledge of the HDF 417 Junior Year Maslow’s “Hierarchy of Needs” theory emphasis on a persons well-being. The model focuses on what
“Hierarchy of Needs” theory by does a person need to have a successful and healthy lifestyle. The interesting part of the model is that
Maslow there are five categories by three main focus areas. The three main focus areas are Basic Needs,
Psychological Needs, and Self-Fulfillment Needs. The Basic Needs section is broken off into two
elements. The first is physiological such as food and water and the second is safety such as security.
The next is Psychological Needs which contains two more sections. Those sections are belongingness
and love which encompasses relationships and the next section is esteem needs which factors in a
persons feeling of accomplishments. Finally the last section of Maslow’s theory is Self-Fulfillment which
symbolizes a person needs in reaching their full potential.
SEE EVIDENCE #13
Maslow. (1970). Maslow’s Hierarchy of Needs. Retreived from
https://www.simplypsychology.org/maslow.html
14. Student will show application of HDF 417 Junior Year The part of Maslow’s theory that I can most likely relate to this year, is the section of Basic Needs.
Maslow’s theory to own life Over the past couple years, I have not taking my personal health and self-care into consideration. Most
of the reason, is that I am extremely busy and I did not prioritize my health. This year, I did the
opposite. I soon started to see how much of an importance I needed to take having a healthy lifestyle
as a priority. To start off I did small baby steps like increasing my water intake and exercise. In the
beginning of the semester I would only be able to drink one or two 8oz water bottles a day. Now
towards the end of the semester I have bought a big water bottle and make it a goal to drink at least
one 32oz of water as well as go for a jog twice a week. Doing this helps me not only set goals for
myself each day but also gives me something to strive for each week that is outside of my academic
and extra-curricular activity components of my week.
SEE EVIDENCE #14
15. Student will show knowledge of the HDF 417 Phi Sigma Sigma “Superleadership” by Manz and Sims is the ideology that a leader is someone who inspires others to
theory of Superleadership by Manz & be leaders. Often times leaders are seen as someone of high authority and having everyone follow
Sims after them. According to this model if a leader is inspiring others to be leaders, than they are doing their
job. Being a “Superleader” requires these skills, Self-leadership Shared Mostly followers (self-leaders)
and then leaders Commitment based on ownership. Becoming an effective self-leader and modeling
self-leadership. Creating positive thought patterns while developing self-leadership through reward and
constructive reprimand. Finally, promoting selfleading teams and facilitating a selfleadership culture.
Manz, Charles and Sims, Henry. (1991). SuperLeadership: Bey&d the Myth of Heroic Leadership.
Retrieved from https://sites.fas.harvard.edu/~soc186/AssignedReadings/Manz-SuperLead.pdf
SEE EVIDENCE #15
16. Student will show application of Manz HDF 417 Phi Sigma Sigma Being the first African-American President of my sorority I believe I am demonstrating
& Sim’s theory to own life “Superleadership”. In my position I plan to encourage not only for women of color to rush in a
predominately white Greek Life system, but also not be afraid to take on leadership positions within
those organization. Having taken RBB and being the Peer Mentor I have learned many theories and
negative outlashes for having women of color in high positions. It is not easy being a woman of color
president. Not only am I questioning my leadership abilities, but I also question how my race plays into
a factor of how I am leading. To get me through those struggles, I often think of the future generation
and the example I am setting for others. Do I want to be remembered as a leader who did not do well in
office or someone who has made an impactful change? Being a “Superleader” is that answer. To be
able to inspire others to lead and leave a lasting impression not only demonstrates itself in the way you
work, but also as others remember you by.
SEE EVIDENCE #16
17. Student will describe StrengthsQuest HDF 290 Summer@Brown Resident Advisor One assignment that was required for HDF 290 was the StrengthsQuest personality assessment. The
Signature Themes, shadow side of top 5 categories were Woo, Positivity, Communication, Futuristic, and Input. Woo focuses on meeting
Strengths and/or weaknesses, and new people and learning to break the ice with people. Wooing is important because always wanting to
examples of application (Source = meet new people makes you an open leader. No matter where I am I love constantly introducing myself
Gallup) and creating networking opportunities. A weakness to Wooing is that not everyone likes to be
approached and open to meeting people. Another trait I possess is Positivity. Being Positive makes not
only myself but others happy. Being positive all the time can have a weakness as well. For example,
sometimes it’s always hard to be happy and positive about every situation. It’s hard to find that balance

and recognize that not every aspect of life is going to be happy and learning that it is okay to not be
happy all the time. Communication is important to all components of leadership. Knowing how well to
communicate with others in an effective way helps spread your message across. A weakness to
Communication is not knowing how to properly talk well to others. Lacking communication skills could
harm your credibility of leadership. Next, Futuristic is beneficial when working on projects and goals. I
am usually thinking of the bigger picture and how I can improve for next time. While yes that is a good
quality, I sometimes do not think in the present and often worry about my future. Finally, Input is
important when looking to voice my opinion. I used this when I am faced with an issue I feel strongly
against. A weakness to having input is not all the times are comments appreciated or taken into
consideration. This summer, my leadership personality was tested when I was a RA at Brown
University. Every two weeks I received about 20-30 new residents and each group was different. I had
to be fluid with my personality and leadership styles to be effective with each new group of students. I
had to incorporate Woo, Positivity, Communication, Futuristic, and Input to have not only great
residence but to also be a leader among them.
I have taken Strengths Quest for my leadership classes and thought nothing of it. It was not until I
became a member of the Leadership Rhode Island last year, that I truly understood what they meant
and how they apply to my everyday lifestyle. The first time I took the test my strengths were Positivity,
Woo, Communication, Futuristic and Ideation (Gallup, 2017). To sum it up I was a happy person, with
great ideas, who loved to speak especially about the future. During HDF 412, we were given the
opportunity to take the self-assessment again. The second time I took the Strengths Quest again
during my senior, and my top five redirected and changed. My new strengths are Strategic, Ideation,
Adaptability, Woo and Restorative. The strengths that remained the same were my Woo and Ideation.
Those did not surprise me as strengths that were consistent because I enjoy meeting new people and
making new connections. Also, my creativity and implementing new ideas has been a large part of who
I am. Coincidentally, I have taken the test after completing my first semester as president of my sorority
Phi Sigma Sigma. After presidency, I have completely lost my positivity. After becoming president, I
believe that these strengths fit me because this was not an easy presidency.
SEE EVIDENCE #17

Gallup. (2000, 2006-2012). Selena’s Top 5. Retrieved from
https://uri.gallup.com/application/strengthsquest#home
18. Student will describe personal HDF 412 Summer at GW RA/ DIVE RI This summer when I worked as a Resident Advisor for The George Washington University, our boss
leadership style and/or personality made all of us take a personality assessment based on a numbering scale. The average score you get
style including strengths and relates to a color. In turn that color describes how you work as a leader and group environment. Your
weaknesses and examples of top two dominate colors reflect on your leadership. The four colors are Blue, Green, Gold, and Orange.
application (Sources = Leadership Blue’s lead with emotion and feeling. Green’s tend to think logically and at the small details. Gold’s
style inventories, the L.P.I., Type follow the traditional and ordinal way of doing things. Finally Orange’s are creative and bring new
Focus (MBTI), LAMP, DISC, and other energy. When I did the test my colors were Blue and Orange meaning I being many creative ideas and
career inventories, etc.) lead with emotion. Looking at all of the leadership positions that I am in I have always been the positive
one amongst the group and strive for change. I also take into considerations others thoughts and
emotions when making decisions. How that can be a weakness is that sometimes change is not right
for every group. While change may seem as something refreshing when working with people who are
Green’s or a collective group of Green’s change might not always be what everyone is look for. That’s
why it is important to examine the audience you are serving. Whenever I take on a high leadership
roles I always let my fellow board members take this quiz because it’s a clear way to understand
people’s leadership skills. By knowing what everyone in the groups color is, individuals are easier to
navigate, communicate and resolve conflicts based on the certain strengths and weaknesses of each
of the colors. True Colors is just a simpler test to pick out defining characteristic of one another and
how to relate to those differences using different strategies that a person may need.
SEE EVIDENCE #18

Outcome Category: Leadership Theories
19. Student will show knowledge of the
“Authority and Bureaucracy” theory of
leadership Weber
20. Student will describe personal application
of the above theory (Weber)
“Scientific Management” theory of
leadership by Taylor
of the above theory (Taylor)
23. Student will show knowledge of the HDF 417 Management by Objectives is a cycle that helps improve the work space. The theory first starts off with
“Management by Objectives” theory set organizational objectives which means establishing the goals of the group. Once the goals and
of leadership by Drucker objectives are set the supervisor cascades the objectives to the employees. This means that the
supervisor voices the goals to their staff. Next is the monitoring phase where the supervisor is
monitoring the implications of the set objectives. After is the evaluation phase where the supervisor
evaluates the pros and cons of their set objectives and tasks. Once the evaluation is done, the final
stage is the reward performance, where the crew celebrates their performance and achievements.
SEE EVIDENCE #23
Ducker. Management by Objectives. Retreived from http://communicationtheory.org/management-by-
objectives-drucker/
24. Student will describe personal HDF 412 Building Manager Working at the Memorial Union, Building Managers are responsible for the setting up and breaking
application of the above theory down of rooms. Our boss holds us to that expectation that every closing shift the manager follows
(Drucker) certain instructions. The main reason for setting up for the day ahead during a closing shift is to help the
person coming in the morning after. This way we have a documented objective that we have to
complete by the end of the night and it also holds us accountable to help out our coworkers. If these
tasks are not completed discipline action is required. One night I was working a Union Party and
assumed that the person who came in before me would have cleaned up everything from the previous
day knowing that I would have to work the party. My coworker did not clean up from the day before
hand and I didn’t follow through and monitor to make sure those tasks have been completed. Upon
leaving, I did not set up for the next day and left when my shift was over. My boss, who had been
working the building until the party was over went to do his rounds before leaving. He noticed that I did
set up for the next day but left some rooms that had been occupied earlier, untouched. Because I had
assumed my coworker would have been reliable in doing his tasks, I neglected to fully do mine. Rather
than completing the last step of rewarding performance in the Management by Objectives theory, I was
punished for my actions.
SEE EVIDENCE #24
25. Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
MacGregor
of the above theory (MacGregor)
27. Student will show knowledge of the HDF 290 Servant Leadership is the leadership style that involves putting others before yourself. In the Servant
“Servant Leadership” theory of Leadership style the servant is always first. A servant is seen as the group or individual you are working
leadership by Greenleaf with. An important aspect of Servant Leadership, is your needs come after. The needs of the group are
most important and how you got about prioritizing their needs is essential. Always remembering that you
are not satisfying any of your needs. A good example of Servant leaders are advocates because they
are fighting for a cause that will help many individuals and not just themselves specifically.
SEE EVIDENCE #27
Alabi, Maysun and Moreno, Crysrtal. (2015). Servant Leadership Handout. Retrieved from
https://sakai.uri.edu/access/content/group/6cf66288-7ce6-4c6b-a697-
f91852697a4c/Section%201%20_11%20AM_%20Resources/Theory%20Presentation% 20Handouts/07-
Servant%20Leadership.pdf
28. Student will describe personal HDF 290 During our class discussion about our admissions activity, I demonstrated Servant Leadership. How I
application of the above theory demonstrated Servant Leadership, was fighting for a student that no one wanted. I was able to put my
(Greenleaf) needs and voiced my opinion for the person that I felt the most qualified for the position. However,
during the class discussion not many students believed in my opinion. As a Servant Leader, I let my
feelings aside and went along with the popular discussion of the class even though I did not agree with
them. That was important for me because I am always the type to voice my opinion, but sometimes you
have to put yourself last. By not continuing to fight for my candidate, the group was able to make a
discussion faster without conflict and we were able to complete the assignment.
SEE EVIDENCE #28
29. Student will show knowledge of the HDF 290 There are four levels of Principle Centered Leadership. The four levels are Organizational, the need to
“Principle Centered Leadership” organize and manage others, Managerial, the responsibility to complete a job while facilitating a group,
theory by Covey Interpersonal, relationships between yourself and others, and finally Personal, which is the relationship
you have with yourself. Within those levels there are four principles that comply with the theory.
Security, is knowing one’s self-esteem, self-worth and personal strength. Next Guidance is the direction
in which is received from others in our lives. Wisdom is knowing one’s sense of balance, judgement,
discernment and comprehension. Finally, Power involves the capacity to act through strength and
courage. With the four principles, they can be applied to both to personal and professional life. The two
different categories have many examples. When it comes to personal the principle some examples are
self, spouse, money, work, and friends. In the professional whelms are policy, image, technology, profit
and ownership.
SEE EVIDENCE #29
Famiglietti, Santino. (2015). Principle Centered Leadership. Retrieved from
Principle%20Centered%20Leadership.pdf
30. Student will describe personal HDF 412 Phi Sigma Sigma Going into my presidency, I barely had transitional materials and had to do the job from scratch and it
application of the above theory was very stressful. To be proactive for the next president I made sure that I remained organized and as
(Covey) detailed as possible. That is why I created a new Google Email and a Google Drive to be passed down
through the Archon’s. In the Google Drive there are rosters, events, meeting minutes, and even advice
when certain situations arrive. That was a way for me to stay organized yet still manage to keep all the
records of the chapter. To hold my other members of the exec board accountable for the same, I had
them all create Google Accounts to pass down to their new replacements. That way it was easier to
electronically manage chapter operations. To give the transition aspect a more interpersonal feel, we
did elections in the middle of the semester so the new members would not feel lost. It was also a way
for them to build connections with the position and also the old exec as a resource for them. Personally,
I let my replacement reach out to me with questions. How that benefited me was that I was able to
spread my knowledge but at her convenience. Yes, I wish I had someone to teach me, but I wanted her
to feel as though she could approach me with questions rather than me hover over her. The guidance
was set so that I laid a foundation for her and she would call on me when she needed an extra push.
On the organizational level, the chapter would succeed in the future if we kept consistency about how
we went about our chapter operations. Having it on Google added security and access to anyone who
was to take the position after the previous officer. On a managerial side I was holding each of my
executive board members in providing transitional materials for the next generation. This gave them a
sense of ownership and reflection of all the hard work they did the past year. Next interpersonally, they
were able to use their wisdom to personalize how they wanted the transition to be. I gave all the past

exec members a little notebook to write advice to the new members that they wish they had before
entering the position. Finally, personally, it was easy to make sure that everyone did what they were
supposed to do throughout the year and when I first came in I had no help. This was a way for me to
help strengthen our new exec members to have a smooth transition and work on improving our chapter
from the foundation we set.
31. Student will show knowledge of the “14
Points / TQM” theory of leadership by
Deming
of the above theory (Deming)
33. Student will show knowledge of the HDF 290 Visionary Leadership and Transformational Leadership are different yet similar. Transformational takes
“Visionary Leadership” (now often ideas already in existence and makes them improve. The style of this leadership is to take the idea that
cited as “Transformational is already in existence and integrate both new and old ideas. In addition, Visionary Leadership is the
Leadership”) theory by Sashkin same in the sense of revamping an already in existence idea, but think more futuristically. Visionary
focuses on opportunities that can be presented while Transformational looks at the core values at hand
and tries to enhance them.
SEE EVIDENCE #33
Han Huang, Si. (2015). Visionary/Transformational Leadership. Retrieved from
Visionary%20Transformational.pdf
of the above theory (Sashkin)
35. Student will show knowledge of the HDF 290 Individuals in Organizations means that understanding the importance that individuals always want to
“Individuals in Organizations” know more about their organization. Through there members know that there is a bigger picture to
leadership theory by Argyris obtain. The bigger picture can only be accomplished, if everyone works collectively as a group. Wanted
to know more about the organization you are serving helps better deliver the message of why you are
there in the first place. It also gives you a good learning experience to feed off of other individual’s
knowledge of the existing group at hand. The more knowledge gained can help the organization thrive
through all its members involved.
SEE EVIDENCE #35
Johnson, Alec. (2015). Individuals in Organizations Handout. Retrieved from
Individuals%20in%20Orgs.pdf
36. Student will describe personal HDF 290 Summer@Brown RA Not only was I RA at Brown University, but I was part of a larger group. I was an RA and leader of
application of the above theory maintaining my hall. I was eager to learn about my students, but it also branched into learning the
(Argyris) components of what my position was. I mostly learned these skills through my peer RA’s and my hall
director. People that were all experienced at their home institutions brought knowledge onto me
because I had never experienced a job like this. I was able to learn the importance of my role as an
individual and also as a team player. One of the most important skills I learned was to have a fluid
leadership style. Being a fluid leader means that overtime and depending on the different situations, it is
essential to learn how to adapt and change. Why that was significant in my job, over the summer, was
because every two weeks I would change residents. I quickly learned that one leadership style does not
work for others and adaptation is important.
SEE EVIDENCE #36
37. Students will demonstrate knowledge HDF 290 The Four V’s leadership style involves these four elements Values, Vision, Voice and Virtue. Values
of the “4 V’s” theory of leadership by involves the core ethics of the leaders. The leader’s actions base on their beliefs that they firmly comply
Grace (Center for Ethical Leadership) by. Next, Vision relays on the leader’s ability to handle any given scenario. Self-Reflection comes in
handy when knowing how to evaluate any given situation because they have to look out for the greater
good for all members. Voice plays a key role in knowing how to effectively communicate with others.
Knowing what to say and how to say it, gives you a stronger credibility. All of those three V’s come
together to form Virtue. The Virtue section demonstrates a high moral character and standards. The
main goal of the Four V’s is to help build a stronger ethical leader.
SEE EVIDENCE #37
Donnelly, Ryan and Sammarone, Owen. (2015). The Four V’s of Ethical Leadership. Retrieved from
Four%20Vs.pdf
38. Student will describe personal HDF 290 An example of using the Four V’s leadership, was during our classroom discussion on both inclusion of
application of the above theory the workplace and also the activity where we would hire or fire someone based on certain statements.
(Grace) Both of those activities tested my moral ability and how I would judge a situation. For example, as a
class we would read situations and determine what is the right way to handle situations. Remembering
the Four V’s was a way to put myself outside of the scenario and evaluate what was going on. Knowing
my values from prior experiences help proved my case on what is deemed ethical in certain class
scenarios. Looking at the bigger picture at hand helps mold the vision or outcome you see from a
judgement call. Finally, after I had formed my opinion about the case studies I had to strategically figure
out what I was going to say. When utilizing the Four V’s in class, I felt as though the voicing aspect is
the trickiest and most essential. Knowing the right words to say can completely affect a situation. Using
sensitive wording that is conscious of most individuals and backgrounds help made my argument satisfy
both parties.
SEE EVIDENCE #38
39. Student will show knowledge of the HDF 290 Situational Leadership has four components to it. The first is telling. In the telling category the leader is
“Situational Leadership” theory by telling the members what to do and not forming relationships with them. Selling follows telling, which the
Hersey & Blanchard leader still directs their members, but encourages communication among with them. Participating is
heavily influenced by the follower’s low self-confidence. Yes, they have the skill set to complete their
tasks, but do not have the confidence to follow through. This makes the leader having to continue
maintain supporting leadership role. Finally delegating is where the followers have confidence and is
highly skilled to carry out the necessary work. This leaves the leader to check in on the follow, but
doesn’t need to give much assistance. Out of all those skills, selling is the most functional aspect of
Situational Leadership because it promotes relationships with both the leaders and followers to
effectively accomplish a task.
SEE EVIDECE #39
Newell, Jacob and Siddiqui, Mishal. (2015). Hersey Blanchard Situational Leader Model. Retrieved from
Situational% 20Leadership.pdf
40. Student will describe personal HDF 412 Phired Up In the past with recruitment my sorority has had issues with getting women to return to our house after
application of the above theory the first day. Most of that was due to lack of conversations. In the past most of the previous Recruitment
(Hersey & Blanchard) Chairs would ignore the problem or focus on minor ways to fix the issue. We thought differently this
year. This recruitment was different in the sense that one chapter had been removed from campus and
we recently added a new one. Because of this situation we wanted to take action. Rather than going
with the flow and telling sisters how to talk to one other and make “small talk” we looked into other
options. Our nationals offered to help us get a motivational speaker though a group called “Phired Up”.
This was an example of telling because we got a third party presenter come in and talk to our chapter.
Knowing that girls wouldn’t come on a Saturday morning just because we offered extra participation
points to overall attendance to make women come. In the presentation we had over 70 members come
and listen to a woman speak about confidence in their speaking and what makes them sorority women.
In this section we focused on showing and played onto what characteristics tey already had and wanting
to improve it. Focusing on our strengths rather than our weaknesses helped the chapter see how much
potential they had. To show participating by making recruitment pairs and having the older sisters
pracive with the younger sisters. We especially focused on the younger girls recruiting the older girls

using thw new skills they leanred. In the end delegating the task to an outside resources helped show
us that it is okay to change the way we have been previously going about. Just because we are seeking
outside help doesn’t mean we aren’t capable it only made us seem stronger by having more support.
From that experience we ended up having a 97% return back rate for the second day and women were
leaving our houses having meaningful conversation instead of surface level small talk.
SEE EVIDENCE #40

41. Student will show knowledge of the HDF 290 The Relational Leadership Model, is broken down by the categories of inclusiveness, purpose,
“Relational Leadership” model by empowerment, ethical and process. Within the categories each item is broken down by three categories
Komives, McMahon & Lucas of knowing, being and doing. The component of inclusive says of people and points of view which
represents diversity. Next, empowering is centered around the people involved. Followed by purpose
which is knowing the level of commitment and goals to an individual or a group. Then, ethical is
centered around the values and standing of what is deemed “good” or morale. Finally, the process-
oriented is described as maintaining, accomplishing, and remaining a group. Once you know all the
main categories each item is broken down into three more components which are knowing, being and
doing. Knowing means that you are demonstrating the knowledge and understand of each term. Being
stressed the belief that these terms are important. Lastly, doing is formulating skills or actions that
demonstrates proficiency in each of the categories of Relational Leadership.
SEE EVIDENCE #41
Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College Students What Want to
Make A Difference. Retrieved from https://www.uta.edu/leadership/_downloads/The-Relational-
Model.pdf
42. Student will describe personal HDF 290 Safe Zone I demonstrated Relation Development when I applied the theory to an extra credit assignment. The
application of the above theory event that I applied the theory to was Safe Zone Training through the Gender and Sexuality Center on
(Komives et al) campus. How the theory applied was that I attended the workshop and was able to break down why I
was learning each element. From there I understood the importance and responsibility that comes with
being an ally for the LGBTQ community. The component of the relational model that I enjoyed the most
working with was the doing section. I like the doing aspect of the model because a person may be
educated on an array of topics, but how you apply the knowledge and your depth of understand is what
really can make an impact.
SEE EVIDENCE #42
concept of constructivism
44. Students will describe personal examples
of implementing constructivism
45. Student will demonstrate knowledge HDF 417 The Kolb Experiential Learning in Leadership model is a cycle that is based off of self-reflection. The
of experiential learning in leadership model starts with concrete experience. Concrete experience is the field work that is most presentable to
development (Kolb) you. Whether that be working in a classroom or on a project. It focuses on the hands on knowledge
obtained. The next stage is the reflective observation. This is the time where after you have worked in
the field, this is the time to look back and reflect on the time you spend. Most the time reflecting is
asking yourself questions of how you felt you have grown as a person or changed after this experience.
Next is the abstract conceptualization. In this phase the individual brings back theory and facts to help
support their evidence of learning. Finally, the individual active experiment. During this final stage the
individual uses case studies and action plans to show case their work in hopes that other will be able to
understand and learn through their shared experiences.
SEE EVIDENCE #45
46. Student will describe personal HDF 417 Being the Undergraduate Peer Mentor for the Rose Butler Browne Mentoring Program has been
application of experiential learning in extremely different than I imagined it would be. I honestly feel like I am gaining more of an
leadership development (Kolb) understanding of myself going through the class a second time. The outcome I have demonstrated the
most since I began this experience is, student will demonstrate proficiency of metaphorical analysis to
critically analyze self and leadership situations. Before my leadership and my identity have been
established. When I first took this class as a freshman, I knew that I could identify myself as a woman of
color and how I navigated my college career would be through that lens. Throughout the years, how I
presented myself and challenged myself was through my lived experiences. Being the peer mentor, I
finally could put my identity into practice. Being the Peer Mentor, I can be an example for the students in
the class to show how their identity shapes who they are. It is interesting to be able to apply my past
education to help the new students understand new leadership concepts.
SEE EVIDENCE #46
47. Student will show knowledge of the HDF 290 The Social Change Model has seven terms connected to creating change. The first concept is
“Social Change Model of Leadership Conscious to Self. Conscious to Self is knowing your own personal values, beliefs, attitudes and
Development” by Astin et al emotions. Next, Congruence is the act of being consistent with your values. Some of those values
include genuineness, authenticity, and honesty to yourself and others. Commitment means the time and
energy dedicated to the group’s goal. The most important aspect of commitment is the intensity and
duration of the level of commitment. Collaboration is the ability to work well and effectively in diverse
group settings. Having a common purpose is also important for the Social Change Model. Meaning that
having a shared goal with wanting a better vision for the group. Controversy with Civility has two
fundamental efforts including realizing differences are inevitable and that differences must be aired
open with civility. Finally, the last component of the Social Change Model is citizenship. Citizenship
means that an individual or a group now must contribute to a community or society. All of which are
connected to the term of change which means believing in the importance of creating a bigger impact
on our world.
SEE EVIDENCE #47
Reyes, Max. (2015). Social Change Model. Retrieved from
Social%20Change% 20Model.pdf
48. Student will describe personal HDF 290 P.L.E.A.S.E Program This semester I was able to work at the Women’s Center on campus. At the Women’s Center I was in
application of the above theory (Astin charge of overseeing the P.L.E.A.S.E. volunteering program. P.L.E.A.S.E.’s main focus is to educate
et al) and advocate for issues revolving interpersonal violence. There we help promote education about
sexual assault, relationship abuse, stalking and host the URI 101 presentations. The Social Change
Model applied to me in this position because I am working with an organization that promotes educating
this campus on an issue that affects many students. Dealing with topics as sensitive as this requires all
of these skills to effectively prove myself as a leader and also an activist. The biggest component from
the Social Change Model that I gained is the level of commitment. I am working at the Women’s Center
over 20 hours a week. The work is not just inside my work hours, but I am always helping out with
presentations and facilitating workshops outside of my work week. Commitment was a struggle for me
because I had to learn how to set my priorities and affective time management skills.
SEE EVIDENCE #48
49. Students will demonstrate knowledge HDF 417 The Leadership Identity Development Model is broken up into six categories. The first category is
of the “Leadership Identity Awareness. In the Awareness stage an individual is aware of the national figures and authorities. Next
Development Model” by Komives et al is the Exploration and Engagement where the individual gains membership within a group. After a
person enters in the Leader Identifies role that gains a role in a certain focus area of the membership.
Followed by the key transition which plays a pivotal role in the awareness of values in others. The next
stage is the leadership differentiated, when the individual gets out of their comfort zone. Followed by the
Generativity phase where the person focuses on the future and establishes a concern for sustainability.
Finally integration and systems where the leader wants to make a difference.
SEE EVIDENCE #49
Komives. Leadership Identity Development Model. Retrieved from
https://www.slideshare.net/valcortes/leadership-identity-development-model
50. Students will describe personal HDF 417 This internship experience has changed me in the sense that my leadership journey is now coming to a
application of the above theory. full circle. I was able to be enrolled in the class and gain the knowledge of my identity to then come back
(Komives et al) and highlight my experiences to the students. What made it unique is that working through the students

and rehearing all the leadership theories and identities I self-reflected more. My self-reflection ended up
motivating me more to do more conceptual research. During this class I started researching more
powerful intersectional feminist and ideologies. For example, I often found myself rereading many of the
identity models and applying them to my growth over the years. In addition, I also started a research
project in my Gender Women’s Studies Capstone revolving around different women identities and how
those identities dictate how they present themselves in a predominately white university. By being the
Undergraduate Peer Mentor for HDF 291, I understood a deeper level of myself and those around me.
Having this experience has opened many doors, in understanding the importance of not only
counterspaces for students but also the power of sharing each others stories.
SEE EVIDENCE #50

51. Students will demonstrate knowledge of
the Strengths-Development Model by
Hulme et al
of the above theory (Hulme et al)
53. Student will demonstrate knowledge of
behavior theories of leadership from
Michigan and Ohio State
of the above theories (Michigan & Ohio
State)
Charismatic leadership
of the above theory
contingency approach to leadership by
Fiedler
of the above theory (Fiedler)
Path-Goal theory by House
of the above theory (House)
Leader Member Exchange (LMX) theory
of the above theory
Leadership Substitutes Theory
of the above theory
Models of leader emergence
66. Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
of the above theory (Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69. Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
70. Student will describe personal example
of using cultural anthropology /
paradigms as a leader
71. Student will demonstrate knowledge HDF 291 The “Cycle of Socialization” is broken up into three main circles revolving around a central core. Within
of the “Cycles of Socialization” the center core there is fear, ignorance, confusion and insecurity. The is typically the common roots of
(Harro) theory and its uses in how society currently is set up when having conversations about identity, diversity, and inclusion. The
leadership Beginning stage is when a person is born into the world in their identity and has no idea about the
biases stereotypes or prejudices about their own identity. As the person moved through the cycle they
enter in the category where the first socialization happens. In this process a person stars the develop
their identity based off the people around them like their parents, peers, relatives, and teachers. They
soon start to understand what the society norms and expectations are and what values they first form
based on their socialization. After we move into the section circle of institutional and cultural
socialization which includes messages individuals receive from organization such as churches,
schools, television, health care, the legal system and so on. Going through the second circle
enforcements such as discrimination, privilege, and stigmas based on their identity begin. The final
stage of the cycle is the results section. In the results section highlights the consequences of what
happens during the socialization process. Feelings such as anger, guilt, dehumanization, and silence
happen. But that does not have to be the final stage. A person has a choice to make they can either
move in the direction of change where they can educate, take a stand and raise consciousness, or they
could do nothing, promote the status quo and not make a change in their society.
Harro, Bobbie. (2000). Cycle of Socialization. Retrieved from http://hidden-
history.wikia.com/wiki/Cycle_of_Socialization_Chart
SEE EVIDENCE #71
72. Students will demonstrate personal HDF 492 Portfolio My senior presentation was created off of the movie Hidden Figures. The movie
application of the “Cycles of Hidden Figures is based off of the true story following three remarkable African
Socialization” (Harro) American Women who worked for the NASA Space Program during the Jim Crow
era. For my presentation I highlighted the different Women of Color at this University
who have mentored me during my leadership experiences as a Talent Development
Student, Peer Mentor for the Rose Butler Browne Leadership Course, Student
Coordinator and Peer Educator at the Women’s Center, Resident Advisor, and
finally President of Phi Sigma Sigma. The first three women and experiences were
centered around the three main circles in the cycle which were The Beginning,
Institutional and Cultural Socialization, and Results. The first experience I had was
when I was a Talent Development Student and I quickly saw the different
socializations of people of color on this campus. Going to a program like Talent
Development I was in classrooms mainly with people who looked like me and then
walking into my first lecture hall and being the only minority was a culture shock.
During the institutional and cultural phase, I was both a peer mentor and student to
Rose Butler Browne Mentoring program where I learned theory, modern and
contemporary experiences of women of color in society as well as higher education,
where I used that knowledge to be change agent as a women of color in my
organizations. The final stage of results, is where I used my identity as a woman of
color, to help be an advocate and educate women about sexual assault on our
campus through the Women’s Center.
SEE EVIDENCE #72
73. Student will demonstrate knowledge HDF 412 The Cycle of Liberation flows into six different categories. Before entering these categories the person
of the “Cycles of Liberation” (Harro) has to have a “waking up” moment. In that “waking up” moment, an incident happens and a person and
theory and its uses in leadership it creates a cognitive dissonance. After the person has the moment of realization the first phase begins
and a person “Gets Ready”. In this flow people are exploring options of empowering themselves
through education and developing tools to continue. The next phase is “Reaching Out” where speaking
out and naming injustices start to talk over. Once a person speaks out against injustices and takes a
stand on issues, it is important for “Building Community”. In the building community transition, a person
becomes a support system for people “Like Us” or “Different from Us”. After a sense of community has
been built, “Coalescing” is accompanied by action planning and being a role model. Next, in “Creating
Change” an individual strives to critically transforms institutions and work on creating a new culture.
Finally. “Maintaining” happens when a person integrates inspiring truths, hopes and inspiration that
their mission is being drawn out to themselves and others. One key element of this module is to stay
true to your core values of self-esteem and self-love upon completing this journey.
SEE EVIDENCE #73
Harro, B. (2000.) The cycle of liberation. In M. Adams, W. J.
74. Student will demonstrate personal
application of the “Cycles of Liberation”
(Harro)
75. Student will demonstrate knowledge HDF 412 Franklin’s model of “Configuration of Power” is broken down into four sections. The core of this model
of the “Configuration of Power” is “Economics”. In the first section we examine who controls the wealth, production, and resources
(Franklin) and its relationship to shared within that community. This is broken down by asking questions of big companies and what are
leadership they doing with their funds. For example are they companies that support acts that don’t align with your
personal values. The second section “Politics” explains on who is dealing with power. This becomes
relevant when seeing who is protecting ad ruling economic interests. Questioning who is in power and
are they really making change reflecting on the community they are serving. Next, in the third phase is
the “Bureaucratic Management”. The main factors in this section revolve around employment. The
section of employment talks about who helps protect these politicians and manage law enforcement in
the community. Thinking cukturally, are the people who are governeing our national culturally
compenetent and knwoledgable enough to be sensitive to all populations they are protecting. Making
sure that everyone is being given the same rights no matter who they are. Finally, “Controllers of
Symbols” relates to media, education, religion and pop culture. The main focus of this is to control what
is being “put out” in society and monitoring what individuals see and hear about the power dynamics
going around them.
SEE EVIDENCE #75
Franklin, R. (n.d.). Franklin’s configuration of power [PDF document]. Retrieved from Sakai Resources.
application of the “Configuration of
Power” (Franklin)
Student will demonstrate knowledge HDF 417 Cross and Smith’s Model of Black Identity Development has six different sectors. The identity
77. of racial identity development via the model follows the individual during the lifespan and not during the time where a person
discovers what their identity. The identity is described as being pasted down from generations
Cross, Helms or other models
through different learned experiences that form around the black culture (Paatton, 2016). The
(Ferdman & Gallegos; Kim; Horse; first staged of the Black Identity Development Model, is infancy and early childhood. This
Wijeyesinghe etc.) phase is where most socialization happens. During infancy and early childhood all the child is
exposed to is the traditions and teaching of the home. However, the family or community
perceives blackness is how the child will process the beginning definitions of what it means to
be black. The second phase is the preadolescence where socialization from outside the
parental and home community are interpreted by the child. There are three different identity
types that emerge from this phase. The types are low race salience, high race salience, and
internalized racism. How they are broken down is low race salience is when the child receives
little to no messages about their race from their parents and the only thing that is significant to
them about being black is their physical features. Next, high race salience is when children are
taught from a young age, that being black is an important aspect of their identities and who
they are. Finally, internalized racism is when children see negative patterns of black people
whether it be towards them or negativity from outside or family. The third phase happens
during adolescence. In the adolescence, the individual starts to develop their own self-concept
of what being black means to them. During this phase, the conversation about being black is
had on how they self-identify as black. The take previous knowledge from their socialization
and race salience, and confirm to which they identify to help them better relate their identity in
the next phase. The fourth phase in the Black Identity Development Model is early adulthood.
In early adulthood, the three different emerged identities from adolescence become established
and the individual orients themselves with that identity. For example, low race salience they
tend to live in areas where their identities are not acknowledged. High race salience has a
stronger self-image of who their identity is and have a stagnant self-concept. Next the fifth
stage represents Cross’ original model from 1991of Nigrescence. Nigrescence is broken up
into four stages. The stages are pre-encounter, encounter, immersion-emersion, and
internalization/internalization. In the pre-encounter stage, two theories from the fourth phase,
low race salience and internalized racism. Next the encounter stage happens when a black
person experience an event that causes conflict with their racial identity. In the immersion-
emersion the individual completely fall in love with being black and develop a pro-black or black
nationalist’s identity. During emersion, the transition into the fourth phase beings and the
induvial reexamines their identity with a more balanced and focused manner. Cross also
explained in his model that negative outcomes may happen such as regression,
continuation/fixation, and dropping out. Regression happens in the pre-encounter phase when
people have negative experiences during their growth that they might have difficulty coping
with being pushed in a new identity and seek comfort in their old identities. People who
overwhelmingly have negative perceptions of white people are stuck in continuation/fixation.
Finally, dropping out is when a person feels comfortable with their blackness and examine
other issues in their lives. Internalization is composed in three different aspects, Black
Nationalist, considering being black the most salient identity, bicultural, consider themselves
black identified but also American, and finally, multicultural perceptive focusing on a white
range of identities. The final phase in Cross and Fhagen-Smith’s model is Nigrescence
Recycling. This cycle happens when one’s already black identity and self-concept is being
questioned. The cycle has five levels. The first being buffering, protective strategies that shield
a person from racist or oppressive interactions. Next code-switching occurs when a black
person can maneuver interactions through mainstream and black cultured life. After bridging
happens when a person reflects on their meaningful relationships whether they are black or
not. This is useful when learning how to embraces others from various walks of life. Following
after is, bonding/attachment refers to the connection blacks feel when maintaining communities
and relationships with other black people. Finally, individualism is the idea of referring to
oneself as an individual or even American and detaching from the collective affinity of other
black people.
SEE EVIDENCE #77
78. Student will demonstrate personal HDF 427 Study Abroad to Cape Verde This model is very in depth about the black identity and demonstrates all the
application of model(s) of racial complexities within that identity. When it comes to my own personal life I have a
identity development above hard time identifying as black. I better identify as African from Cape Verdean decent.
In my own interpretation, black means that there are no traceable roots of your
nationalities beyond America. For example, descents from former slaves could
identify as Black American, whereas a person who can directly trace their lineage to
an African country or tribe could label themselves as African American. From my
socialization, I came to that distinction because of my direct cultural African roots in
Cape Verde. Even with a Cape Verdean identify I am conflicting how I should
identify as because Cape Verde is a former slave port used by the Spanish, French
and Portuguese cloners. When looking at my family history there is a mixture of
different races from both sides of my family. This feeling has caused me to relate
more to phase three the adolescence. During the third phase, I accept my identity as

a Cape Verdean American because of the way I was raised and socialized to believe
that we are of African descent and never questioned who I was and had a positive
created self-concept. I find it hard to connect with different aspects of the model
because my black culture growing up was mainly revolved around my family
acclimating to the American culture while maintaining the Creole culture. The feeling
of having to balance different cultures ties in the code-switching and bicultural
section of phase six relating to Nigresence. I am constantly maneuvering through
different spaces in my everyday life.
SEE EVIDENCE ##78
models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
application of model(s) of gender identity
above
additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate personal
application of additional social identity
development model(s) above
83. Students will demonstrate knowledge of
McIntosh’s theory of privilege and its
relationship to leadership
application of McIntosh’s theory
85. Student will describe the differences HDF 417 Individual oppression revolves around attitudes, beliefs, socialization, behaviors and
and similarities of individual and interpersonal interactions of a person. Institutional oppression has to do with housing,
institutional oppression and employment, education, health services (physical /emotional) societal government/laws, and
relationships to leadership legal system. The similarities of the two is that oppression involves the discrimination and set
backs of opportunities of an individual or group of people. How they differ is that individual
oppression has to do with the person as is. Meanwhile institutional oppression involved the
systems put in place by our society. Institutional oppression unfortunately affects a larger
population of people because it involves the larger system of our governs.
SEE EVIDENCE #85
Katz, Judith H. (1978). White awareness: Handbook for anti-racism training. Retrieved from
http://www.odec.umd.edu/CD/ARTICLES/KATZ.PDF
86 Student will demonstrate knowledge HDF 412 Phi Sigma Sigma This semester a recent article was published by the URI 5 Cent Cigar about the way the Greek
of relevant laws and policies related to Life handles sexual assault. There were talks of drugs, alcohol, and certain rules chapters have
issues of equity and its relationship to to follow to keep one another safe. Title IX is a law protecting students against gender based
discrimination in higher education. Sexual Assault is categorized as discrimination therefore
leadership (i.e., Title IX, Affirmative
making it a priorotiy to address on college campuses. Statically one in four women are victims
Action, Protected Classes, etc.) of sexual assault. Knowing that statistic it is very likely that a sister could have been a survivor
of this crime. Fortunately, it has not happened in our chapter, but we wanted to open a safe
space to have this discussion. During one of our chapters I led a sexual assault and consent
conversation in our chapter. The idea of the talk was to be proactive instead of reactive and
give my sisters the support and resources they need. In the presentation I focused on the
reporting system and recourses that our campus has to offer such as the Women’s Center and
Student Conduct. I also included the legal definitions used by our university. As a leader it is
tough to talk about these subjects because you do not know who is in your audience. There is
a power dynamic in the way the presentation is presented. I chose to be level with the chapter
to show that I am their sister and support system. Being a leader who “gets it” on a personal
level is much more easy to relate to than a leader who believes their better than who they are
serving. Creating that safe space where it is an exchange rather than a lecture helps ease the
dynamic of leader and followers when having these crucial conversations.
SEE EVIDENCE #86
87. Student will show knowledge of effective
leadership as it relates to change agency
88. Student will describe personal HDF 412 Phi Sigma Sigma Leadership is not an area that our chapter is not exposed in. Other than executive and council
examples of being a change agent positions, there is little room to make applications of everyday leadership. Being a Leadership
Minor, I wanted to expose my sisters to the values and strengths I have accumulated over time.
Seeing that there was a need for leadership development and also an opportunity to meet new
members I scheduled a challenge course through SOLC. Seeing that we had over 150
members attended and a success the ropes course has not been added as a requirement for
our retreats every semester. I sued my influence as a Leadership Minor to create change in our
policy and retreat experiences. I was a change agent, by taking my sisters outside of their
comfort zone and intrpducing them to a new leadership experience. Since then my sisters
enjoyed the event and have made it apart of our annual retreat.
SEE EVIDENCE #88
89 Student will demonstrate knowledge of
the “Model of Intercultural Sensitivity” by
Bennett and its uses in leadership
90. Students will demonstrate personal
application of the “Model of Intercultural
Sensitivity” by Bennett
91. Student will demonstrate knowledge HDF 417 The Action of Continuum has eight components. The eight steps are Actively Participating,
of the ally Action Continuum by Griffin Denying Ignoring, Recognizing No Action, Recognizing Action, Educating Self, Educating
& Harro Others, Supporting Encouraging, and Initiating Preventing. Actively Participating is when
you’re basically the bully. You are telling oppressive jokes and targeting small groups of
individuals. The next phase is denying, where an individual enables oppression by denying
target group members are oppressed. Followed by Recognizing and No Action when the
aware of oppressive actions by self or others and their harmful effects, but takes no action to
stop this behavior. The next element takes a different turn where Recognizing and Action take
place. Recognizing and action is aware of oppression, recognizes oppressive actions of self
and others and takes action to stop. Educating oneself is the ability to take actions to learn
more about oppression and the experiences and heritage of target group members by reading,
attending workshops, seminars, cultural events, participating in discussions, joining
organizations or groups that oppose oppression, attending social action and change events.
Once that happens the individual goes onto to educating others. Then the trend continues and
the individual supports others and becomes an ally. Finally, the individual, prevents others from
feeling oppressed and speaks out on social injustice.
SEE EVIDENCE #91
Griffen, P. (1997). Teaching for diversity and social justice: A sourcebook. Retrieved from
http://stepupprogram.org/docs/handouts/STEPUP_Action_Continuum.pdf

92 Student will demonstrate personal HDF 412 Edited my work from Module Two
application of the Action Continuum While looking at the Action Continuum my most dominant social identity is being a heteronormative
by Griffin & Harro woman. Being a woman has given me the privilege of dating whom I please without having it
questioned and or invalidated by society. In the model I place myself in the supporting and educating
phase. Supporting and Educating is important in creating safe spaces for people to leave room for
learning. Whether it be through social in an informal dinner table. It is important to educate at all levels
and not at times like Pride Rallies, but also on a Tuesday night at a restaurant with families. Two
tangible actions that I can do to questioning and discussing is to challenge homophobic comments that
may be said by my peers. For example, calling out people when they say the term “that’s so gay” and
explaining that there are other words to use in the dictionary. Another way I can deeper questioning
and discussing is by attending events using education as a tool for action. A couple weeks ago, I
attended an event about HIV during World AIDs Day. When I first entered the presentation, I thought it
would be about educating people importance about safe sex. Instead this presentation educated about
HIV and AIDs through a societal lens. The Scott Fried taught his presentation he focused on inclusivity
and the importance of creating a language that teaches safe sex but to all communities. The skills I
received from his presentation is to challenge myself when teaching others about safe sex is inclusive
language. Since his presentation I started using the term “external and internal” condom instead of the
gendered “female and male” condom to make it so that everyone can use them instead of those
specific binary. I used my privilege of being a deteriorative woman in recognizing the privilege that I
have and use it to educate as an ally. I can better become an educational ally by using inclusive
language and acknowledging different identities in my surrounding. Changing my language made a big
difference in discussing everyday terms that have been socialized by the heteronormative binary.
SEE EVIDENCE #92
Multicultural Organizational Development
Model (Jackson)
94. Student will show personal application of
the Multicultural Organizational
Development Model (Jackson)
95. Student will show knowledge of the HDF 412 The “Multicultural Change Intervention Matrix” follows three targets of change. The first is Individual
Multicultural Change Intervention where the person first focusing on their awareness of who they are around them and how the second
Matrix (Pope) order of the paradigm shift of their power relates to them as an individual. Next, there is an emphasis
on group. Depending on the group that a person is in, how there membership in that groups affects
them and the people around them, while learning how to reconstruct the system so that this person is
validated in these spaces. Finally in the institution level, how are the programmatic and the systemic
changes not only affecting the person but also the group as a whole. In this section, it is most difficult
because it requires and cultural and systemic shift from the status quo and what the norm is.
SEE EVIDENCE #95
Pope, R. L. (1993). Multicultural organization development in student affairs: An introduction. Journal of
College Student Development, 34, 201-205.
96. Student will show personal HDF 412 Phi Sigma Sigma When relating my position to the Multicultural Change Inventory Matrix (Pope, 1993), on the individual
application of the Multicultural scale, I saw how there was a lack of women of color in our Greek Life and I wanted to change it. The
Change Intervention Matrix only way I knew how to change it was to make myself known and take leadership positions that would
make a difference that is why I decided to be President. I noticed that there was a lack of women of
color in my chapter and I wanted to make a difference during this recruitment season. I focused heavily
in Group Restructuring change in the second order. Before I became president I pushed for my sisters
to change the constitution to redefine “letters appropriate” to saying women have to have straight hair
to wear letters, to as long as their hair is neat and looks presentable in whatever style. What I did is
that I wore my hair curly during the last round of recruitment. In Greek Life there is a stigma that
everyone has to wear their hair straight. Seeing that women of color do not generally wear their hair
straight. I used the opportunity of being in the front of recruitment, during the last day, wearing my

natural hair. This was to be a representation of how my chapter accepts women for who they are and
not have they look. The systemic change I was trying to address is the stigma of people having to wear
their hair straight to fit in with what the popular status is. Being a visual representation when women
first walked in, hopefully made them feel validated in being able to wear their natural hair.
SEE EVIDENCE #96
97. Student will create a personal code of
inclusive leadership
Outcome Category: Critical Thinking
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of
critical thinking
100. Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
metaphorical analysis to critically analyze
self and leadership situations
102. Student will show knowledge of at least HDF 417 Phi Sigma Sigma The Five Decision Making Model by Vroom-Jago, breaks up decisions into five examples. The first
five decision making methods step is the Autocratic I where the leader makes a decision. The next is the Autocratic II phase where a
leader make a decision based on the teams request. The second category Consultative I where a
leader explains the situation to the team and waits on the opinion of the team. Consultative II is where
the leader ultimately makes the decision but leaves it for the team to add in their opinions about the
leaders decision. Finally, the last form of decision making is Group II. Group II is where the leader
makes a decision with the team and the team as a whole makes a decision based upon their opinion.
SEE EVIDENCE #102
Duncan, W. J., LaFrance, K. G., & Ginter, P. M. (2003). Leadership and decision making: A
retrospective application and assessment. Journal of Leadership & Organizational Studies. Retrieved
from http://catalog.flatworldknowledge.com/bookhub/reader/12235?e=portolesediasleadsup_1_0-
ch08_s01
103. Student will describe personal examples HDF 417 Phi Sigma Sigma Being on an exec board us collaborative as a whole have to make big decision regarding our chapter.
of having used five decision making One the of most popular models we use the is Group II example. Sadly since we do not meet in
methods person as much because of time restrictions we mostly do them in our group chat. How we agree on
decisions is the amount of “likes” a statement or a decision gets in our group chat determines the
outcome. Even though it is not ideal, we have found it to work on many occasions. The biggest
component is that we make sure everyone has a vote and a voice because no decision can be made
effective if we are not all on board.
SEE EVIDENCE #103
104. Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts
105. Student will describe personal examples of
having used five problem solving / conflict
management
106. Student will demonstrate the ability
to synthesize multiple knowledge
perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
107. Student will demonstrate knowledge of HDF 412 The “Crisis Life-Cycle Model” is a learning curve focused on stress or chaos. The first phase is the
leadership that is used in crisis (i.e., preparation phase which focuses on what prior proactive solutions have been put into place in the
James & Wooten; Garvin; Covey; events of a crisis. In the emergency phase there is a shift in the comfort zone that creates the uprising
Frohman; Lalonde; Schoenberg; Joni; of the stress level system. In the system of stress level, there is an increased tension after a situation
Braden et al; etc.) happens. If there is increased stressed the group falls into the danger zone. After experiencing trauma
or stress in the danger zone, they encounter the adaptability phase. In the adaptability phase, there is
one of two things that can happen. The first is that the group does not learn from their experience and
has to adapt to what has happened to produce minimum stress for change. Or the group has to adapt
high volumes of stress to tolerate their situations. All if that falls into the learning zone where the group
can either grow from their experiences to help prepare them for something similar in the future, or
continue to struggle with stress.
SEE EVIDENCE #107
Braden et al. (2005). Crisis Life-Cycle Model. Retrieved from Sakai source
https://sakai.uri.edu/access/content/group/ee932eac-286f-4136-9c47-
a76d98c4b2e0/Module% 20III% 3A%20Crisis%20Leadership/Braden% 20et%20al.pdf
108. Student will describe examples of HDF 412 Phi Sigma Sigma Greek Week is a stressful time with risk management within the Greek System especially Opening
leadership in crisis situations (i.e., Day. As an executive board we planned on how to avoid risk that day associated with our chapter. In
application of James & Wooten; Garvin; the preparation phase, we made it a standard that if a person appears to be too intoxicated, they are
Covey; Frohman; Lalonde; Schoenberg; not allowed to travel to the field. To make sure that happened in my absence, I delegated the task to
Joni; Braden et al; etc.) three other executive members while the Vice President and I went to assist off campus. That did not
happen. Instead a member of our chapter who should not have gotten a shirt received one. This
member who was severely intoxicated had an altercation with law enforcement and that footage was
caught on tape and placed on a popular Instagram account called “Total Frat Move”. Seeing that it
was a public account, my sisters and I all reported the post, but with no luck it was still there. After tjat
crisis our executive board had to decide to set an example for our chapter. We chose to learn in the
adaptive phase and hold this member accountable for her actions. After careful consideration, this
member was removed from our chapter. It was no easy, but to not have repeated offenses from this
member and to set a standard for our chapter we had to make that decision.
SEE EVIDENCE #108
Outcome Category: Interpersonal and Organizational Concepts & Skills
109. Student will demonstrate knowledge of HDF 290 RA Training During RA Training this summer I was partnered with the hall direct of Ellery, Dorr, and Hopkins. Larry,
active listening techniques the hall director was a firm believer in using techniques to better enhance our skills. One skills he

focused on is active listening. We were given a worksheet. Examples of active listening is using words
that promote dialogue and understanding. Some of the terms regarding active listening include “If what
I am listening to is correct I understand that….” The key point of active listening to actually listening to
the person and not listening to give a response.
SEE EVIDENCE #109
110. Student will describe examples of using HDF 290 Building Manager Memorial Union An example of using active listening, is the class assignment of using our Gallup Strengths Quest. Our
active listening skills assignment was to go around and ask classmates about what their strengths were and why they
believed it was significant to their personality. That was a form of active listening where we asked our
classmates their strength and waited to record their answers. It was a good activity that demonstrated
active listening because we were able to make connections between people’s personalities and how it
applied to their leadership abilities.
During this semester I received an evaluation of my performance at work. I used this opportunity to
actively listen to the feedback my boss had given me. Being that I have gotten written up twice, this
was a good experience for me to learn about what I can improve on. I asked questions about certain
evaluations and tasks that I am lacking in and chose to use that as motivation to improve my
performance on the job. The purpose to listen was to know what expectations my boss had of me and
using key terms that were common themes in my tasks, helped me improve.
SEE EVIDENCE #110
111. Student will demonstrate knowledge of HDF 417 Hirokawa group communication is broken up into three main components. The first is the problem
functions of group communication by entry. The problem entry phrase is when the issue at hand is addressed. Next is the major category of
Hirokawa the information base. In the information base, the group is assessing the situation, and identifying the
alternatives and objectives of the problem. Once the alternatives and objectives are established the
group then assesses the positives and negatives consequences of their situation. Finally, when the
group has established their main points and arguments, a choice is made. The choice should be all in
mutual agreement and satisfy all parties.
SEE EVIDENCE #111
Spring, T. (2002). Small Group Communications: Hirokawa ‘s General Funcational Theory. Retrieved
from http://zimmer.csufresno.edu/~johnca/spch100/9-5-hirokawa.htm
112. Student will describe personal HDF 417 This semester where my group communication skills were tested was during the group grading process
application of functions of group I realized my weakness was grading. For me grading is not my strongest point. All three of us Camba,
communication (Hirokawa) Lucinda and I were grading the students on their group projects. I am the type of grader where I am not
as critical in the small things, but rather the larger detail. One of the individuals in our grading group
had a particular comment about a students appearance. After much discussion we decided to create a
pro and con list. After deliberation we came into an agreement that rather than taking a large amount of
points we took a small portion and in the comment section explained why the student received the
grade that she did.
SEE EVIDENCE #112
113. Student will show knowledge of HDF 290 One form of feedback is when my HDF professor Camba writes comments on assignment. That is a
techniques regarding giving and form of feedback because she read my assignment and asked me a direct question about the
accepting of feedback statement I made in my essay. Receiving feedback is important because, Camba wants me to become
a better writer. Not only would Camba want me to become a better writer, but also to think deeper on
what I am writing, which promotes critical thinking. Having the professor write questions instead of
fixing grammar allows be to utilize more resources around me. Fixing grammar is as simple as googling
terms, but asking questions makes me justify why I wrote a certain statement or think about the way I
am writing.
SEE EVIDENCE #113
114. Student will describe examples of HDF 290 Phi Sig While writing the “Inclusion in the Workplace Case Study”, Camba wrote on the side of the paragraph
giving and accepting feedback. about morality. What made the question unique, was by Camba used the word how. Using the word
how made a difference of just stating a statement. From there I answered the question in a revised
paragraph. Showing I improved my ideals and made clearer sense regarding the morality of the case
study.
During my presidency, I strived for authentic and positive room for change. When I would hold office
hours I would leave a suggestion box outside of my office. That box was used for my members to give
a proper critic of how I am doing. The sisters can either leave anonymous feedback or write their
names. Either way it was a way for me to offer confidentiality to what I can improve on for myself and
the chapter. Leaving it anonymous was good for me so that when I would get feedback I would not
think of the sister differently for giving me critique. For example, using what they said and applying it
directly to my position. One time sisters gave the recommendation that I instill more ritual for meeting.
So I took that advice and did a Ritual 101 as apart of my next report. I thought stargetically on how I
could make ritual more used in our chapter and teach it in a fun way.
SEE EVIDENCE #114
115. Student will show knowledge of the 7D
coaching model (Knott)
application of the 7D Model (Knott)
117. Student will show knowledge of HDF 412 Have a Crucial Conversation requires seven steps. The first step is starting with the heart, meaning
elements of a Crucial Conversation and that the person having the conversation has to question what they want to get out of the conversation
steps to maintain dialogue and move to and what is at stake. At the second step is learning when to look especially when people are getting
action (Patterson, McMillian & Switzler) defensive over what is being said. Testing out the tone of the audience and their stance, is important to
be able to gauge the audience in times of distraction from the topic. Next making a safe space is
important to create an environment where everyone can feel included and their experiences be
validated in that setting. After, being a master of your story comes into play when speaking about
emotions and explaining how you feel rather than everyone assuming how you feel. The next stage
fusing on stating a path which included sharing facts and conclusions from your own perspective so
others can relate to your standpoint. After stating your person path comes to a point where connecting
to others and their paths helps further thinking and understanding one another. The final step of having
a Crucial Conversation is the move to action. In that phase everyone has to come to a consensus to
what they wanted to get out of the conversation and how to move forward.
SEE EVIDENCE #117
Patterson, Kerry. (Eds.) (2012) Crucial conversations :tools for talking when stakes are high New York :
McGraw-Hill,
118. Student will describe examples of HDF 412 Phi Sigma Sigma This semester there have been instances of current and new members who have been experiencing
engaging in a Crucial Conversation mental health within our chapter. Following the lines of the Sexual Assault presentation we wanted to
follow the model of a proactive instead of reactive chapter. We decided to have the crucial
conversation about health coping mechanisms when it comes to mental health. A lot of the instances
we have been seeing is sisters abusing drugs, alcohol, and self-harm as coping mechanisms. What
was at stake was the confidentiality of my members when talking about certain topics. I was nervous
that if someone said something in that space or felt uncomfortable that the presentation would not be
as productive. We touched upon all measures and more when doing this presentation. What made this
presentation a Crucial Conversation was “exploring other paths”. In that space, we had to recognize
that sisters may be experiencing all forms of mental health and it is important to be there for each
other. To break the ice, we did the “step on the line if” activity. When asking heavy questions about
drugs and alcohol seeing the amount of sister’s hands go up was empowering and giving the
impression that they are not alone in what they are going through. During this presentation, I talked
about my own experiences with mental health and how I utilized thee counseling service on campus to
help me. Knowing that everyone has a different story and being able to respect and recognize that laid
a foundation for dialogue. Knowing to be sensitive when hearing other’s story and being able to relate
can ease worry. Having that conversation and focusing on each other’s experiences was a great way
to show sisters of the support system they have around them.
SEE EVIDENCE #118
119. Student will demonstrate knowledge of HDF 412 According to MindTools, the way to be an effective facilitator is to follow two simple categories. The first
facilitation is to design and plan. The design and plan section is to come up with objectives and prepare to what
the facilitator wants to get out of the presentation from not only themselves but also the group that they
are serviving. It is important to creat outcomes and tangiable gaols for the presentation to measur e if
the presentation was successful. The final step about being a facilitator is to guide and control an
event. One of the hardest aspects of being a facoliator is to engage the audience and make sure that
goals are completed. To help guide and control the audience the facilitator must set ground rules, get
things flowing and setting the scene for the audience. When a facilitor is struggling in engaging the
audience an important tool for presenters is to pay attention to group bahaviors whether verbal and
nonverbal. Having the audience establishing the tone will better help the establish how they want the
conversation to go.
SEE EVIDENCE #119
MindTool. (2017). The Role of a Facilitator. Retrieved from
https://www.mindtools.com/pages/article/RoleofAFacilitator.html
120. Student will demonstrate proficiency of HDF 290 Escalation Workshop An aspect of working in the Women’s Center, is being able to attend workshops hosted throughout the
facilitation university. A workshop that I helped facilitated was called the Escalation Workshop, which was created
by One Love Foundation. The Escalation Workshop focused understanding the warning signs of
domestic violence. How it was portrayed was students watch a two hour long video and have a follow
up discussion revolved around the key points of the movie. Because the program was created by One
Love Foundation, there were pre-designed questions and discussion points. One thing I liked about the
One Love workshop was that the facilitation guide provided teaching elements to incorporate in the
group discussion. That way there is room to add your own input and have a teaching component
involved.
SEE EVDIENCE #120
121. Student will demonstrate knowledge of HDF 412 According to SuccessfulMeetings, there are Five Rs to have an effective debriefing session. The first R
de-briefing techniques is to Reconvene. This is where the initial debrief happens and the group comes back together as a
whole. Next Resetting the Tone happens. In this phase the facilitator is responsible for recreating that
safe space for everyone to feel comfortable to speak. After Reviewing Objectives is important
especially when there was a central question or topic addressed. This way the members can go back
to their original point and base conversation off of the new knowledge gained. Refine is important when
creating a new definition or an action plan. This is where people can call our for different solutions
based on the feedback from the group as a whole. The final step is Recapping. During the Recap,
going back to main objectives and hitting every point was outlined and addressed in the conversation.
Recap is a good way to help create a new standard and way to move forward.
Bourke, Anthony. (2014). The Five Rs of an Effective Debrief: Part Three of Three. Retrieved from
http://www.successfulmeetings.com/strategy/meeting-strategies/the-five-rs-of-an-effective-debrief--part-
three-of-three/
how
122. Student will demonstrate proficiency of HDF 290 CVSA I am the Community Service Chair of the Cape Verdean Student Association, and for one of our
de-briefing techniques meetings I educated the students about the importance of domestic violence. There was over 50
students who heard the presentation. I created the workshop and lead the discussion. Because I knew
there was going to be a big crowd, I focused on activities, open dialogue, and video demonstrating. An
example of an interactive portion of my presentation, I facilitated a chalk talk. The chalk talk, involved
students silently respond the term or question that was presented on the large pieces of paper around
the room. The reason for the silence was to be able to sit back and recollect our thoughts. When
having those couple of seconds to think back a person is able to process and think about their next
course of action. Having a debrief can help people think about what they are going to say next
especially when talking about sensitive issues. Leaving room for pausing is a good technique of
debriefing.
SEE EVIDENCE #122
framing based on psychology and its use in

group facilitation
framing based on psychology and its use
in group facilitation
125. Student will demonstrate knowledge the
four frames of organizations, and the
meaning of reframing by Bolman and Deal
of organizational analysis using the four
frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127. Student will show knowledge of HDF 290 CVSA Retreat An important aspect of planning an event is to remember the audience you are addressing. When I
organizing meetings / setting agendas / was planning the CVSA retreat my main focus was on timing and activities. Without having fun
and leading meetings activities members would not be engaged and willing to participate. Another element was timing.
Finding a right time to host an event and the duration is important especially to students. We are all
busy and have work to be doing on the weekends. So a main aspect of my planning included reaching
out to people and asking their opinions. When planning an event it is okay to want to ask for advice
from outside sources. Asking for help can be helpful in planning a successful event. Yes, being creative
and having ideas is great, but it is crucial to remember you are planning an event for others to enjoy.
SEE EVIDENCE #127
128. Student will describe personal HDF 290 CVSA Retreat For our first semester retreat for CVSA I planned a four hour retreat focused on team building and
examples of organizing meetings / DIVE RI getting to know one another. One game that we played to help get to know each other was called “On
setting agendas / leading meetings the Line”. The objective of the game was to stand up if a statement applied to you. After the game each
of the 45 members that participated in the retreat, gave feedback on some of the questions asked. One
statement that we debriefed on, was if they were a first generation college student. From there we had
an open dialogue on what it means to be a first generation college student and the obstacles we face.
After the conversation members were able to see that they are not alone when facing these issues and
there are people going through the same as them.
One of the main objectives for being on the DIVE RI 2018 is to be accountable for meeting with our
committees. To help me keep on track I write the minutes down every week. In addition to making the
minutes I also sent them to my committee members each week so that they are staying up to date.
Having a consistent flow of getting into the habit of coming to meetings and knowing that each week
minutes will be sent, holds myself at a standard. It keeps my team up to date and it also keeps myself
up to date with what objectives we are accomplishing for the weeks ahead.
SEE EVIDENCE #128
129. Student will show knowledge of HDF 417 Phi Sigma Sigma Parliamentary Procedure is the formality that follows a structured meeting constructed by Roberts Rule.
Parliamentary Procedure The basics of Parliamentary Procedure involves one person commanding attention and facilitating a
meeting in proper formalities. Each person in a parliamentary meeting has the right to vote, debate
propose motions, and follows majority rules. Being in a sorority all of our meetings are in accordance to
our Ritual and follow Parliamentary Procedures. The most difficult thing about Parliamentary Procedure
is finding all the proper ways to address motions and how to facilitate voting. Because Parliamentary
Procedure is very strict, not going about the meeting in the right way invalids the claim and motion
voted onto the floor. In the event of a mistake it is up to the person in charge to correct the person to
allow the validation of the motion at hand.
SEE EVIDENCE #129
OCTSA. The Basics of Parliamentary Procedures. Retrieved from
http://octsa.ua.edu/uploads/1/6/6/9/16699238/basics-of-parliamentary-procedures.pdf
130. Student will show knowledge of HDF417 Phi Sigma Sigma According to the London Leadership Academy, what makes people “difficult” is the behaviors they
techniques for working with difficult present in their leadership roles. The tool kit provided examples of how to deal with individuals with
people certain personality types to help cohesively work in a board together. Those personalities are
‘Autocratic dictators’, ‘Passive aggressives’, ‘Soothing delayers’, ‘Back stabbers’, ‘Constant criticisers’,
and ‘Constant fault finders’. Not only does it provide the description of these individuals, but tips on
how to properly communicate with these individuals. Most of similarities in the skills on how to
effectivity communicate with difficult people, is to understand and see their viewpoint. Often times
difficult people are misunderstood and constantly trying to defend their position. By being level headed
and listening to their viewpoint, gives them the validation of their feelings. Validation can come a long
way and help solve issues rather than the other individuals feeling as though they are unheard or
appreciated.
SEE EVIDENCE #130
London Research Academy. Dealing with Difficult People. Retrieved fom
http://www.londonleadershipacademy.nhs.uk/sites/default/files/Dealing_with_difficult_people-LAL1.pdf
131. Student will describe personal HDF 417 Phi Sigma Sigma Being on an executive board there are always going to have problems with other members. One
examples of using techniques to work example of my most difficult executive remembers is a freshman Risk Manager. Being a Risk Manager
effectively with difficult people is a very stressful job and being a freshman I could only imagine the stress that she faces. However,
after reading the Difficult People tool kit, I quickly realized that this fellow executive member has a
“Soothing Delay” personality. She is the type of person that would say many things and not follow
through. To help establish and follow through with her goals I kept our relationship very professional. I
would hold meetings in the Archon Office and have her establish goals when she thought of an idea.
That worked well for the both of us because we were able to hold ourselves accountable for one
another and maintain a professional relationship. Meeting face to face was a great way to not get lost
in texting communication and also to have questions and answers ready on the spot.
SEE EVIDENCE #131
132. Student will show knowledge of the HDF 417 Tuckman’s Group Development Theory is broken up into five different stages. The five stages are
stages of group development (Tuckman, Forming, Storming, Norming, Performing and Adjourning. Forming is when the group has their first
Bennis or others) interaction and rules and responsibilities aren’t established. The next stage is the Storming stage
where people see themselves as individuals instead of group. Once the group is able to pass the
Storming phase they enter in the Norming phase. The Norming phase is where team goals are formed
and asking for help and feedback. Next they enter the Preforming phase where they delegate the work.
Finally during the Adjourning stage is where Group disband through organizational reconstruction and
members are recognized for their hard work.
SEE EVIDENCE # 132
Tuckman’s Groups development Theory. (1970). Retrieved from

http://www.acqnotes.com/acqnote/careerfields/team-development-stages
133. Student will describe personal HDF417 HDF 412 During the students group project one group was struggling establishing their project. The area where
examples of group development in use the group lacked synergy was during the Storming phase. The reason the group had issues was
(Tuckman, Bennis or others). because their topic area was so broad. Being that they did not have a specific focus area, the group
was lacking in communication and function. Once I noticed the group was having issues, I sat them
down and talked to them about their options. After speaking with them they had changed their topic
from International Women’s Issues to International Family Structures. Once the group had surpassed
that bump in their road, they were able to excel and pass to the Norming and Performing. After the
group had talked through their issues, their presentation went smoothly and the group excelled in their
presentation.
In HDF 412 we were assigned to work with one group throughout the whole semester. What I learned
about my group which carried on from our previous module was how much of their privilege they
recognized and challenged each others opinion to make one another dig deeper. As relation to this
current module I felt as though my group fell into the comfort and danger zone of the Braden model.
During dialogue we were in a safe space, and talking about issues that are not spoken about in the
public. For example, shootings and the association of mental health and more importantly the different
biases associated with certain groups. When the conversation shifted to talking about the Muslim ban
and if people really believe that by keeping a whole identity out of our country are we being safe.
Having that conversation in that place could have quickly shifted it to the danger zone especially when
others were challenging and speaking about safety when felling threatened, and focused on 9/11.
These sensitive topics it was important for others in the group to utilize the adaptive technique and
willing to change out conversation. There was many times when group members would say “I don’t
want to talk about this” and rather than pushing people and getting into that danger zone, we adapted
and respected people’s views and opinions. In relating to Tuckman’s Development theory, we were in
the storming phase when we were first learning to have crucial conversations. In the storming phase
we were testing out our privileges and oppressing and figuring out our levels of comfortability. Once we
were able to gage on which topics were sensitive or okay to speak about, we respected each others
boundaries.
SEE EVIDENCE #133
134. Student will show knowledge of group HDF 290 Sorority Phi Sigma Sigma This semester I joined a sorority on campus called Phi Sigma Sigma. Joining a sorority my sophomore
dynamics and group roles year had a different outlook. Once I became an initiated sister, I learned the importance of group
dynamic and different roles that certain sisters can play. In a sorority, depending what pledge class, or
time you joined, determines certain privileges. For example, when you have been a sister for three
semesters, you are granted “voice”. Voice is the act of being able to command attention to a room and
be respected. If you do not have the privilege to use your “voice”, and you say as an example, “Ladies,
quiet down”, you will be reprimanded. Having privilege shows the significance of respect and rank in
the sorority which is valued in my sisterhood.
SEE EVIDENCE #116
135. Student will describe personal HDF 290 CVSA Last year, I was a general member of the Cape Verdean Student Association, and this year I was
examples of group dynamics and group HDF 417 elected Community Service Chair. Being a part of an executive board is different than working with
roles regular groups. Being on an exec board means knowing your position and how it can better the group.
My job was to plan and organize community service events. For that position I had to organize events
myself, but in addition I had to get my work approved by the other exec positions to see if it a good fit
for our members. Going through the process helped me learn that when working in a group no matter
how important your position and being able to work in a group.
Being the facilitator of my group gave me a different outlook for group dynamics as a leader and in
charge of documenting group efforts. Team Rubble met in the SOLC office and we were going through
the different requirements. When we came and talked about safety someone in the group said feeling
secure on campus because the officers have guns as an example. I then turned to the person and
challenged them and say that not all population feel safe about campus now that they have guns. Once
I brought up that point the group was eager to start discussing the topic of guns and gun safety. How I
started the dialogue was a method of a chalk talk. I asked the group what the world security meant.
There was silence in the room, but once people started talking then it was easy. The dialogue was
successful in the sense that everyone challenged each other. When I was writing I stated who spoke,
what they said and almost every comment was challenged by someone in the group to dig a little
deeper in their understanding. It was great to see how once someone was challenged the group would
then use that statement and unpacked why that could be seen as a challenge and how different group
members process information.
REVISED Comment:
I used my personal example of being a facilitator within my group. My role was to lead the discussions
and set the tone for what we were discussing.
SEE EVIDENCE #117

memberships skills in groups
137. Student will describe personal HDF 492 Phi Sigma Sigma In my final portfolio class, there was a central theme around reflection and the mark that you left at this
examples of membership skills in use university. Looking back on all the groups I am apart of, being a sister of Phi Sigma Sigma has
demonstrated my membership skills. Being a member of an organization means hard work, dedication,
and adhering to the principles of your organization. One of the core values in the Creed of my
sisterhood is to “make the most of educational opportunities throughout my life”. Through my
organization, I have the opportunity to be a student lobbyist on Capitol Hill advocating for a bill that will
enhance sorority and fraternity life on campus. The REACH Act will help ensure that there is more anti-
hazing legislation on college campuses and holding members accountable if they are caught hazing.
To be chosen to represent Phi Sig nationally is remarkable. In order for them to chose me. I had to
make sure I was in good academic and conduct standing to be considered and had to have numerous
recommendation from my chapter advisors. Putting in hours of dedication to make the most of my
membership in my sisterhood has opened numerous doors for my future.
SEE EVIDENCE #137
Challenge and Support theory by Sanford,
and its relationship to organizations
using the theory of Challenge and Support
(Sanford)
construction / elements of informative and
persuasive speeches
141. Student will demonstrate proficiency in HDF 412 BOND & PINK Real Talk This semester I had the privilege of hosting BOND and PINKs “Real Talk”. “Real Talk” is an
informative and persuasive public educational night revolving around different topics in safe sex. This year I focused on consent, safe sex
speaking and sexual assault. There we had an interactive game about different birth control and rape culture.
The presentation also had a component about BDSM taught by another member of the URI
Community. The reason for that conversation was to encourage people to talk about a community that
is not glorified positively in the media. In the presentation, was to promote dialogue and small group
discussions to make them talk about the BDSM community and the stigmas associated with them. The
purpose of the conversation was to reach past the stigma and promote positively when wanting to learn
about something that may be uncomfortable for some. The nature of the presentation had to be
encouraging to promote this kind of conversation yet informative, professional and mature.
SEE EVIDENCE #141
142. Student will show knowledge of HDF290 Women’s Center When planning an interview, the most essential aspect is finding the main aspects of the position
planning and conducting interviews (as you’re filling. One aspect of my job at the Women’s Center was to interview potential members for the
the interviewer) program. Because I was conducting interviews alone, I had to come up with a series of questions to
ask the candidates. When making the questions, I thought of what makes the members of this program
stand out and what I want to see from potential members. An example of a question that I ask is, “Why
are you interested in joining the group?”. The reasoning for this question is to see what are the
intentions the person has coming into this environment and seeing if they are a perfect fit.
SEE EVIDENCE #142
143. Student will describe personal HDF 290 Women’s Center Before coming into an interview for the P.L.E.A.S.E program, students have to fill out an online
examples of planning and conducting application. From the online application, they will plan a meeting with me to actually have the interview.
interviews (as the interviewer) Once the interview takes place I determine if the student will be a good candidate for the program. So
far, through the Women’s Center, I have conducted and accepted 7 new members within the program.
SEE EVIDENCE #143
144. Student will show knowledge of HDF 417 GWS 400 One of my fellow classmates for my GWS 400 asked me to be apart of her project. The project was a
preparing for and effective answers in promotional video for the Gender Women’s Department. The video is being used to help engage
interviews (as the interviewee) students and encourage them to take Gender Women’s Studies Classes. Before my video, Francesca,
emailed me the questions. The questions made me reflect on my past three years as a GWS major. I
realized that a major part of my experience revolved around HDF 291 and the impact it had on my
experience. I used motivation and the knowledge in that class to help framework my questions. Overall
it was a good opportunity to give back to both the Leadership Department and Gender Women’s
Studies.
SEE EVIDENCE #144
145. Student will describe personal HDF 417 After preparing for the interview with the questions provided I was able to confidently partake in the
examples of preparing for and being video. Rather than being nervous and on the spot, I had prepped the questions and answers for her.
interviewed Francesca said out of all the interviews she could tell how personal it was for me to share my story.
Being able to have that effect was a liberating experience knowing that I could contribute to something
bigger. I am proud of being apart of that video and hope it in turn inspires other women of color to join
the RBB community.
SEE EVIDENCE #145
collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)
working in collaboratives/coalitions
techniques to communicate and engage in
difficult dialogues related to diversity and
inclusion.
149. Student will demonstrate proficiency in
communicating and engaging in difficult
dialogues related to diversity and inclusion.
150. Student will describe ways to maintain HDF 412 According to the Entrepreneur, there four steps to be considered an accountable leader. The first to
accountability in leadership / member make accountability the core guiding principle. By establishing accountability in the beginning ensures
relationships that the tone is set for the remainder of the time the group is together. Next, is to view from the “other
side”. By placing the leader on the opposite side of the group, they are able top lead with empathy
knowing exactly how the consequences both affect the individual as well as the group. After, knowing
that knowing the leader is not always correct. Having that mindset helps empowering the group to
make contributions that will better help navigate the group dynamics. Finally, modeling the behaviors
that matter the most. That is an important part because how can a leader model accountability if they
too do not follow the same rules and guidelines set forth.
Cincotta, Craig. (2015). 4 Ways to Determine If You Are Supporting an Accountable Leader. Retrieved
from https://www.entrepreneur.com/article/242389#
SEE EVIDENCE #150
151. Student will describe personal HDF 412 DIVE RI I am the Events and Programming Chair for DIVE RI 2018. One way for me to be accountable for
examples related to maintaining committee members is by having the three stroke policy with attendance. My rule of thumb is if I have
accountability as a leader to make it to every meeting and give 100% I expect them to do the same. How I make sure that they
are coming to meetings is that at the top of every meeting notes I take attendance. Failure to come to a
meeting without an excuse 24 hours in advance results in a strike. After three strikes myself and the
person in question will have a conversation about their attendance and what actions needs to be taken
to address this issue. Those consequences could range from termination to probation depending on
the frequency of absences. Even though I had a policy to adhere by, I did have empathy and
compassion when needed. For example, when one of my committee members had a church event to
participate in, I respected her religious obligations even when she didn’t give me a 24 hour notice. I
have learned to pick and choose your battles. I would rather excuse an absence for a church event that
ran late versus using work as an excuse.
SEE EVIDENCE #151
152. Student will describe ways to build HDF 417 Lucinda and I build relationships with our students by frequently hosting get together info sessions. For
relationships between leaders and example, we held two out of class get together. The first, was in honor of inventories and Lucinda
members hosted an inventory party which was dedicated to answering questions and making binders. The next
was held during the last day of classes to answer questions about the final project for the semester.
Having opportunities to have students reach out to use outside of the classroom not only gets them
outside of their comfort zone and speak to us on a personal level. That way the students see us
outside of our role and ask us questions as students who have taken the class instead of Peer Mentors
and provide them with honest answers.
SEE EVIDENCE #152
building relationships with members as a
leader
154. Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader
building, maintaining, and repairing his/her
own credibility as a leader
156. Student will describe ethical standards in
influence
157. Student will describe influence applies to
leadership
158. Student will describe principles of HDF 291 Effective mentoring comes from the perspective of the mentee. The relationship being built is meant to
effective mentoring, as well as benefit the mentee on their journey. The way to properly measure effectiveness is having open dialogue
problems particular to the mentoring with allowing room for improvement. Being able to accept feedback is a crucial component of being a
relationship mentor. Allowing for safe spaces to have open questions about the relationship and ways to improve
help build a constructive relationship. The mentor and mentee relationship s an exchange of knowledge
and ideas for both parties. Giving areas to reflect and ways to improve help allow growth for the
relationship to expand. A problem that could arise from feedback is having a friendship instead of a
mentor/mentee relationship. Sometimes when having a friendship, the relationship could be in jeopardy
because of hurt feelings. That is why it important to establish person and professional boundaries when
making a mentee and mentor to ensure both parties have room for growth and learning.
SEE EVIDENCE #158
159. Student will describe personal HDF 291 This year was one of the first years that I had a both informal and formal mentee that was the same
examples of mentoring and being person. Last semester when I first became president a sister approached me and asked what it would be
mentored like to be president. After a semester of her shadowing and learning first hand she decided that she
wanted to run for president. We would spend hours talking about the transition professionally and
personally for the position. We had open spaces for dialogue and constructive criticism based on my
semester and how she can come in to her turn and not make the same mistakes that I did. Now that she
is president this upcoming year, she has formally asked to be my mentee and to help her navigate
through her first semester as president.
SEE EVIDENCE 159
160. Student will describe principles of HDF 290 CSV 302 Before starting as, a URI 101 mentor, all the mentors have to be enrolled in CSV 302. In CSV 302, we
effective peer leadership, as well as learned the behind the scenes components of becoming a mentor. Every week we had discussion posts
problems particular to peer leadership and check-ins with our class. During our class time, we would give each other advise about how to deal
with certain conflicts that arise. In addition, we learned about different skills and workshops we could use
to effectively make an impact on our class and students. One of the most important aspects we learned
in our class was the influence we have on these students. Our instructor would always make a point of
how we present ourselves and attitude of the class was the feedback we would receive from our
students. Always being knowledgeable and positive would help us success in being a good role model
for our students.
SEE EVIDENCE #160
161. Student will describe personal HDF 290 URI 101 Mentor This semester I was able to receive the privilege of becoming a URI 101 Mentor. Every freshman, upon
examples related to being a peer entering the university has to enroll in a one credit class that is taught by either a grad student or
leader and being led by peers professor and an upperclassman. I was the URI 101 Psychology B.S major for the Fall Semester of
2015. My role as a mentor was to be the student leader amongst the new incoming freshman. One of my
main responsibilities was to be a resource from having past experience as a freshman. In my classroom I
emphasized the importance of involvement, leadership, and academics. Once the class was finished
many of my students in their anonymous feedback forms, described how helpful I was as a peer mentor.
Having a URI 101 mentor last year, helped me become more knowledgeable of not only my major, but
the resources presented to me on this campus. Reciprocating that same mentality to incoming students
was a rewarding experience for myself this past semester.
Being a senior and being the Events and Programming Chair of DIVE RI is an interesting complex. Not
only are we running a student-led conference, but we are also communicating with numerous official on
campus. My fellow board members and I are all seniors, and most of the people on our committees are
sophomores and above. The dynamic we have set forth is to act professional first and person second.
How to established that within DIVE was to hold our members accountable for deadlines, contacting
campus officals and attending regular meetings. How we also establish a personal side to have “fun”
meetings where we go bowling and focus on getting to know each other to form a team.
SEE EVIDENCE #161

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HDF 290

Outcome Category: Self-Leadership

Leadership Inventory Revised 08/22/2017 4

SEE EVIDENCE #17

Leadership Inventory Revised 08/22/2017 5

Leadership Inventory Revised 08/22/2017 7

Leadership Inventory Revised 08/22/2017 9

SEE EVIDENCE #40

Leadership Inventory Revised 08/22/2017 11

SEE EVIDENCE #50

Leadership Inventory Revised 08/22/2017 13

Leadership Inventory Revised 08/22/2017 16

Leadership Inventory Revised 08/22/2017 18

Leadership Inventory Revised 08/22/2017 19

Outcome Category: Critical Thinking

Outcome Category: Interpersonal and Organizational Concepts & Skills

Leadership Inventory Revised 08/22/2017 21

Leadership Inventory Revised 08/22/2017 24

SEE EVIDENCE # 132

Tuckman’s Groups development Theory. (1970). Retrieved from

SEE EVIDENCE #133

Leadership Inventory Revised 08/22/2017 27

Leadership Inventory Revised 08/22/2017 31

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