Inventory 2017

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

Date Enrolled: January 21st, 2015
Date of Graduation: May 20, 2018
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
Leadership Inventory Revised 08/22/2017 1

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

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

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

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

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

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

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

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First‐Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport ‐ Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership
BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
▪ Time management
▪ Organization
1. Know Yourself ▪ Self care
▪ Self discipline
Lead Others ▪ Strengths ▪ Perseverance
▪ Weaknesses ▪ Develop and maintain family,
▪ Values PROGRESS interpersonal, and intimate relationships
▪ Needs ▪ Academic, social, personal goals and
P ▪ Styles objectives
R o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
RE-EVALUATE R
S
former stages E
as you progress S
4. Develop and Refine
Skills S
▪ Leadership theory and

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

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

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a HDF-190 Leadership Institute In HDF-190 I have realized that in order to learn new ideas and gain new perspectives I can just raise
minimized need for approval my hand and share my opinions on certain ideas. When Robert asks us to share our perspectives on
certain ideas and/or theories we learn he always says “there’s no right or wrong answer.” This allowed
me to be able to be more comfortable with sharing how I feel about certain topics and ways I look at
things in life. Because it’s like the relational leadership model, under the being in empowering one of
the bullets says that everyone has something to offer. When Robert says “there’s no right answer” it
reminds me that I do not need to worry about everyone else agreeing with how I view things as long as
it comes out in a clear and respectful manor than it’s okay that not everyone agrees with me.
Additionally, during the Leadership Institute I was able to demonstrate autonomy by reminding myself
that everyone here is in the same boat as me. We were all incoming freshman who were about to start
a new chapter in our lives so it was okay if I may not have made a really strong connection with
everyone I could still be who I was without feeling like I needed to please everyone around me. For
instance, during breaking boundaries I was able to share personal stories without feeling judged. My
peer leaders made sure that we were in a safe environment and we did not need to feel like we needed
to share if we didn’t want to. I can definitely say I felt minimal need for approval because of the
environment I was in and that it was okay to just be myself and not worry about others approving of my
past experiences.
2. Student will demonstrate personal, JOR 220 WRT 104 This semester I have really been challenged with my organizational skills and academic discipline. Last
organizational, and academic examples of semester I took courses that did not really require too much time. My WRT 104 class on the other hand
self-discipline did require more attention like my JOR 220 class that I am currently enrolled in this semester. In my
WRT 104 class I was required to write various essays and have the 1 st draft in a week after the prompt
was given. In order for me to stay organized with the other classes that I was taking I wrote everything
down with all the due dates and a to do list of things that I should do to get the job done. This really
helped me to stay organized and not become forgetful on assignments because I would do that a lot in
high school and I knew in college that was not going to work out. Even now in my JOR 220 course that
I’m currently enrolled in I have to be extremely self disciplined and organized because I have stories
due for the class every Monday and Wednesday when the class meets. If I was to fall behind in my
deadlines it would hurt my academic standing. Definitely writing things down for all my courses has
helped a lot. Especially with the ones that require a little more attention then the others has allowed me
to be organized and manage my time to have a plan to get all my work done. Without having any
excuses of not knowing when I was supposed to complete a task has taught me great self-discipline in
my academics as well.
3. Student will demonstrate the ability to HDF-190 Leadership Institute and FLITE In HDF-190, Robert always starts the class with us closing our eyes and relaxing, forgetting all our
manage emotions Retreat worries and just preparing ourselves for the class. This mechanism really allows for me to be able to
have an open mind and manage my emotions so I can have a clear mind for class. At the Leadership
Institute we were able to manage our emotions by Robert and our peer leaders would give us the
chance to share our personal experiences in doing this we were able to be accepting of not only others
emotions while sharing their experiences, but our emotions towards them as well. The same goes for
during the FLITE Retreat when we split off in our small groups, when we had discussed our personal
experiences on the different lenses such as socio-economic status, gender, and race some of us in the
group shared our personal stories and I know for when I shared I had found myself having to manage
my emotions towards others who may not have the same world view as I have when it comes to race
or gender, because everyone has their own opinions based on how they were raised and where they
come from.
4. Student will demonstrate knowledge of URI 101 Personal Experiences In URI 101, our professor and mentor talked about places we could go to learn how to manage our
stress management methods stress. Some of these places included the Academic Enhancement Center, the Counseling Center, and
the Career for Experimental Learning. These are all places located conveniently on campus in
Roosevelt Hall so that if you ever feel like you are overwhelmed with work you can go to these places
to help manage your stress. In my own personal experiences ways I have learned how to manage
stress has been through my older sister. She has already experienced college and she has told me
ways to manage stress. Ways I’ve learned from her is by stopping to take a breath and reminding
myself to take things one-step at a time. In addition, by writing everything down in an agenda is another
thing she thought me how to manage my stress. Looking at what I need to do and checking off things I
do get done allows me to not forget things and see what I can get done over time.
5. Student will demonstrate the ability to URI 101 Personal experiences In URI 101, my professor had met with us personally to talk about where we felt we fit in with being in
manage stress college. And in the process he had mentioned ways for us to try and not feel so stressed and maybe
even home sick we could get involved with different organizations on campus. I know that has really
helped me because I’m now able to focus more of my energy on my activities rather than on things that
I don’t really need to worry about. In my time here at URI I’ve thought that I was pushing myself too
much by getting involved with too many clubs and even classes, but it has thought me to be able to
learn to control the situations that are placed in front of me and to take everything that comes my way
and do it to the best of my abilities. For instance, I’m taking four classes back to back on Tuesday
Thursday and I was very nervous at first that I wouldn’t be able to do this, but when faced with the
challenge I rose to the occasion and have been able to manage my time in a healthy way to get all my
work done and still enjoy my extracurricular.
6. Student will express a personal code of HDF-190/BUS 441 Personal experiences through group My personal code of leadership has changed many times throughout my college career. During HDF-
leadership / membership ethics projects, leadership roles, and the 190, I would say my personal code of leadership encompassed what I said in my leadership institute
highs and lows during my college application essay. That leadership can be taught through the legacy one leaves behind for another. I
career discussed how the legacy that my older brother Alfred left has shaped me into the person I am. It has
had an impact on the events I part-took in high school and even now throughout college. As a explored
leadership roles such as being a facilitator with SOLC and being a URI 101 Mentor, I adopted the code
of becoming more comfortable with uncomfortable situations. Through group projects I have put
together that called for class participation I adopted the code of challenge by choice. To be sure that
everyone in the room can get as involved as they wish and should not feel pressured to share or be
something they are not. Through being accepted and rejected in various positions I have applied for I
adopted the code of not letting anyone steal my joy. To remember that not ever closed door is meant to
stop me from pursuing my dreams. Additionally, that closed door does not necessarily mean it is meant
to stay closed forever, it may be opened later in life when it is time. Lastly, in BUS 441 Professor
Cooper included a quote by Warren Bennis that said, “The point is not to become a leader. The point is
to become yourself, and to use yourself completely – all your gifts, skills, and energies – to make your
vision manifest. You must withhold nothing. You must, in sum, become the person you started out to
be, and enjoy the process of becoming.” I believe that through each of the experiences I explained it
has lead me to express this quote by Bennis as my personal code of leadership and membership
ethics. From wanting to live out my brother’s legacy to experiencing highs and lows I discovered who I
want to be as a person in this world. I have used my skills, my energies, my gifts to get me to this and
to ultimately continue this journey of becoming the woman God made me to be.
7. Student will demonstrate practice of the HDF-190 Active member of DRIVE Program I learned more about ethics in HDF-190 after we took the VIA strengths test. I learned that my top five
personal code of ethics values were Appreciation of Beauty & Excellence, Spirituality, Humor, Kindness, and Leadership. In
each of these I have seen how I have a personal vision to want to implement these into other people’s
lives in order to be someone they can lean on. Additionally, in the beginning of class we had to rank
statements from 1-16. 1 being the most ethical statement and 16 being the most unethical statement in
my opinion. Looking back at it I still stick to the order I put each statement in. During my experience
with the DRIVE Program, I have seen how I implement kindness in order for prospective students to
feel comfortable talking to me. I like to lead groups to accomplish greatness in aspects where they
once thought they couldn’t. And I find it helpful to guide them in a way that they can do all things as
long as they believe in themselves. Humor has always helped to shed light on situations that may
seem like they aren’t going to get better either. I understand that we become what we practice.

Therefore, in order to truly incorporate these values I need to want to learn more and practice them
every day.
8. Student will express a personal values HDF-190 Odyssey Article, HDF 291 My personal values statement is I am servant leader who is a journalist working to bring positivity to the
statement (Sources = VIA, values world and share others beauty and excellence for not only my own benefit, but theirs as well. I
clarification exercises, etc.) identified this as my personal values statement when I formulated together my servant leadership
speech. I feel that this statement not only shows my top value strength, but it also shows how I want to
incorporate it into my field of study in order to leave an impact. I have found that discovering these
strengths have made me a stronger leader and more aware of the world around me. I truly find
happiness in seeing how others can achieve greatness. Through my articles that I write, I hope that I
can reflect their greatness and have others feel the same appreciation for their excellence as I had.
(HDF 291): Based on my response above, I still do believe that I am a servant leader who is a
journalist working to bring positivity to the world and share other’s beauty and excellence for not only
my own benefit, but theirs as well. I have realized through conversations in class on discussing our
experiences vs. discussing our experiences as a summed up story for everyone who identifies as a
certain ethnicity isn’t right unless someone says they agree with you or feel that they can relate to you.
Through these discussions I now know I also am a servant for my ethnicity based on my own
experiences. I as an African-American woman will also be a voice for women who do not always have
a chance to speak for themselves. As a journalist I am to report for the people, the people for me don’t
just include Americans as a whole, but also for those who I identify with. I have also learned that I really
only can discuss issues when it comes to my personal experiences and I cannot speak for all of those
who also identify as African-American, but I can report on the issues and concerns that they may not
be able to voice by themselves if they ask. My position as the Social Media Director for the online
publication The Odyssey. As Social Media Director I’m not only working on how to help our writers
better reach their audiences on social media I’m also responsible for writing one article a week. Based
on my personal value statement and how I believe I should discuss my experience as a women of
color, I wrote an article on “Defying the Stereotypes of Being Black In Today’s Word.” Here I wrote an
article on my perspective on what I believe it means to identify as Black or African-American in today’s
world based on my experiences with it. I even addressed at the end of the article that this was solely
written based on my experiences and this does not define what everyone is going through. I believe we
all have a story in and outside of our ethnicities.
9. Student will demonstrate practice of the HDF-291 In class we always remember that we are there to share our stories and personal experiences, not
personal values statement speak for our entire ethnicity. In class we did had a list of about 50 to 60 different values and we were
asked to check off as many as we felt that we connected to as our own values. At first that was very
easy for me because I had a lot that I connected with, but little did I know things were going to get
harder as we went on with the activity. Next we were asked to pick only 10 out of the ones we checked
off that we connected with. Difficult, but again it was going to get harder. After that we were then asked
to only pick 5 out of those 10 values we just picked. This became even harder because I just wanted to
keep my 10, but I had to pick 5. But then the final challenge was to only pick three out of the 5 we just
picked. The ultimate challenge for me because I could only have three and I had many many things
from the start that I valued. As difficult as each of these decisions were as we broke them down, I
realized how it is good to have many values, but at the end of the day I will always have my core
values that I go by, and for this exercise my top three were Religion, Quality relationships, and wisdom.
I value religion, because I have no doubt in my mind of the power of prayer and the strength that God
provides us when we trust in Him. Quality relationships happen when I utilize my value of appreciation
of beauty and excellence. I personally believe for wisdom I value hearing others wisdom on other
topics and ideas. I believe I do my best learning when I take the time to hear from various perspectives.
10. Student will demonstrate the ability to HDF-190 SOLC In HDF-190 when we were in Atrium 2 we played the game stepping-stones. During the game we had
lead a project from start to finish (follow- to work with each other to get ourselves to each hula-hoop and back to our original hula-hoop. We did
through) this by using foam blocks that had different characteristics of social change. One of the characteristics
was commitment. I knew without commitment there would be no way that we could have completed

this task. We would have just given up, but we didn’t even when there were times that we could have.
I’ve played this game before in SOLC and since I had played before I was silent. Even though I was
silent I decided to try my best with my nonverbal communication skills and lead by example. By this I
tried to visually show my group how to utilize the blocks and safely make it over to the hula-hoop
without loosing a block. This was successful even without having to verbally communicate to my group
and we ended up getting to each hula-hoop with a few bumps along the way, but we made it. Similar to
in SOLC when I have worked to facilitate a retreat I would be able to lead the group we were working
with by giving them examples, words of encouragement, including others, and over all communicating
positively to them for them to find ways to compromise and get the project done to the best of their
abilities. I included by Sakai post as evidence to show how I felt commitment really helps in group
settings to get things done.
11. Student will describe goals and objective HDF-190 URI 101 At the FLITE Retreat when we were with our small groups and we were asked to identify where we
statements regarding personal issues, have learned things about socio-economic status, race, gender, etc. While discussing what we have
career issues, and community issues learned because of the stereotypes we face, the way we have learned things, and the people we
interact with it allowed me to understand that we all have these issues based on others perspectives or
how they were taught certain ideals. For instance, with career issues the stereotype is that those who
have tattoos are not fit to work in areas of business such as hold a CEO position because tattoos are
usually seen on “punks” but the objective statement to this should be the opposite. Anyone who is
qualified and comes in with the needed credentials should be awarded a position such as a CEO
position. Within a community some issues can be a new neighbor has moved in down the street, but no
one has taken the time out to get to know them so they feel neglected by the members of the
neighborhood. A goal that can be made is to take the incentive and go and meet them and welcome
them to the neighborhood that way they feel a sense of community and not the new family on the block
who doesn’t know anyone. Within personal issues when we were looking at the graph we made for me
my own personal issues were based on race. Because I come from a community that is predominately
white it was hard to feel accepted, but I learned to be objective and not let my race define who I am as
a person to just show people that I am who I am and that is all that really matters. Overall I feel that all
these issues do relate to each other and the goals and objectives are generally ways to improve the
issues and make life a little bit easier for not only ourselves but for others around us as well. In URI 101
we had this time where we had to envision what the world would be like if there were only 100 people
in it. We looked at the races, the types of communities, the jobs we’d have, and how many of us would
be rich, average, and poor. This really put in perspective the type of issues the world faces within
career, community, and personal issues because in the scheme of things we have all these people in
the world with all these issues, but if we shrunk it all down it almost doesn’t seem to be as crazy and
hectic as we make it out to be.
12. Student will show evidence of goals and Leadership Institute All the courses I took Fall Semester At the Leadership Institute when we had, had members of our team raise one of us up over the
objectives that were planned and wooden wall while we were in the woods once we got to the top we were asked to share a goal we had
achieved for the semester. For me when I had made it over the wooden wall I said how my goal was to make
The Dean’s List for my first semester of college. I knew that the only way to achieve this goal was to
have an open mind and dedicate the right amount of time to my assignments and have self-discipline.
And my mind set of knowing that if I get this done and did my very best it would all be worth it in the
end got me through and I accomplished my goal. I made the Dean’s List for my first semester of
college just like I said I would. I was able to do this because I made sure to plan out my schedule,
manage my time well, and have self-discipline as well.
13. Student will show knowledge of the HDF-190 FLITE Retreat In HDF-190 when we went on our retreat we played a game where different groups of people were
“Hierarchy of Needs” theory by Maslow placed in certain titles. Such as Earth, Water, and Fire. Each group was given certain supplies that they
could use to build their own city. Each group was also provided with some sum of money in order to get
building permits. In addition, the groups were all spread apart from each other. Only one person could
leave the area we were in to get the building permits approved, and if someone were out of their area
for too long they would be put in jail. I was part of the Earth group, and we felt that we had all the
supplies we needed for the most part. There was a mayor who would come around and keep bribing us

to put her name on buildings in exchange for more money. At first we were skeptical because it didn’t
seem like a good idea and she was confused on why we didn’t want any of her money. One group that
was near our area had asked us if we wanted to combine our cities. This bothered us even more
because we thought that would be cheating and to be honest we wanted to be the best group, so we
ignored them. In the end, when the groups all finished and we came back for debrief was when I
became aware of Maslow theory. This activity purposefully was split in these groups to show how in
society there are different social classes that have more needs than others. In my group, Earth we
really didn’t have any problems because we were provided with all the things we needed and were
never really struggling. Compared to Fire they had tons of people in jail, very little money, and barley
enough supplies to build a city. This put things in perspective for me, because I realized how so many
things go unnoticed in society unless we choose to pay attention to them. Every class in society has
their needs and it can be so overlooked unless it directly affects you.
14. Student will show application of Maslow’s HDF-190 Where I live I’m from Mount Olive, New Jersey. My town it is predominately Caucasian and most people are in the
theory to own life upper middle class. I found that most people haven’t really had extreme or even not so extreme needs
financially or physically unless they had everything taken away from them from a natural disaster
occurring. For example, when Sandy occurred two years ago there was definitely a need in my area
and around tons of areas in the East Coast. Two people that I was close with, who had fit into the
demographic of the Caucasian upper middle class lost power for almost two weeks and a three had
landed on their house. In Maslow’s law it discusses the needs we as people in society have, and of
course having a roof over your head is one of them. But it is interesting to take on a new perspective
when something you hadn’t really thought about often is taken away from you. Through God’s grace
and the lovely idea of home insurance the family was able to fix their house, but it came with time. This
example reminded me of how we all have needs in our day and age, and to be able to be comfortable
we need to never take what we have for granted. We have to be able to find a way for the ends to
justify the means.
15. Student will show knowledge of the theory Independent According to Manz & Sims in many modern situations, the most appropriate leader is one who can lead
of Superleadership by Manz & Sims Research others to lead themselves. In my BUS 441, class we have discussed that a leader who only pushes
certain individuals to reach a point of being able to lead themselves does not encompass the full
potential of a leader. Manz & Sims share their viewpoint as a representation of a departure from the
dominant and incomplete view of leadership. That true leadership comes mainly from within a person,
not from outside. When analyzing this, it reminds me of the leadership portrayed in companies that are
committed to the growth of people. Specifically, the growth of each individual from the top to the bottom
of the spectrum. One company that does this is Harmen Miller, a company that sells furniture. This
company recognizes that leaders are born and manifest when they let their skills and individualization
shine in their day to day work. It is this way of leadership that allows for one to truly discover the leader
they can be. Ultimately, according to Manz & Sims superleadership at its best provides a spark and
supports the flame of the true inner leadership that dwells within each person. And at its worst, it
disrupts this internal process, causing damage to the person and the constituencies he or she serves.
16. Student will show application of Manz & Independent URI 101- News Tip of the Day When I returned as a junior to be a URI 101 Mentor for journalism students, I created this opening
Sim’s theory to own life Research icebreaker called News Tip of the Day. What this entailed was every week I would ask the students to
come in with a news story that read online over the weekend that they believed was important news for
people to be aware of. At the start of each class I would have each person share what news story they
read and where they found it. The overall goals for this opening activity was to open the students minds
to the wide range of news that is constantly circulating around them. That every news story has a
purpose, but not everyone will get to hear it, so it is up to us as journalists to learn how to effectively
circulate that news. Towards the end of the semester I had the students each respond to a few
reflective questions about their experiences with News Tip of the Day. Some of the questions asked
the students to look at the trends in news, to understand how not every news outlet will report the
breaking news story, and overall how to report on news that is trending. This activity gave the students
a chance to discover their leadership in being able to discover on their own what trending news looks
like. And to understand how there are many ways to report on it, but there is only one way to

understand it and that is by understanding and expanding their knowledge of it.
17. Student will describe StrengthsQuest HDF-190 URI 101 Mentor HDF-190 was the first class where I learned about StrengthsQuest. One can discover their five
Signature Themes, shadow side of Signature Themes by completing a simple online questionnaire via the StrengthsQuest website. It is
Strengths and/or weaknesses, and recommended that when taking the questionnaire, one makes sure they are in a good mood and are
examples of application (Source = Gallup) clear of any distractions in order to receive the most honest and accurate results. Once completed you
will receive a report with your five most dominant themes of talent out of the 34 other themes. These
are meant to provide one with a basic sense of their abilities, but an awareness and understanding of
your natural talents. Additionally, one can use these themes in their careers, their daily lives, and with
relationships they build. It ultimately allows one to become better versions of ourselves and understand
where we can be change agents in various walks of life. An example would be when in an interview
and the interviewer asks, what are your strengths? You can reference your top 5 and how one or more
than one of them reflect the type of employee you will be if you are hired. In addition, when interacting
with certain groups in a group challenge or group project you can assess where your strengths can be
most useful and where you may not need to use them as much or at all.
18. Student will describe personal leadership HDF-190 URI 101 I had heard a lot of talk about what your strengths are going to be prior to taking HDF 190, because of
style and/or personality style including doing the institute. My peer leaders Connor and Jessi even tried guessing what they thought my
strengths and weaknesses and examples strengths would be. Connor definitely guessed right on positivity being one of my top five. I hadn’t
of application (Sources = Leadership style heard of Type Focus until I took URI 101 first semester of college. I had taken personality tests before
inventories, the L.P.I., Type Focus in high school, but not like this one. I felt that the strengths quest and type focus both really described
(MBTI), LAMP, DISC, and other career me pretty well. I loved learning how my strengths would work with each other and what they all mean
inventories, etc.) currently in my life and seeing how they could make sense in my life later on especially when
conducting an interview.
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)
21. Student will show knowledge of the Independent Fredrick Winslow Taylor's philosophy focused on the belief that making people work as hard as they
“Scientific Management” theory of Research could was not as efficient as optimizing the way the work was done. In 1909, Taylor published "The
leadership by Taylor Principles of Scientific Management." In this, he proposed that by optimizing and simplifying jobs,
productivity would increase. He also advanced the idea that workers and managers needed to
cooperate with one another. Taylor's four principles are as follows: (1) Replace working by "rule of
thumb," or simple habit and common sense, and instead use the scientific method to study work and
determine the most efficient way to perform specific tasks. The scientific method includes, asking a
question of the task you are observing, do background research on it, instead of just drawing your own
conclusions, construct a hypothesis, test your hypothesis to see if it works, analyze your data and then
draw conclusions, lastly communicate your findings to gain new perspectives. (2) Rather than simply
assign workers to just any job, match workers to their jobs based on capability and motivation, and
train them to work at maximum efficiency. This will motivate the worker to feel valued and motivated to
want to complete the work to the best of their ability. (3) Monitor worker performance and provide
instructions and supervision to ensure that they're using the most efficient ways of working. Only
assisting when necessarily and not giving the worker a chance to learn from their mistakes. (4) Allocate
the work between managers and workers so that the managers spend their time planning and training,
allowing the workers to perform their tasks efficiently. The scientific management did provide many
significant contributions to the advancement of management practice. It introduced systematic
selection and training procedures, it provided a way to study workplace efficiency, and it encouraged
the idea of systematic organizational design.
of the above theory (Taylor)
23. Student will show knowledge of the Independent The essence of Peter Drucker’s basic principle: Management by Objectives is to determine joint
“Management by Objectives” theory of Research objectives and to provide feedback on the results. Setting challenging but attainable objectives
leadership by Drucker promotes motivation and empowerment of employees. By increasing commitment, managers are given
the opportunity to focus on new ideas and innovation that contribute to the development and objectives
of organizations. Drucker has developed five steps to put Management by Objectives into practice: 1.
Determine or revise the organizational objectives. Strategic organizational objectives are the starting
points of management by objectives. These objectives stem from the mission and vision of an
organization. 2. Translating the organizational objectives to employees. In order to make organizational
objectives organization-wide, it is important that these are translated to employee level. For efficiency
reasons, Drucker used the SMART Goals acronym SMART (Specific, Measurable, Acceptable,
Realistic and Time-bound). The element Acceptable is crucial in management by objectives as this is
about agreement on the objectives between the employees and the organization. 3. Stimulate the
participation of employees in the determining of the objectives. 4. Monitoring of Process. 5. Evaluate
and reward achievements. Drucker’s five steps are not a one-off exercise. It is a development cycle
that takes the organizational objectives as the starting point and these need to be translated to an
individual level. The message behind Management By Objectives is the jointly determining and
achieving of objectives and being rewarded for these achievements.
of the above theory (Drucker)
25. Student will show knowledge of “Theory The X and Y Theory by McGregor has to two styles of management – authoritarian (Theory X) and
X and Theory Y” theory of leadership by participative (Theory Y). If you believe that your team members dislike their work and have little
MacGregor motivation, then, according to McGregor, you'll likely use an authoritarian style of management. This
approach is very "hands-on" and usually involves micromanaging people's work to ensure that it gets
done properly. On the other hand, if you believe that your people take pride in their work and see it as
a challenge, then you'll more likely adopt a participative management style. Managers who use this
approach trust their people to take ownership of their work and do it effectively by themselves.
According to McGregor, organizations with a Theory X approach tend to have several tiers of
managers and supervisors to oversee and direct workers. Authority is rarely delegated, and control
remains firmly centralized. Managers are more authoritarian and actively intervene to get things done.
Although Theory X management has largely fallen out of fashion in recent times, big organizations may
find that adopting it is unavoidable due to the sheer number of people that they employ and the tight
deadlines that they have to meet. Theory Y managers have an optimistic, positive opinion of their
people, and they use a decentralized, participative management style. This encourages a more
collaborative, trust-based relationship between managers and their team members.
People have greater responsibility, and managers encourage them to develop their skills and suggest
improvements. Appraisals are regular but, unlike in Theory X organizations, they are used to
encourage open communication rather than control staff.
of the above theory (MacGregor)
27. Student will show knowledge of the HDF-190 In HDF-190 we discussed the characteristics of the Servant Leadership Model. We discussed how in
“Servant Leadership” theory of leadership order to be a servant leader you must have a feeling to serve and it must be a conscious choice. The
by Greenleaf servant leadership model stresses both servants as followers and servants as leaders. Additionally, to
be an effective servant leader you must first be a servant and a leader 2 nd. This is so that you can see
both perspectives and be aware of yourself wanting to serve others and how to effectively do so. I truly
believe that the value of appreciating others beauty and excellence really plays a big part in being a
servant leader. Appreciating others beauty and excellence means being able to understand others
perspective and giving them praises for all things they do without judgment. It is having either or both
sympathy and empathy for someone in positive and negative situations, and to hear them out for what
they are trying to convey.
28. Student will describe personal application HDF-190 Event I made in high school After discussing the characteristics and model of Servant Leadership in class, I remembered a
of the above theory (Greenleaf) personal experience of where I was a servant leader. My senior year of high school I was apart of the
National English Honors Society. During my time with the society I was inspired to create an open mic
night of poetry for students of all ages to share their favorite works of poetry or some of their very own.
A man named Micah Bournes inspired me, he had his own version of an open mic for poets when I
went to a conference he was at. At that time I had not written poetry for about a couple months and I
wasn’t sure if I could write something good enough to share. But after my friends convincing me to
write something I found myself writing a piece just 20 minutes before the show was about to begin. It
was after this moment that I realized that I was so grateful for this man’s vision. He had a commitment
to the growth of others in the aspect of poetry. He wanted to make poets out of nothing, to share their
ideas of the spoken word, and I found that to be so courageous. So when I became a member of
NEHS, I wanted to commit to the growth of others in a similar way. I made my own version of an open
mic, but I opened it up to all ages K-12. And when it all came together I could not believe the outcome
of it all was made possible by just one man’s impact on me. I didn’t even care if only a few poets had
showed up that evening it was more about impacting at least one person to find their inner poet like
Micah had did for me.
“Principle Centered Leadership” theory by
Covey
of the above theory (Covey)
31. Student will show knowledge of the “14 Independent The 14 points / TQM Theory of leadership by Deming offers 14 key principles for management to follow
Points / TQM” theory of leadership by Research for significantly improving the effectiveness of a business or organization. These 14 points include,
Deming create a constant purpose towards improvement, adopt a new philosophy, stop depending on
inspections, use a single supplier for any one item, improve constantly and forever, use training on the
job, implement leadership, eliminate fear, break down barriers between departments, get rid of unclear
slogans, eliminate management by objectives, remove barriers to pride of workmanship, implement
education and self-improvement, and make “transformation” everyone’s job. Just to highlight a few of
the 14 points. (1) Create a constant purpose toward improvement, includes: Planning for quality in the
long term, resist reacting with short-term solutions, don't just do the same things better – find better
things to do, predict and prepare for future challenges, and always have the goal of getting better. This
first point is the basis to seeing improvement and having record of what improvements should be
made. When thoughts and ideas are just spoken aloud they sometimes can be forgotten if the action
does not take place right away. Writing down the long-term and short-term solutions in order to prepare
for future challenges allows for improvement to happen. The last point, (14) Make "transformation"
everyone's job, includes: Improve your overall organization by having each person take a step toward
quality, analyze each small step, and understand how it fits into the larger picture, and use effective
change management principles to introduce the new philosophy and ideas in Deming's 14 points.
Following this point will bring a team effort in the improvement of the organization. By having each
individual take part in the steps towards improvement they will be able to see how they left their mark in
the improvements of the company.
of the above theory (Deming)
“Visionary Leadership” (now often cited
as “Transformational Leadership”) theory
by Sashkin
of the above theory (Sashkin)
“Individuals in Organizations” leadership
theory by Argyris
of the above theory (Argyris)
37. Students will demonstrate knowledge of
the “4 V’s” theory of leadership by Grace
(Center for Ethical Leadership)
of the above theory (Grace)
“Situational Leadership” theory by Hersey
& Blanchard
of the above theory (Hersey & Blanchard)
41. Student will show knowledge of the HDF-190 I learned about the Relational Leadership Model in HDF-190. This model has five components to it that
“Relational Leadership” model by make up Relational Leadership. In each component there are three aspects that allow one to follow
Komives, McMahon & Lucas each component. The knowing, Being, and doing of each component to allow one to fully understand
how the component works. The first component is inclusive. Inclusive means of all students, staff, and
diverse points of view. For knowing the first bullet of self and others resonated with me most because
in order to include others you need to know who you are as a person first in order to get to know
others. In the being for inclusive, the first bullet, differences in people are valuable resonated with me
most. I believe this is important to be so that when you include others you aren’t just including people
who may have the same strengths or values as you. You’re including people that carry different
strengths, values, ideas, and personalities in order to create a greater being. In doing for inclusive, the
second bullet, listening resonated most with me. You need to be able to listen to what everyone has to
say and offer in order to reach a common purpose and goal. Overall, I have found that inclusive is the
component that has resonated most with me after learning about the relational leadership model. I
believe that in order for the other components to come together you must be able to be accepting of
everyone and understand who you are as a person.
42. Student will describe personal application HDF-190 Multicultural Overnight At the Multicultural Overnight Program, I met a lot of prospective students. Some who had really
of the above theory (Komives et al) Program outgoing personalities like myself, and some who were more reserved and to themselves. Through my
knowledge of the relational leadership model I was able to be inclusive of everyone. Differences in
people are valuable, especially on a college campus. You don’t want to have students who all think the
same or act the same you want to empower those with different ideas because everyone has
something to offer. For example, when we did a speed dating game, where prospective students could
ask us current students questions about the university, having students who all had different
experiences allowed for empowerment to happen. Giving the students my experience at URI so far
compared to another would allow for them to see that they can find their home anywhere on campus
and be purposeful. I found that sharing my own values on what I was looking for on a college campus
also really helped students to develop their own ethical values too. I liked being able to see where the
students were coming from and what they were most excited about and to reassure them that here at
URI you can definitely find your place. Overall, I would say that to positively impact a prospective
student you need to be able to practice all five of the relational leadership model components. It will
allow for the students coming in feeling better about their college decision and for us as students to
gain new perspectives too.
43. Student will show knowledge of the HDF-291 EDC 102 Before taking HDF 291 in the spring of 2016, I took an education course called EDC 102: Introduction
concept of constructivism to American Education during the Fall. This class discussed the concept of constructivism as one of the
various teaching styles a teacher can implement as one of their teaching styles. Both definitions of
constructivism were similar in how both addressed that constructivism allows for individuals to discover
their own answers and create their own knowledge. EDC 102 focused more on how one could
implement this as a teacher and what your role as a teacher would look like in the classroom. In HDF
291 we focused on how having a constructivism learning experience gives us as students and learners
the chance to use our mind to the best of our abilities to formulate more than just the ideas presented
to us. I like to think of this learning style as the “thinking outside of the box” theory because it asks us to
reflect on the new information we think of ourselves and the new information that we retain from others
and formulate how and why it impacts us.
44. Students will describe personal examples HDF-291 Our classroom teaches us to be constructive learners. I feel that if one comes into the classroom not
of implementing constructivism being open to learn new ideas and formulate our own thoughts on new perspectives no one would be
truly engaged. Melissa always says “It’s okay to disagree!” and that is her implementing constructivism
in our classroom. I have found that when we are asked to write our opinions on ideas such as what do
you think of when you see a Native American woman or an Asian woman each person will write their
own ideas yes, but we are allowed to say “I don’t agree with that” and explain why without much
conflict. I also believe that this goes back to my personal values statement. I believe everyone has
something that makes them beautiful or unique, and that does not always have to be by what they
wear and can also be by what they say or do. Therefore, being open to hear everyone’s perspective
whether they agree or disagree makes them unique in the classroom to hear new ideas and add new
information in my mind.
45. Student will demonstrate knowledge of
the Experiential Learning Model (Kolb)
of the Experiential Learning Model (Kolb)
47. Student will show knowledge of the HDF-190 The social change model is a model examines leadership development from three levels. Group,
“Social Change Model of Leadership Individual, and Society. In the group component, it emphasizes on collaboration and interaction
Development” by Astin et al between the group and the individual. In the individual component, it is the development of personal
qualities, self-awareness, and personal values. Lastly, in the society component, it stands for bringing
about change for the common good. All of these three components are interchangeable with one
another. They all are geared towards making an impact on either one person or many persons. There
are also seven C’s in the Social Change Model. Consciousness of self, congruence, commitment,
collaboration, common purpose, controversy with civility, and citizenship. In one of the sakai post we
did I explained what commitment means to me. Commitment to me means that you devote your time
and energy into the task/project at hand. You give it your best at all times. I think the loss of this in any
of the groups would cause people to not be as willing to do things because they feel like they either
can't do it don't have any drive to do it. Having commitment in a group ensures that others can try their
best like I had mentioned before and do their best and forget the rest. I even feel that within an
individual being committed to another will allow for the change to be more powerful. Overall, I would
definitely say that I understand the idea behind the social change model and can see myself using it.
48. Student will describe personal application HDF-190 Micah Bournes Open Mic In HDF-190 we had a discussion on whether the Ice Bucket Challenge for ALS was social change or
of the above theory (Astin et al) Poetry Seminar not. I explained how I did believe that it was social change, because even though we don’t hear about it
in the media today, it still made an impact on the awareness of ALS. For me personally I had no idea
what ALS was until I heard about the ice bucket challenge. Although, I did conduct research on the
subject and some may have not it still made an impact on me as an individual who had no idea what
ALS was. In my own experience, in high school I started the annual Open Mic Night of Poetry. I made
this event for students between the grades of kindergarten through seniors in high school to be able to
share their love for poetry. When I made the event I had no idea that it would reflect the social change
model of leadership. I was inspired to create this event, because one man had impacted my love for
poetry through his open mic. When I attended a youth conference with church youth group I attended
Micah Bournes seminar on poetry. He held an open mic that anyone could attend and share their
poetry. I had not written any poetry in about a year, but my friends pushed me to sign up and share.
After I did people everywhere came up to me to tell me how my poem had inspired them. I was
amazed how one man’s vision sparked all these other people to want to share their poetry. So I wanted
to do something similar in my own town. I held this open mic to bring forth people’s love for the spoken
word. My ultimate goal was to also spark conversation with people who may not have gotten to hear
poetry. Overall, I would say that there are always ways to start social change whether it goes as far as
impacting our society or just an individual. Bringing awareness to certain ideas and allowing for others
to grow by committing to an idea can really exemplify the social change model.
the “Leadership Identity Development
Model” by Komives et al
50. Students will describe personal
application of the above theory. (Komives
et al)
the Strengths-Development Model by
Hulme et al
of the above theory (Hulme et al)
53. Student will demonstrate knowledge of BUS 441 The Ohio State Studies on behavior theories of leadership state that the two general types of leader
behavior theories of leadership from behaviors are initiating structure and consideration. Initiating structure behaviors are task behaviors,
Michigan and Ohio State which include and are not limited to acts such as organizing work, giving structure to the work context,
defining role responsibilities, and scheduling work activities. Consideration behaviors are essentially
relationship behaviors and include building camaraderie, respect, trust, and liking between leaders and
followers. These behaviors were discovered through a leadership questionnaire known as the Leader
Behavior Description Questionnarie (LBDQ: Hemphill & Coons, 1957). This questionnaire was
composed of 150 questions that analyized how many times the followers noticed their leaders enaged
in certain types of behaviors. After years of various individuals in educational, military, and industrial
settings took this questionnaire and it was shortened by Stogdill in 1963, researchers found that
followers’ responses on the questionnaire honed in on these two behaviors. University of Michigan’s
studies focused more on the impact of leaders’ behaviors on the performance of small groups. The two
types of leadership behaviors they identified were, employee orientation and production orientation.
Employee orientation is the behavior of leaders who approach subordinates with a strong human
relations emphasis. They take an interest in workers as human beings, value their individuality, and
give special attention to their personal needs. Production orientation consists of leadership behaviors
that stress the technical production aspects of a job. From this orientation, workers are viewed as a
means for getting work accomplished. The difference between Ohio States’ studies and University of
Michigan are Michigan’s researchers believe that leaders who are more production oriented are less
oriented toward the employee, and vise versa. Whereas, Ohio State believes that one can be both
initiating and considerate in their behaviors. In some cases, being high in both of those behaviors is the
best form of leadership.
of the above theories (Michigan & Ohio
State)
55. Student will demonstrate knowledge of BUS 441 House’s theory of Charismatic Leadership, he suggested that charismatic leaders act in unique ways
Charismatic leadership that have specific charismatic effects on their followers. Some of these are personality characteristics
such as desire to influence, behaviors such as articulates goals, and effects on followers such as
unquestioning acceptance. House’s charismatic theory has been extended and revised through the
years. One major revision to the theory was made by Shamir, House, and Arthur in 1993. They
proposed that charismatic leadership transforms followers’ self-concepts and tries to link the identity of
followers to the collective identity of the organization. Therefore, unifying and connecting the followers
to the organization in order for them to be able to see themselves in the work they put into the
organization. Throughout the process, leaders express high expectations for followers and help them
gain a sense of confidence and self-efficacy.
of the above theory
contingency approach to leadership by
Fiedler
of the above theory (Fiedler)
59. Student will demonstrate knowledge of BUS-441 Path-Goal Theory was developed to explain how leaders motivate followers to be productive and
Path-Goal theory by House satisfied with their work. It is a likelihood approach to leadership because effectiveness depends on the
fit between the leader’s behavior and the characteristics of followers and the task. The basic principles
of path-goal theory come from expectancy theory, which suggests that followers will be motivated if
they feel competent, if they think their efforts will be rewarded, and if they find the payoff for their work
valuable. A leader can help followers by selecting one of four styles of leadership behavior that provide
what is missing for followers in a particular work setting. One, Directive, which provides guidance and
psychological structure. This is best used if the followers’ characteristics are fixed or narrow and the
task characteristics are ambiguous, unclear rules, or complex. Two, Supportive, which provides
nurturance when the follower’s characteristics are unsatisfied, need affiliation, or need human contact.
The task characteristics are repetitive, unchallenging, or mundane. Three, Participative, provides
involvement. Follower characteristics include autonomous, need for control, or need for clarity. Task
characteristics, are ambiguous, unclear, unstructured. Lastly, Achievement Oriented, which provides
challenges. These follower characteristics include high expectations or a need to excel. The task
characteristics include ambiguous, challenging, or complex.
of the above theory (House)
Leader Member Exchange (LMX) theory
by Dansereau, Graen & Haga; Graen &
Cashman; Graen
of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)
Leadership Substitutes Theory
of the above theory
Models of leader emergence
66. Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
of the above theory (Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69. Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
70. Student will describe personal example
of using cultural anthropology /
paradigms as a leader
71. Student will demonstrate knowledge of HDF-291 The “Cycles of Socialization” theory outlines how we have no control on who we are, why we are the
the “Cycles of Socialization” (Harro) way we are, and how we shouldn’t let others tell us that who we are is bad. Especially since we have
theory and its uses in leadership no control over it. There are three circles and three arrows that go with each circle. Circle one outlines
“The beginning” where when we are born we have no control over who we are, which branches off to
arrow #1 “First socialization” on how as we begin to grow our loved ones have certain expectations for
us based on our gender, ethnicity, and actions. Based on your family’s socioeconomic status and
actions people who aren’t your loved ones expect you to either act the same as them or look exactly
like them in both your words and actions. Circle two outlines “Institutional and Cultural Socialization”
where based on your schools, churches, extracurricular activities, and more all begin to manipulate
how we are socialized by other people and how we think of others who aren’t in theses areas. This can
cause us to compare our lifestyle to others or believe we are better than others based on how we were
raised culturally and how we were institutionalized. As leaders we are not to compare others based on
their education or work status, we are to get to know them in all of their forms before passing any
judgments. This idea is exactly what arrow #2 discusses as well, the “enforcements” of socialization.
Circle three outlines the “Result” of socialization, here it shows how devastating it can be to be targeted
for how you are socialized based on the ideas mentioned in circle #1. People who are targeted can feel
anger or a sense of being silenced. This idea then moves to arrow #3 that outlines the “Result” where
we can choose to do nothing or we can question why are we socialized and how can we change the
mindset of those who may or not realize what they are doing by socializing others who are not what
they perceive as “normal”. The ending circle which is the core of the circle this outlines why it is so hard
for us to be able to invoke change in such ideas that have become so normalized in our world. My
hope becomes that we don’t feel that just because we fall short doesn’t mean we can’t reach father.
72. Students will demonstrate personal HDF-291 The “Cycles of Socialization” analyzes how we have no control on who we are when we are born, we
application of the “Cycles of just are. Our loved ones give us our names and expect us to act, look, or be a certain way based off
Socialization” (Harro) many factors such as gender and/or ethnicity. My friend Alex is gay, but a big thing that happened
when I first met him was I was surprised he was gay because I thought he didn’t look gay. That idea
was stemmed in my mind based off of my institutionalized ideals. The idea that guys who are gay all
look a certain way when that is like saying all black people look and act a certain way. It’s like my
personal values statement. I wrote that I can speak from my own experiences as being a black person
but I cannot speak for everyone. Generalizing that all gays are this or all gays are doing that defies my
statement. I learned that Alex could experience some of the ideas of socialization when it comes to
expectations in him being a guy and the idea that be must be straight because he doesn’t look gay, but
that isn’t what we as leaders are supposed to do. The “Cycles of Socialization” gives us a look into how
having expectations of people, whether it be when they’re just born or even as adults can cause them
to not want to be open with who they are or feel attacked as the “target group.” And that is not what
leaders are supposed to do. We are to accept everyone with no expectations of what they are to look
or act like.
the “Cycles of Liberation” (Harro) theory
and its uses in leadership

74. Student will demonstrate personal
application of the “Cycles of Liberation”
(Harro)
the “Configuration of Power” (Franklin)
and its relationship to leadership
application of the “Configuration of
Power” (Franklin)
77. Student will demonstrate knowledge of HDF-291 The racial identity development models each discuss how based on a certain ethnicity one learns
racial identity development (Cross & about their culture and how the way they learn about their culture effects how they feel about their
Fhagen-Smith; Rowe, Bennett & identity as they get older. There are six different models; American Indian, Asian American, Latino,
Atkinson; Ferdman & Gallegos; Kim; White and White Racial Consciousness, and the Black Identity model. The Black Identity model
Horse; Renn etc.) focuses on six stages from birth till adulthood and how they may have come to understand their Black
identities. Sector one, Infancy and Childhood in Early Black Identity Development meaning when you're
born you're not aware of your race. Sector two, Preadolescence. This is dependent on how one is
socialized they will be placed in one of three ways: low-race salience, high-race salience, or
internalized racism. Low-race salience is having little to no significance of being black and high-
race salience is knowing the importance of black culture. Internalized racism is defined as hatred
towards black people based on the stereotypes that one has heard pinned on their race. Sector three,
Adolescence that usually identifies that children who socialized themselves as low-
race salience during preadolescence tend to explore nonrace identities such as being American not
African-American. Sector four is Early Adulthood, this is also how the model describes those who faced
internalized racism in the previous sector. Sector five is Adult Nigrescence, nigrescence meaning the
"process of becoming black." This sector includes four stages of
adult nigrescene: preencounter, encounter, immersion-emersion, and internalization/internalization
commitment. Preencounter/encounter encompass a big event that causes one who identified in either
low-race salience or internalized racism that causes a conflict in understanding their racial identity.
Lastly sector six, Nigrescence in this piece of the model one finds "Nirvana" in a way. Our pre-
existing black-self comes to question but we are able to look at our past to build for our future forward.
78. Student will demonstrate personal HDF-291 Writing my theory paper for HDF-291 I focused on illustrating what the Black Identity Model was made
application of model(s) of racial identity of and how I related and did not relate to certain aspects of the model. The Black Identity Model is
development above made up of six sectors: Infancy and Childhood in Early Black Identity Development, Preadolescence,
Adolescence, Early Adulthood, Adult Nigrescence, and Nigrescence Recycling. Each sector made me
think about my whole life up until now and how even the little things like when I first realized my skin
color and how it made me feel, and what I thought about it. It addressed how my family and institutions
reflected on how I felt about being Black and if based on what had been told or not been told to me
about being Black how that impacted my vision on being Black. I truly didn’t feel that being Black was a
good thing especially since I did grow up in a predominately white neighborhood. My school and the
students in it made me feel that being Black was not a good thing and I even had students who were
also black tell me that I was the ugliest black person they had ever seen. Loving my skin and myself
was hard but I know now that I am Black and I’m proud. My skin tone does not define by beauty. The
model expresses that and showed me that even if we grow up hating being Black there can be a light
at the end of the tunnel. But even if there isn’t, that is okay too, everyone’s path is different.
79. Student will demonstrate knowledge of Independent GWS 315 Course One theory I discovered is the Cognitive Developmental Theory. This theory states, gender identity is
models related to gender / identity / Research postulated as the basic organizer and regulator of children’s gender learning. Children develop the
gender identity development (Lev; stereotypic conceptions of gender from what they see and hear around them. Once they achieve
Bussey; Bussey & Bandura; Bilodeau; gender constancy – the belief that their own gender is fixed and irreversible – they positively value their
Gilligan; Belenky et al; etc.) gender identity and seek to behave only in ways that match up with that conception. This theory
reminds me of the power of Patriarchy, which I learned in GWS 315. Patriarchy emphasizes how when
we are born "we are given continual guidance about the ways we can best fulfill [our male or female]
roles" (Hooks, page 1). According to Hooks, Patriarchy is a political-social system that insists that
males are inherently dominating, superior to everything and everyone deemed weak, especially
females. Therefore, similar to the Cognitive Developmental Theory Patriarchy plays a role in how when
children are placed in certain environments and see certain genders in certain roles we are taught to
believe that those roles are meant for one gender and not another.
80. Student will demonstrate personal Independent GWS 315 Growing up I definitely experienced how the Cognitive Developmental Theory played a role in how I
application of model(s) of gender identity Research learned about gender. As the theory states, children develop the stereotypic conceptions of gender
above from what they see and hear around them. My mother always said that boys play with cars, they like to
wrestle, and girls play with dolls and do each other hair. But the woman that would babysit me with her
three other kids had a different mindset. She had two boys and a baby girl, one of the boys Devin was
the same age as me and him and I played video games together. We played Pokémon together, we
played with Yu Gi Yo cards, and all of his action figures. At first my mother did not understand this, but
she did not try and stop it from happening. I’m thankful she did not stop me from enjoying those more
boy like games because it allowed me to see that gender does not define what you can do. The
problem with parents that try to instill this into their children’s mind are giving Patriarchy the power it
needs to bring a divide in gender. For example, in a discussion post I wrote on the power of Patriarchy
in my GWS 315 class, I explained how we part-take in Patriarchy without even realizing it sometimes
and how it explains why certain things happen in society. "Like Hook says, ‘of these systems the one
that we all learn the most about growing up is Patriarchy, even if we never know the word. ’I believe
that this is what has cause the divide in regards to women and men being capable of holding certain
positions and being capable of participating in things that society has created to be fit for one gender
over the other. Simone de Beauvior said it best in Lorde's reading, "It is the knowledge of the genuine
conditions of our lives that we must draw our strength to live and our reasons to acting," not by the
patriarchal gender roles given to us as children.”
81. Student will demonstrate knowledge of Independent Kolberg’s Theory of Moral Development (1981) outlines six hierarchical stages of moral development
additional social identity development Research (i.e. Punishment and Obedience; Instrumental Exchange Interpersonal Conformity; Authority and
model(s): Sexual ID, Faith & Spirituality, Social Order; Morality of Contract, Individual Rights, and Democratically Accepted Law; and Universal
Disability, Social Class (Dillon et al; and Ethical Principals; Ripley et al., 2007). According to Kohlberg (1975), moral development is “a
Fowler; Parks; Astin et al; Peek; Smith; natural product of a universal human tendency toward empathy or role taking, towards putting oneself
Johnstone; Gibson; Forber-Pratt & in the shoes of other conscious beings. It is also a product of a universal human concern for justice, for
Aragon; etc.) reciprocity or equality in the relation of one person to another” (p. 675). Moral development is
characterized by an increasing sense of differentiation, the ability to view situations from another's
frame of reference and increased integration of one's own views and ideas. Based on Kolhberg’s
definition of moral development, I related that back to my knowledge of the challenge by choice rule.
Being able to implement that into the activities or conversations that take place with a group of
individuals in order to allow them to get involved when they feel comfortable in order for others to not
judge them and put themselves in that person’s shoes. Another theory, is James Fowler’s Stages of
Faith. Fowler’s theory follows six stages. Stage 1: Intuitive-Projective and 2: Mythic—Literal, children
are learning to decipher between fantasy and reality when it comes to what is true about Faith in God
and in heaven and hell. Children generally learn the basic ideas of who God is and what faith means
from their parents and some in their faith communities. Stage 3: Synthetic-Conventional is the teenage
stage where the individual is now introduced to different social circles, but they are still circles that
generally identify in similar beliefs and ideals as them. The teen may still seek adult guidance here.
Stage 4: Individuate-Reflective is the young adult age and here is where the individual generally starts
to see that there are other social circles than the one they are in. The young adult will start to wonder if
there is more to life than their faith. Stage 5: Conjunctive Faith, a majority of people will reach this
stage around the mid-point of their life. Here one understands that logic has limits and that life is a
mystery with various social circles that are not always all meant to be together as one. Stage 6:
Universalizing Faith, few people reach this stage. Those who do live their lives to the full in service of
others without any real worries or doubts.
82 Student will demonstrate personal

application of additional social identity
development model(s) above
McIntosh’s theory of privilege and its
relationship to leadership
application of McIntosh’s theory
85. Student will describe the differences and Independent When it comes to individual oppression I think of how situations when a friend asks their friend where
similarities of individual and institutional Research they are from and the person responds by saying the state they were born in. But what that person
oppression and relationships to really means is what country are you from, but instead of asking it that way they will say “no, where are
leadership (Source = Three Dimensional you from?” as if that is supposed to be any different from the first thing they asked. Additionally, I have
Matrix of Oppression) seen that individual oppression also manifests when one person sets certain expectations of am
person based on their race. For example, when someone assumes that an Asian person is supposed
to be smart based on the stereotypes that society has created. Institutional oppression I have seen
when certain students and faculty do not understand the language to describe a person. For example,
not many understand the concept of knowing what pronouns one prefers to be used to identify them.
Being SafeZoned trained combats this problem. Being SafeZoned trained teaches one various
vocabulary that should be used in order to identify a person based on their gender, race, or sex. The
Matrix of Oppression discusses how a lack of trainings and teachings of this vocabulary plays a part in
the power that individual and institutional oppression has. One thing that both of these have is that both
do not leave room for diversity and differences to exist. Nor does it allow for diverse leaders to exist.
Patricia Hill Collins expresses in her book, Black Feminist Thought that although we are seeing a
positive trend in women’s studies in schools and ethnic studies we cannot believe that is enough. This
is because as quickly as the trend is up is as fast as it can go down based on only certain institutions
and individuals taking the initiative to add it into their daily lives.
86 Student will demonstrate knowledge of
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87. Student will show knowledge of effective
leadership as it relates to change agency
88. Student will describe personal examples HDF-190 Applying to be a URI 101 Mentor When I was applying to be a URI 101 Mentor one of the questions they asked me was why I wanted to
of being a change agent be a mentor for URI 101. For me this was simply because I want to be a change agent to the incoming
freshman. I want to be able to impact them in a positive way to find their place at URI and to find their
place in their major. I know for me personally my URI 101 class did that for me through both my
instructor, and my mentor. So I want to be able to give back that same feeling to the incoming
freshman to help model the way for them to become better acquainted with URI. In HDF-190
specifically I felt I became a change agent when we worked on our social change project. I found
myself taking on a leadership role to help bring the group to be able to meet together and organize
ways for each person to have a say without someone else speaking over them. This reminded me of
the relational leadership model in the being of inclusive. That everyone has something to offer and that
in order to utilize this component you have to be able to recognize that. I found that being a change
agent in your own day-to-day experiences and in-group situations allows for proper growth and positive
outcomes.
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
the ally Action Continuum by Griffin &
Harro
92 Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro
Multicultural Organizational Development
Model (Jackson)
94. Student will show personal application of
the Multicultural Organizational
Development Model (Jackson)
Multicultural Change Intervention Matrix
(Pope)
96. Student will show personal application of
the Multicultural Change Intervention
Matrix
97. Student will create a personal code of HDF-190 My personal code of inclusive leadership comes from a response I made to one of our Sakai posts. In
inclusive leadership the Sakai post, we were asked to identify what component from The Relational Leadership Model
makes the most sense to me as I lead others. I had three out of the five components that I felt made
the most sense to me, but one of them was inclusive. In the response I stated “I always love to see
how others interact with other people, and what makes them so unique. That's what makes up the
inclusive component. I also feel for others to listen to you, you have to be willing to listen to others.
Knowing yourself as person and being able to know that others are different too can allow for woo to
take place, because you appreciate that everyone is unique and has their own ways of doing things.”
This is my personal code of inclusive leadership, and I try to implement this into my own life by
reminding myself of the knowing, being, and doing of inclusive leadership.
Outcome Category: Critical Thinking
Outcome Target Additional Experiences Descriptive notes regarding learning and

class practice
98. Student will show knowledge of HDF-190 JOR 410: Ethics – Case Study In HDF-190 we learned different ways to think critically. When
principles of critical thinking and working by ourselves and working individually we were tested to
fallacies (logic is used in this see how we utilize our strengths. For instance, when we
minor) presented our group presentations one of the questions Robert
asked us was how we felt we used our strengths. For me
personally I learned how to use my strength of strategic to
exemplify the principles of critical thinking. One of the principles
of critical thinking is having the desire to want to learn, and with
the group project I realized that the only way I would be able to
get this done was to actively want to learn more about the
program. Robert also challenged us in this project to want to
learn more about the program that way we could conduct further
research and formulate our ideas. In my journalism ethics
course, we follow different methods for critical thinking in the
field. To make certain decisions we can follow the potter box.
This method includes, review the facts, consider certain
principles (the nine principles of journalism), consult your
conscious, and consider your values. In the case study, we had
to focus on whether or not a journalist should stand by while the
subject of a story is being harmed or in a dangerous situation.
By following the Potter Box, I was able to make a decision on
what journalist should do and should not.
99. Student will demonstrate HDF-190 Leadership Institute At the Leadership Institute, one of the mottos was “challenge by
proficiency of critical thinking choice.” This was implemented during the challenge course. So,
if you’re group was participating in something that you may
have saw yourself not being able to do, you had to choice to
remove yourself from the activity. This takes critical thinking into
action; one of the principles of critical thinking is to analyze your
surrounding in order to come to a conclusion. In order for one to
know their limits you have to know yourself and your
surroundings. During one of the activities, the groups were
asked to stay completely silent and get your entire group from
one end of the log to the other with the wooden boards
provided. At first I thought I couldn’t do it, especially because I
like to talk. I found that hand gestures and signals really allowed
for non-verbal communication to happen, and for my group to
listen and see what needed to be done. We also had different
sizes with each wooden board. This made me have to observe
the distances we were away from each stepping-stone. If one
person did not observe the distance, the wooden board would
either fall off the connection between each stone or cause the
person on the board to fall off into the “lava.” I found that
through small activities such as this really implement how we
use critical thinking on a day-to-day basis.
100. Student will show knowledge of
metaphorical analysis to critically
analyze self and leadership
situations
101. Student will demonstrate
proficiency of metaphorical
analysis to critically analyze self
and leadership situations
102. Student will show knowledge of at BUS 441 In the text, Leadership: Theory and Practice The 7th Edition by
least five decision making Peter G. Northouse, he defines six facilitating decision making
methods methods under Team Leadership. Those six are Informing,
controlling, coordinating, mediating, synthesizing, and focusing
on issues. Informing the group of what will be addressed in the
event/activity. And setting guidelines and goals and objectives
that would like to be met. Controlling the conversation when
necessary. For instance, knowing when the insert your voice to
keep the conversation on topic or to transition to another.
Coordinating having a timeline of events for everyone to follow.
Mediating to take time to debrief on topics or issues that are
brought up that can help continue the follow of the

conversation/activity. Synthesizing, taking time to explain or
answer any questions. Lastly, focusing on issues making sure
that any problems that come up or may not come up on their
own are addressed in order for everyone to walk away feeling
more confident in one another from when they came in initially.
The example Northouse uses in the text is “if the leader
determines that members are not adequately sharing
information with each other, he or she might ask questions to
seek out the information that is not being shared (Northouse,
378).”
103. Student will describe personal BUS 441 SEC Fall/Spring Retreats When planning and organizing our Fall and Spring Retreats I
examples of having used five generally follow the above decision-making methods. About a
decision making methods month prior I inform our executive board members of when I am
thinking of having retreat and where. I put out a poll on our
Facebook group to have everyone vote on so that I can confirm
that the majority can attend. I provide a agenda for the retreat
so everyone can know what the day will look like. I distribute
this out three days prior. I control and coordinate the events by
stating what each event entails and I interject when necessary.
For example, when I am explaining an activity I provide an
example and after I will let the group communicate with each
other to perform the activity all together. I allow some time for
meditation by giving a lunch break for everyone so that they can
take a chance to breathe before we get back into our final tasks
for the day. Anytime there are questions or concerns I be sure
we focus on them in order for the flow of the day to continue to
go well. At the end I usually like to just ask everyone to go
around and share what they got out of the day/ what they
enjoyed or would have liked to have seen or done at retreat.
104. Student will show knowledge of at BUS 441 JOR 410: Ethics In BUS 441 our textbook on Leadership: Theory and Practice by
least five problem solving / Northouse he identifies problem solving skills through the lens
conflict management methods, as of Mumford, Zaccaro, Harding,et all. (2000). According to them,
well as understanding the roots of problem solving skills include being able to define significant
conflicts problems, gather problem information, formulate new
understandings about the problem, and generate prototype
plans for problem solutions. Each of these skills according to
them do not function in a vacuum but are carried out in an
organizational context. Additionally, problem solving skills
demand that leaders understand their own leadership capacities
as they apply possible solutions to the unique problems in their
organizations. Zaccaro in Northouse’s text also adds that good
problem solving involves creating solutions that are logical,
effective, unique, and that go beyond given information. Conflict
management according to Northouse refers to the leader’s
responsibility to handle conflict effectively. He addresses that
although conflict is inevitable in groups and organizations during
adaptive challenges it presents an opportunity to learn and
grow. A few conflict management methods I learned in
Journalism Ethics, were Sisela Bok, The Potter Box, J.S. Mill’s
Utillitarianism, Kant’s Categorical Imperative, and Aristotle’s
Golden Mean. Each of these fall under the two most general

ways to solve a conflict, which are deontology and teleology.
Deontology is the process of making a decision and following
the principles to make those decisions. The Potter Box does
this, by first looking at the facts, consider your loyalties, review
your values, and consider appropriate principles. This is also
the process that generally fits a journalistic process of dealing
with a dilemma. Teleology focuses on making ethical decisions
to achieve the best consequence. This is by focusing who is
being affected, asking what the options are, and examining and
choosing based on what the best consequence is in general not
just for you. This follows Mill’s Utillitarianism method of choosing
the best action that brings the greatest happiness or the least
suffering.
105. Student will describe personal BUS 441 SEC Two on One’s/ For the SEC as the Recruitment and Retention Coordinator,
examples of having used five Executive Board Meetings every semester the Chairperson and I hold 15-minute sessions
problem solving / conflict where we talk to each person on our executive board. During
management this time we listen to what has been doing well for the individual
in the committee and what may not be going so well. If a conflict
arises we follow Sissela Bok’s conflict management method.
This method involves us first showing empathy to the person, by
being able to both understand where they are coming from and
put ourselves in their shoes. From there we follow three steps,
we consult what our conscience thinks after listening to the
person’s conflict with another. If we cannot agree or have
different ideas we then seek expert advice from either our
advisor Michael Nolfe or our graduate assistant Jordan Cruz.
From there we will generally suggest either the two try talking
out their differences and/or we talk to the individual they are
having conflicts with. If necessary we will also try to act a as a
mediator if the two choose to have a conversation to talk out
their differences. During our executive board meetings we
implement a rule called the 24 hour rule, where if any one may
have a problem with a change in the committee or with another,
we ask everyone to discuss the problem within 24 hours once
the problem has been recognized. After 24 hours if the problem
was not addressed or has already been resolved then we ask
that it does not get brought back up unless the issue arises
again.
106. Student will demonstrate the Courses I took Extracurricular activities : Writing for The Good Five Cent Cigar When I was a first-year student, I mainly took courses that
ability to synthesize multiple with my Gender focused on my major of journalism and the leadership minor.
knowledge perspectives (course and Women’s The general education program allowed me to take other
work), competencies Studies courses such as History of Jazz that taught me more about the
(communication, writing, minor/my major Jazz culture in it’s beginning to how it has both changed and
information literacy or of Journalism stayed the same in some ways. Fast-forward to my junior year
mathematical/statistical skills) and in the Spring of 2017 when I studied abroad I took classes that
responsibilities (global, diversity & focused on the diversity of women in Italy, the foods of Italy and
inclusion or civic knowledge) how that played into the culture, and the history of soccer in
Italy and why it is more than just a sport for the country. Each of
these courses taught me to synthesize and understand multiple
perspectives that effect our everyday lives. Although they may
not affect me personally or directly it made me more aware of

their impact and existence. It was also just before I traveled
abroad I discovered that I would only be two classes away from
completing a minor in Gender and Women’s Studies. This
began my journey with my two-last gender and women’s
courses. One on feminist theories and the other on gender and
communication. Taking MTH 104, my first-year really opened
my eyes to how math and numbers are used in polls for
example. There are certain algorithms that are necessary to be
used in order to understand the outcome of who or what the
most favorable option is. Lastly, writing for The Good Five Cent
Cigar taught me that variation of stories that are just waiting to
be told. It also taught me how to look for stories that are “news-
worthy” meaning stories that can either have a positive effect in
informing the audience (URI/South Kingstown) of what is
happening around them.
107. Student will demonstrate Independent According to James & Wooten, crisis leadership requires
knowledge of leadership that is Research leaders to adopt a complex set of competencies (including but
used in crisis (i.e., James & not limited to communicating effectively) in order to truly lead an
Wooten; Garvin; Covey; Frohman; organization through the various crisis phases and into a
Lalonde; Schoenberg; Joni; successful recovery. Those include, integration of skills,
Braden et al; etc.) abilities, and traits that allow for the leader to plan for, respond
to, and learn from crisis events while under public scrutiny. For
example, Knight and Perry (1997), found in their research that
companies that mishandled crisis had a 10% decrease in stock
price after the first week of the crisis. Whereas, firms that
effectively managed the crisis by following the set of complex
competencies had only a 5% stock price decrease after the
crisis. According to authors, Mitroff & Pearson, Seeger, Sellnow,
& Ulmer a key aspect of the framing process is to gain better
clarity or understanding about the situation. Specifically the 4Cs
of crisis management. A) cause, B) consequences, C)
cautionary measures for prevention, and D) coping mechanisms
for responding. In a crisis situation, leadership is collective and
dynamic, and it requires perception and sense-making skills by
leaders in order for them to determine appropriate courses of
action (Walsh, 1995; Weick, 1988).
108. Student will describe examples of Independent BUS 441 According to Northouse, Critical life events both positive and
leadership in crisis situations (i.e., Research negative both act as catalysts for change and stimulates growth
application of James & Wooten; individuals to help them become stronger leaders. The example
Garvin; Covey; Frohman; he uses is Howard Schultz, Founder and CEO of Starbucks,
Lalonde; Schoenberg; Joni; When he was little, his father, who was a delivery driver, fell and
Braden et al; etc.) was hurt on the job. His father did not have health insurance or
worker’s compensation. Seeing the problems that resulted from
his father’s difficulties, when Schultz’s built Starbucks he
provided comprehensive health insurance for employees who
worked as few as 20 hours a week. His style of leadership was
triggered by his childhood experience to ultimately set the tone
for companies to better handle crisis’s similar to his father’s. In
2004, Abercrombie and Fitch a retail clothing store that I used to
work for during my college breaks faced an employee-entered
crisis. A class-action discrimination lawsuit was filed for the
retailer. The company was found guilty of using race as a factor
when hiring floor workers in the stores and in their advertising
campaigns. The crisis leadership competencies. In the following
years, Abercrombie and Fitch continued to lose customers and
thousands of employees were leaving the company based on
CEO Michael Jefferies leadership and way of thinking. Jefferies
believed that “good-looking” individuals are what makes a
company successful even though the company was facing
many lawsuits and backlash for it. Fast forward to Summer
2015, when new creative director, Katia Kuethe joined the
company and became a step towards fixing the brand’s woes.
Kuethe became a leadership in the crisis that has faced this
retailer for years and years. She was one of the many who saw
the problem that the company had and took the steps in order to
move it to where it is today. Now the retailer targets ages
between 18-25 without segregating the images to fit a certain
image.
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109. Student will demonstrate knowledge of BUS 441 SEC Executive Board Meetings According to Northouse, under the ten characteristics of a servant leader he explains the first
active listening techniques characteristic of listening. Listening describes the communication between leaders and followers as an
interactive process that includes sending and receiving messages (i.e.talking and listening). Servant
leaders communicate by listening first. They recognize that listening is a learned discipline that involves
hearing and being receptive to what others say. Through listening, servant leaders acknowledge the
viewpoint of followers and validate their perspectives. During our SEC executive board meetings,
instead of interrupting the meeting with side chatter or comments about something someone said we
have “brag abouts.” What this entails is everyone before the start of the meeting gets a couple of little
half sheets of paper (as many as they wish) with a pen or marker. Then if they have something they
want to say about what someone said during the meeting instead of interrupting the flow of the meeting
to say it, they will write it down and throw it in the middle of the floor. Although, the throwing of the
paper seems to be distracting since we are all well aware of the point of the paper it does not disrupt
the meeting since the point of it is clearly established in the beginning. At the end of the meeting we
pick each of them up and we take turns going around the table reading what each one says. They are
generally funny and uplifting to one another on the board.
110. Student will describe examples of using HDF-190 The Good Five Cent Cigar During our meetings for the school’s newspaper, we are called to listen to all ideas that are shared.
active listening skills During our meetings sometimes, you don’t want someone to interrupt you when you’re talking. Ways
we have made this work was by having a talking ball. We would pass the talking ball whenever
someone would be ready to pitch an idea so that way one person would be talking at a time and not
talking over one another. In HDF-190 I have seen that we all demonstrate active listing skills when we
raise our hands one at a time. This is a very standard way of using listening skills, but it allows for us to
still listen to the person who is speaking. Also, that way we don’t forget what we’re thinking of saying,
because we have our hand up keeping the idea in mind. Overall, these are each very useful ways of
active listing skills and they allow for people to share their ideas in an organized manor and to make
sure that those around the person who is talking are listening.
functions of group communication by
Hirokawa
of functions of group communication
(Hirokawa)
113. Student will show knowledge of techniques CSV 302 SEC Two on Ones In the Fall 2017, when I was a Teacher Assistant for Richard Song for his CSV 302 section. At the end
regarding giving and accepting of feedback of the semester I had the students fill out a Surveymonkey that contained various questions to provide
me feedback on how they believed I did as their TA. I made their responses anonymous so that I would
receive the most honest feedback. I have learned that when surveys are anonymous the person
proving the feedback will feel more comfortable and willing to share their honest thoughts and opinions.
That is one technique to use when seeking feedback. In the feedback I received, I did receive feedback
that was more negative. I learned that a good technique when accepting negative feedback is to not try
assume who wrote it and to use it to make you better. The feedback allowed me to focus on where I
needed to improve and analyze my work ethic. When I conducted SEC Two on Ones ways that I gave
feedback to members was by starting off with the things that I knew they did well. Then from there I
shared the areas where they could improve. I also allow them to give me feedback so the conversation
does not only focus on just what they can do to improve.
114. Student will describe examples of giving HDF-190 Writing for The Good Five Cent In HDF-190 we are constantly giving and accepting feedback from our peers, from our peer mentors,
and accepting feedback. Cigar and from Robert. An example of this is when we handed in our first set of outcomes we received
feedback from our peer mentors on what we should do to improve our outcomes in order to get our
point across in a clear manor. In addition, we also give feedback to our peers when we have talked in
our small groups about certain topics we may be discussing. For instance when we had explained our
definitions of our strengths and values even though there was no right or wrong answers we still
received feedback from our peers and peer mentors on what they thought of our definitions and things
we could even add on to the definitions we had given them. In my own personal experience with being
an entertainment reporter for The Good 5 Cent Cigar I’ve accepted and given feedback. For instance, I
have accepted tons of feedback from my editor on the articles I submit in order to know where I can
make revisions and improve for the next article I write. That way when I am writing an article similar to
a previous one I know exactly how to write it and get it done. I have given feedback to the other
reporters on ideas they have for the entertainment section on whether or not an idea they have for the
section reflects what the entertainment section is meant to convey to it’s audience. Overall, the
exchange of giving and receiving feedback in both of these areas allows for you and the group as a
whole to flourish and the get the job done successfully.
115. Student will show knowledge of the 7D Independent The 7-D Coaching Model by Knott includes seven complementary processes that provide a thorough
coaching model (Knott) Research pathway for strengths-focused change conversations. Coaching proceeds through a series of steps
that ensure both a thoughtful and comprehensive approach to the client’s agenda for coaching. The
first one is Declare. This is where the client states what is to be dealt within the coaching session or
overall relationship. Second, define: a goal statement that focuses on what the desired end for that
conversation is-usually the change s/he seeks. Third, distinguish: looking at what in the client’s
appreciative appraisal, are the key features of the situation, including their relevant applicable
strengths. Fourth, differentiate: exploring possibilities for alternative directions, choices, and decisions.
Fifth, develop: planning for the logistics of the pathway chosen. Sixth, decide: choosing concrete and
optimal ways of implementation, including a timetable. Lastly, seventh determine: assessing progress
on the declaration and using that information for a next cycle. What is interesting about this model is
that it recognizes that the individual has needs that change and will evolve over time. It allows for the
plan to have changes in order to achieve the common goal.
application of the 7D Model (Knott)
117. Student will show knowledge of elements Independent According to Patterson, McMillian, and Switzler, crucial conversation is “A discussion between two or
of a Crucial Conversation and steps to Research more people where (1) stakes are high, (2) opinions vary, and (3) emotions run strong.” and the
maintain dialogue and move to action outcome greatly impacts their lives. Patterson, McMillian, and Switzler’s have three ways of handling
(Patterson, McMillian & Switzler) crucial conversations. Avoid them, face them and handle them poorly, or face them and handle them
well. The steps to maintaining dialogue asking questions that will return you to dialogue when tensions
run high. Those questions include, What do I really want for myself? What do I really want for others?
What do I really want for the relationship? How would I behave if I really wanted these results? To
move to action, Patterson, McMillian, and Switzler recommend these four elements for putting
decisions into action. Who?: Assign a name to every responsibility. Does What?: Define the exact
deliverable. By When?: Set deadlines. How will you follow-up?: Set up an accountability process.
118. Student will describe examples of
engaging in a Crucial Conversation
119. Student will demonstrate knowledge of HDF-190 SOLC For SOLC I have facilitated for four different retreats and before I had no idea what it meant to be a
facilitation techniques facilitator. To be a facilitator you have to be able to go in with no bias on the group you are working with
and you have to be able to know yourself as a person as well. It goes back to the idea of “challenge by
choice” if you know that you yourself wouldn’t be prepared to doing something you have to be able to
know if the group would be able to as well. You have to be accepting of everyone’s capabilities and
understand that not everyone will be able to do things; so making activities that will work with everyone
is what will make a good retreat. You also have to be able to know how to work with difficult people,
some people may not be willing to share or participate, but if you follow the ideas of the four
agreements then you can work with them. That way you won’t over step any boundaries.
120. Student will demonstrate proficiency of URI 101 Teacher Assistant While being a URI 101 Mentor and a teacher assistant I facilitated various diversity exercises. For
facilitation techniques instance, one activity I had each student part-take in was the stand-up sit down activity. This activity is
considered to be a deeper level of icebreakers because it gives the group a chance to come face to
face with vulnerability. In this case, being vulnerable is not considered a bad thing because for this
activity when you do feel that way and you see that either A) someone is also feeling vulnerable
because they stood up for the same thing you did. Or B) when you don’t get a ton of eyes on you for
being the only one standing instead you get accepting smiles and hugs after the fact. After explaining
what the activity would ask each student to do, I reminded each of them of the “challenge by choice”
rule. This rule is important to mention in an activity like this based on what I mentioned prior about
vulnerability. Not everyone will be ready to go to that length and recognizing that it is okay so that no
one feels pressured to share or in this case stand if they do not feel comfortable will create a more
relaxed and comfortable environment. Creating a safe space allowed for the students to know they
could share when they felt most comfortable too.
121. Student will demonstrate knowledge of de- HDF-190 SEC Retreat In the aspect of de-briefing techniques, some good ways to end the retreat is by bringing everyone
briefing techniques together. If the group was split into smaller groups you can then bring them back to together so they
can share their experiences. This is how the group will be able to learn and hear new perspectives
effectively. Some groups who may have participated in the same activity may have brought in new
ideas that other groups may not have seen. This allow for growth to happen and new ideas to be
instilled in the groups minds. Reminding everyone to not share anyone else’s experience as their own,
and that each person is the storyteller of their own experience. Doing this keeps the respect between
one another alive to hope that it will continue after they leave the activity. I followed this during our SEC
spring retreat.
122. Student will demonstrate proficiency of de- URI 101 Teacher Assistant Creating a safe space allowed for the students to know they could share when they felt most
briefing techniques comfortable too. This allowed for the de-briefing to be that much more effective. I asked each of them
what they noticed as they stood and others around them stood or sat for certain statements that were
made. Asking the students what they experienced first allowed for the conversation to follow not just
from me, but from everyone to build trust with each other. Ultimately, to build a connection with each
other. One thing that happens when new people are put in a classroom or new environment is they feel
like they are the only one who is x, y, and z or the only one that feels x, y, and z. Breaking these
boundaries allows for growth and the de-briefing allows for strength. In this activity the students I
worked with expressed that they felt more comfortable sharing with one another and realized they were
not alone in their feelings and thoughts.
framing based on psychology and its use in
group facilitation
124. Student will demonstrate proficiency of
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 organizing CSV 301 SEC To organize meetings, it is usually best to get an idea of what time works for everyone to determine
meetings / setting agendas / and leading that at least the majority will be able to attend. There are many ways to get everyone’s availability. One
meetings way I have learned is by creating at group text message and giving everyone an idea of what
timeframe works best for me. Then I ask if that works for everyone if it does not after everyone has
provided me with their availability then I try to compromise to a new time and or date. The same can
also be done through a Facebook group post with a poll. Everyone can vote on the poll what time
works best for them and then I choose the majority. When setting an agenda for a meeting or event I
usually will seek previous agendas they may have been made in order to get an idea of what should
take place at the event or meeting. I create the agendas on Google Docs. The agenda will usually have
a timeline of what will be talked about and the order. I will share this with the group so they can plan
accordingly to know what the meeting will entail. I lead meetings by having an opening which generally
includes a welcome to everyone and a thank you for coming. Then I will give an overview of what the
meeting will include based on the agenda. Then I will hit on each point and leave room for questions
and comments at the end.
128. Student will describe personal examples of CSV 301 SEC As the Recruitment and Retention Coordinator for SEC, I have organized a few meetings thus far. I
organizing meetings / setting agendas / organized meetings such as both our Fall and Spring Recruitment meetings. I set up the agendas for
leading meetings those by asking what previous people did in these positions. We keep documents that outline what
previous tasks have been done in these meetings as well, which I also used for reference. I created my
own agendas through Google Docs and Powerpoint. Through all this I was able to successfully lead
these meetings in order to build up members in each of our subcommittees and get potential
candidates to join our executive board.
129. Student will show knowledge of
Parliamentary Procedure
130. Student will show knowledge of techniques HDF-190 Past group project experiences Some techniques I’ve learned when it comes to working with difficult people is that you have to be able
for working with difficult people to still be respectful of others. It definitely can be frustrating when someone or groups of people in the
group don’t follow through on plans made. I have learned that in order to make things work you can set
deadlines and ground rules with your group. Also by following the four agreements that works to keep
things civil in the group as well. In today’s day and age, having social media allows for you to be able to
keep track of the progress the group is getting done as well. Such as having a group chat where you
can communicate to all the members of the group. Also using Google Docs as another outlet to
communicate and assign the work to each group members so you can all see what progress everyone
has done. I found in past group projects that having a Google Doc really allows for all the work you’re
group does all together and makes it easier to collaborate with one another on may something they
could fix to make everything flow. Overall, staying respectful with difficult people allows for things to
stay civil between all the members in the group. And that way there are no hard feelings passed on
between other people.
131. Student will describe personal examples of HDF-190 In HDF-190, working on the social change project I put into practice some of the techniques I could use
using techniques to work effectively with to make sure we got the job done. Overall, I wouldn’t say that my group was difficult to work with there
difficult people was just times when it became difficult for all of us to meet up. So for me I didn’t yell at the group and
say things like “guys come on this is ridiculous.” I talked to them briefly in class to discuss times that
would work with everyone and explained that we needed to stick with these times in order to get the job
done. I made a schedule in our group message and posted it for all of the group members to see. This
made it available so that if anyone was unsure of when we were meeting it was there as a reminder. In
addition, to this I also took a picture of the template so that each person knew which part they were
responsible for typing up and creating a 2-3-minute presentation on it. This would then be all put
together when we planned our final meet up before the presentation so everyone knew when someone
was finishing up and when they were to start their part.
132. Student will show knowledge of the stages
of group development (Tuckman/Tuckman
& Jensen, Bennis or others)
133. Student will describe personal examples of
group development in use
(Tuckman/Tuckman & Jensen, Bennis or
others).
134. Student will show knowledge of group roles Independent The term "group dynamics" describes the way in which people in a group interact with one another.
and how they contribute to group dynamics Research When dynamics are positive, the group works well together. When dynamics are poor, the group's
(Johnson & Johnson; Benne & Sheats; effectiveness is reduced. Problems can come from weak leadership, too much deference to authority,
Knowles & Knowles; etc.) blocking, groupthink and free riding, among others. To strengthen your team's dynamics, use the
following strategies: Know your team, start by learning about the phases that a group goes through as
it develops. When you understand these, you'll be able to preempt problems that could arise, including
issues with poor group dynamics. Tackle problems quickly with good feedback, If you notice that one
member of your team has adopted a behavior that's affecting the group unhelpfully, act quickly to
challenge it. Provide feedback that shows your team member the impact of her actions and encourage
her to reflect on how she can change her behavior. Define roles and responsibilities, break down
barriers, focus on communication, and pay attention. Keep in mind that observing how your group
interacts is an important part of your role as a leader. Many of the behaviors that lead to poor dynamics
can be overcome if you catch them early.
135. Student will describe personal examples of Independent SEC Executive Board The Student Entertainment Committee’s Executive Board is made up of 20 different positions. In each
group roles and how they contribute to Research of these roles each one contributes to how the group’s dynamics play out. For example, my position of
group dynamics (Johnson & Johnson; the Recruitment and Retention Coordinator has a balance to how both the executive board and our
Benne & Sheats; Knowles & Knowles; etc.) general members interact. By holding general member end of the semester parties, both the general
members and the executive board members get the chance to interact with each other. By playing
games, asking questions about the organization, and sharing their love for music. The Vice Presidents
of each subcommittee work to retain its members by having a point system. This is where each
member that comes to the meeting signs in and/or brings a friend to the meeting they can get points
towards possibly becoming the general member of the semester. In each of these areas we are
learning more about each other. This ultimately allows for the groups to not feel so separated, and to
learn from each other on the different artists, comedians, and speakers that students are most
interested in.
136. Student will show knowledge of effective Independent Effective membership skills in groups include, communication skills, openness, trust and self-
memberships skills in groups Research disclosure, support, and respect. Having strong communication skills allow for the group to
communicate clearly on intellectual and emotional levels. Regular open communication, in which group
members share their thoughts, ideas, and feelings, is a must for successful group work. Unspoken
assumptions and issues can be very destructive to productive group functioning. When students are
willing to communicate openly with one another, a healthy climate will emerge and an effective process
can be followed. This relates to openness and trust by being able to share each person’s differences
and not feel worried about being judged. That judgement aspect goes back to respecting and
supporting one another in groups. Group members communicate their opinions in a way that respects
others, focusing on “What can we learn?” rather than “Who is to blame?” Group members demonstrate
support for one another as they accomplish their goals. They exemplify a sense of team loyalty and
both cheer on the group as a whole and help members who are experiencing difficulties. They view
one another not as competitors (which is common within a typically individualistic educational system)
but as collaborators.
membership skills in use
138. Student will show knowledge of the Independent Sanford theorized that college students go through significant personal growth and development, much
Challenge and Support theory by Sanford, Research of which is influenced by the college environment itself (that includes what goes on in the classroom as
and its relationship to organizations well as what goes on outside of the classroom). He believed that for growth and personal development
to occur, a student needs to have a challenge/support balance. The basic idea of this theory is that for
growth to occur, a person needs a balanced amount of challenge and support as appropriate for the
task. Too much support, and the student will never really learn what they need to grow and
develop…too much challenge, and the student will become frustrated and possibly quit trying. This
relates to organizations by when given a certain task, not hovering over the person and telling them
how to do it will challenge them to try it out on their own. But still giving them support when they ask is
the best way to have a balance between challenging them and supporting them.
using the theory of Challenge and Support
(Sanford)
140. Student will show knowledge of the COM 100 For COM 100 Honors, we were required to write two separate informative speeches. One that could
construction / elements of informative and focus more on social injustices, popular culture and poverty, or how poorer individuals live. To
persuasive speeches construct this speech, we had to do research on issues facing the U.S. (or our country of origin) today.
An informative speech, is shorter than a persuasive speech and looks to educate readers and listeners
on a topic that the writer believes is important. Once we identified our topics we created an outline that
included the introduction, body, and conclusion. For the support and evidence, we were then required
to have at least three quality sources used and cited in the speech. The second speech still following
the same format, but this one could focus on a professor that one believes has made a positive impact
at the university. The foundation of the St. Francis Center in Tompkin’s book. Lastly, a photo essay,
which composed of a collection of images that represent poverty and its intersections with health,
hunger, homelessness or other social problem in the United States. A photo essay that one would
narrate to the class by telling the stories of the photographs/images which should meld into a broader
narrative with your informative point. During WRT 104, I learned a persuasive speech is constructed
with facts and reasons for why one wants their readers and listeners to side with the topic/issue they
are discussing. In the end the speech is meant to change the listeners mind to side with the writer. The
persuasive speech still has an introduction, body, and conclusion, but the difference in length is there
are five paragraphs total in a persuasive speech vs. only four in an informative speech.
141. Student will demonstrate proficiency in
informative and persuasive public speaking
142. Student will show knowledge of planning CSV 301 SEC When planning interviews there are a few steps I have learned to follow. One, deciding when to hold
and conducting interviews (as the interviews and for how long. This includes how long with each interview last, how many hours will
interviewer) interviews be conducted. Seeing if the interviews will only be in the course of one day or multiple days.
And ultimately where will they take place and how many interviewers will be in the room. Preparing
questions that the interviewee will have to answer. Collection of the applicant’s application and reading
of their responses. Creating (if applicable) half sheets of paper that include important dates/reminders
for the interviewee to take with them in case they are chosen for the position. I would say lastly, is to
make sure you have the acceptance and rejection letters prepared to make the transition easier once
decisions are made. On the day of interviews having a notepad or laptop to take notes of the applicants
and rate them accordingly. Having a folder of their application is always good for reference. During my
time as the interviewer on the mentor team and SEC I have utilized each of these and it has allowed for
a successful transition into make decisions on who to put in what positions.
143. Student will describe personal examples of CSV 301 SEC During my time on the Mentor Team during my sophomore year/being the Recruitment and Retention
planning and conducting interviews (as the Coordinator for SEC I have planned and conducted interviews. For URI 101, I planned and conducted
interviewer) interviews with a team of 5 other mentors. We each had our roles, which included reading the
applicants applications, booking the locations for interviews, figuring out each other’s schedules in
order to make sure who can be at what interview times/days. This planning definitely made things run
smoothly for us in order to make decisions. I would say it definitely turned out to be a success because
in the Fall of 2016 we hired over 150 mentors and the feedback we received was very positive from
both the mentors and the instructors. As the Recruitment and Retention coordinator for SEC I planned
for interviews a bit different than what I did for the Mentor Team. With the mentor team I worked with
the team on splitting certain tasks such as booking the rooms. For this position I booked the rooms
myself and held recruitment meetings in order to get the student body interested in applying. For this I
created a PowerPoint on my own in order to showcase it as the meeting to inform potential applications
of what our committee stands for/what positions were available on our executive board. Then when it
came down to conducting the interviews I had extended the questions to members on our selection
committee. Although both were processes of being the interviewer, I learned that are different and
similar ways of planning and conducting interviews.
144. Student will show knowledge of preparing ITR 304 I learned more about preparing for and effective answers in interviews as the interviewee while taking
for and effective answers in interviews (as the university’s internship online course. I learned that knowing your transferable skills will allow one to
the interviewee) effectively answer the tell me about yourself question in an interview. For example, biology majors
have transferable skills such as research skills, advanced mathematics, critical reasoning, analytical
and evaluation skills, ability to handle and analyze complex data, written and oral communication
skills, time management and organization, and monitoring and recording. This range of skills is
transferable to a variety of roles and workplaces and therefore, of interest to a wide range of
employers. Therefore, knowing what skills are more specific to the job and some that are broader can
show that you met all the skills necessary, but are also strong in other areas as well. In other words,
making you look like more of a well-rounded and diverse individual. Lastly, the course included an
interview guide with a section on most frequently asked questions and answers in an interview. Some
of those included, what do you know about this organization? Why do you want this job? Are you
applying for other jobs? For this question, the answer the guide provided is to Be honest but don't go
into too much detail; you don't want to spend a great deal of time on this. If asked about names of who
you have spoken to, it is absolutely legitimate to say you prefer not to disclose that information at this
stage.
145. Student will describe personal examples of Communications Tour Guiding, SEC, and Orientation Taking my Communications and Presentations class in high school really set me up for interviews in
preparing for and being interviewed and Leader college. I’ve been in interviews for tour guiding, SEC, and Orientation Leader. For each of these
Presentations interviews I knew that dressing up was best for the interview. Going into an interview with sweatpants
class in High or just very casual clothes doesn’t give off the look that you are here to work and actually want to be
School there. I’ve also learned it’s good to go into an interview with a positive attitude and go in with
knowledge of the company or organization that you are interviewing for and some background on the
position so that you are ready to answer any questions they may have for you and so you can ask
questions yourself. In my tour guide interview I remember the interviewees asking me a random
questions such as tell a story about URI Squirrels. And instead of hesitating and asking for another
question, I took a second think about the question, collected my thoughts, and answered the question
with flying colors and within the time frame as well. If you go into an interview confident and prepared
for all aspects of what they could throw at you, you will do your very best and get the position. In my
evidence, I provided a picture I took after I finished my tour guide interview.
146. Student will show knowledge of effective Independent According to S. Fawett, a collaboration is a group of individuals and/or organizations with a common
collaboration / coalition building (Sources: Research interest who agree to work together toward a common goal. The purpose of collaboration is to create a
Cilente/Komives et al; NCBI; etc.) shared vision and joint strategy to address concerns that go beyond the purview of any particular party.

Effective collaboration are encouraged to create social change, to encourage social innovation, expand
interventions to the whole community, and more. In order to effectively continue collaboration,
networking to exchange information to learn from one another and continue the conversation. Six
principles for successful coalition building include: (1) Engage a broad spectrum of the community 2.
Encourage true collaboration as the form of exchange 3. Practice democracy 4. Employ an ecological
approach that emphasizes individual in his/her setting. 5. Take action 6. Engage your spirituality as
your compass for social. Following each of these promotes change and allows for strong connections
to take place. Having this allows for positive change and a continued effort of the growth of people.
working in collaboratives/coalitions
148. Student will demonstrate knowledge of HDF-291 In HDF-291, we partook in conversations about our class experiences. One conversation centered
techniques to communicate and engage in around professors feeling the need to single out the minority in the room in order to better explain their
difficult dialogues related to diversity and race’s prospective of the issue. One of the techniques we were taught is to respectfully decline the
inclusion. responsibility of speaking for your entire race, and reminder the professor or instructor that you are only
one person and can only speak on your personal experiences not anyone else’s. Another conversation
centered on the how to engage in conversations that the majority have participated in, but you may not
have had that same experience. For instance, when we had discussions on who has been our biggest
role model a lot of the students in the room said their mom was their biggest role model. And for me
that was hard to relate to because I could not truly say that my mother was my role model because my
mom and I have not had the best relationship. I expressed that this was hard for me to have to admit,
but a technique I learned was that in group settings like that we are not meant to have similar answers
as everyone else. If we did then we would not have a dialogue with diverse answers. Lastly, another
conversation we took part in is when someone asks you “where are you from?” This question
sometimes seems harmless until someone asks again but in a different tone of voice trying to figure out
what ethnic background you are. We watched a video where a woman a her guy friend who she just
met after moving out to California was asking her where she was from. She told him she was from San
Francisco. The guy pressed on to ask her again to ask where she was from, and although she told him
he assumed that she was from whatever country her parents/ancestors came from because she was
ethnic. The best technique for this is to explain to the person that by asking where they are from does
not automatically translate to, what is your ethnic background. It is best for one to ask, what is your
ethnic background instead of trying to make it look as though the person is not American.
149. Student will demonstrate proficiency in HDF-291 Discussions after Donald Trump was Utilizing the techniques, I learned from HDF-291 I learned how to translate that to when Donald Trump
communicating and engaging in difficult Elected President was elected President of the United States. During this time there were many individuals who were in
dialogues related to diversity and inclusion. favor of Donald Trump being the President of the U.S. and there were just as many who were not in
favor of this. I was one of those people. This made it difficult to hold certain conversations with people
who do not believe that Trump identifies as a racist or a man that does not truly represent a country
that carries diverse people. During a public forum put on by the University where students were
allowed to share their feelings on both sides of the spectrum I shared a Facebook post I wrote. The
post explained that I would continue to love those who are being defined as unimportant to the
framework of our society. Who are being labeled as terrorists for their religion, labeled as queers for
who they choose to love, etc. This brought on a lot of backlash, but from my understanding of
communicating in difficult dialogues related to diversity and inclusion there will always be someone
who wants to try and say you’re wrong and that not everyone is meant to be American. Instead of
getting upset I listened to their prospective and told them why I disagreed with them. Even though we
did not come to an agreement we at least heard each other’s prospective and that is an important
strategy in order to engage in difficult dialogues.
150. Student will describe ways to maintain Independent Accountability cannot be possible if the relationship between roles at all levels of the organization is not
accountability in leadership / member Research clear. In other words, it must be possible to tell who is accountable for what in relation to whom.
relationships Leadership accountability occurs when: There is a direct link between strategy and organizational
design (not simply structure), work levels are identified at key levels of the organization and these
levels are made explicit to everybody in the organization, there are explicit standards for performance
at all levels of the organization that recognize different work level expectations and business and
operations strategy, leaders at all levels understand the importance of two-way accountability and act
accordingly, and leaders at all levels actively invest in their team members’ success. Two-way
accountability has big pay offs for leaders and their teams. Here are the simple steps to make it work:
1. Establish a sense of purpose, 2. Set mutually agreed goal, 3. Ensure the requisite authority,
4. Invest in each team member’s success, 5. Provide regular performance feedback, and 6. Provide
rewards for achievement and consequences for not meeting agreed standards. Two-way accountability
requires disciplined thinking, proactive planning, effective leadership practices and importantly clearly
defined accountabilities for each team member’s role, including clarifying the relationship of these
accountabilities to other roles (often this critical piece is missing).
151. Student will describe personal examples Independent URI 101 As a URI 101 Mentor, I had to ensure that my role as the mentor was clear for the students. At times,
related to maintaining accountability as a Research the students may not respect the mentor since we all identify as students at this university. In order to
leader maintain my accountability, I followed similar steps to the research above. I established that the
purpose of my role was to be an outlet for them. To answer any questions or try to ease any worries
that they may be facing as first-year students. I established that if they put in as much effort towards
the tasks and activities we completed in class then they will walk away with a new perspective and a
better outlook on their next four years. Such as, establishing a reoccurring exercise to begin the class
each week. I called it the News Tip of the Day. Each week the students would come in prepared to
share of a local or national news story that happened over the weekend. This would allow the class to
learn about the different breaking stories happening around them. In order for that to happen they
actively participate and seek news. I invested in their success by sending them reminders and giving
them suggestions of what news outlets, they could follow on Twitter in order to receive the most recent
and up-to-date news. After each person would share I would have them reflect on what they learned
from the story. Then I would ask them to share if they were the reporter what would they have done
differently in reporting the story.
152. Student will describe ways to build HDF-190 Leadership Institute and FLITE In HDF-190 and the FLITE Retreat I had the opportunity to build relationships with not only my peer
relationships between leaders and Retreat mentor and the peer leaders in my class, but with others in the HDF-290 class as well. We were able to
members build relationships with them by participating in different group activities such as when we did the
Community Build we looked to the ones who were leaders around us and trusted them to help us and
in my community that was part of the wealthy community we did receive help when we wanted it. In
addition, when we played the game called Where the Wind Blows, this was great for people to get to
know each other better and build relationships because whenever someone said something that
related to them they would cross the room and that allowed for others to get to know each other and
build relationships with those who carried leadership positions in our class and the other classes as
well. At the institute I was able to build relationships with my team members and my peer leaders
during various activities. I felt the best moment at institute when I was able to truly know that the
members of my group and my peer leaders during breaking boundaries. This was a chance to all of us
to just be truly honest with one another about anything and that made me build not only a relationship
with them, but also a lasting trust as well to know I could go to any of them for anything. As presented
in my evidence, Connor and I are still very close and here we are working on outcomes together. He
has done them before so I can ask him for insight on if I’m headed on the right track.
153. Student will describe personal examples of CSV 302 Multicultural Overnight Program During CSV 302, I had created relationships with the other URI 101 Mentors in my sections. We were
building relationships with members as a able to do this by the way each class was structured. In the beginning of the class, our instructor Sean
leader would have us start with check ins. This is where we would discuss any problems or positives we
experienced that week in our classes/with our students and/or instructors. This sharing time included a
lot of snaps and claps. A great thing about this allowed for us to either give advice to another if we had
or were experiencing similar issues. Another thing we did that truly allowed us to get to one another
better was an activity called Your Top 5. This activity called for each of us to write down five people
dead or alive that we would like to include at our table. These five people would be the people that we
believed would be the ones who we would go to in order to give us the best advice or listen to us vent.
This activity really opened the door for relationships to happen, because as people chose to share who

they had at their table allowed for us to see how we related in the reasons why we choose someone. It
also allowed us to get a glimpse of who was most important to each person and why. During the
Multicultural Overnight Program, being both a day and overnight host allowed me to connect with the
prospective students from all walks of life. Through activities such as Speed Dating it allowed me for to
not only share my experiences at URI but hear about what the students wanted to get out of college. I
truly believe that when we take the chance to listen to one another whether it’s about what their favorite
food is or what has been the hardest part about their day that is one of the keys to building a
relationship. People just want to be heard and accepted for who they are without any question or
judgement. Therefore, as a leader when you give a member or another leader that space relationship
building can effectively take place.
154. Student will describe how credibility applies Independent Credibility applies to leadership based on a combination of characteristics that you exhibit in your
to leadership, as well as the characteristics Research personal and professional life that build trust in your abilities. According to an article on Forbes by
and skills of a credible leader Brent Gleeson on the 6 Tips for building and Maintaining Credibility as a Leader, he explains that a
leader that lacks credibility will essentially be filter you out. This is based on a poor professional image
such as poor hygiene, engaging in gossip about the company and/or members of the team, or having
an overly aggressive or passive style. Some characteristics and skills of a credible leader based on the
article are character, consistency, communication, caring, commitment, and confidence building. Each
of these require the person to both understand their loyalties, understand their values, and establish a
good communication with their team members in order to reach the goals and objectives of the
organization as a whole. When the leader does not do this, as mentioned prior they will be filtered out
and there is a chance that the goals and objectives may have to be diminished or changed completely.
155. Student will describe personal examples of Independent URI 101 Sophomore Year During my first-year as a URI 101 Mentor I had to build my credibility working with my students. This
building, maintaining, and repairing his/her Research would be a challenge for me because I was only about a year or around the same age as the majority
own credibility as a leader of my students in our classroom. In order to build my credibility, I discovered by addressing that age
does not determine what we can learn from one another helped to address the elephant in the room. I
reassured them that I was committed to learning about them as much as they were willing to want to
learn about me. I also reminded them that I had recently just experienced many of the first-year jitters
so I could try to the best of my abilities to share my experiences to shed some light on any things they
may be unsure of. I maintained this credibility by being present and active both in and outside of the
classroom. I held one on one sessions with each student towards the mid-way point of the semester
and utilized this time for them to be able to share anything they were feeling or concerned about at that
time. This allowed for me to continue to get know the students in a more personal way. As mentioned
in the previous outcome, being consistent and committed to the group you are working with is a part of
both building and maintaining your own credibility. Lastly, I did not personally experience a time when I
had to repair my credibility in a way that I stopped following the tasks I mentioned before, but I did have
a few sick days during this semester. In order to make sure that I did not completely drop the ball and
not continue to be present for my students I made sure to continue to communicate with them via email
and reassure them on when I planned on being back in class.
156. Student will describe ethical standards in JOR 410: Ethics As a journalist, you have a lot of influence based on the publication you work for and based on the
influence importance of seeking and reporting the truth. If journalists do not follow certain ethical standards then
citizens will not be properly informed and they will in turn not be able to uphold the proper functions of
democracy such as voting. For example, journalists follow a code of ethics. This code is a basis for
journalist to follow in order to not abuse our influence and to make sure we are effectively representing
the profession and loyalty to citizens. One of the ethical standards is to monitor power, specifically
those in government positions. As they have influence over the country we as journalist are meant to
use our influence or in order to make sure they are upholding their profession to the best of their ability.
If a person in power is not upholding their responsibilities journalist are meant to be the watchdogs and
gather the information in order to inform citizens of what their misuse of power. Reporting a balanced
story also plays into following ethical standards of influence. This is because as a reporter the citizens
are being informed based on what you put out for them to read or listen to. If the journalist is not
exhibiting good taste, meaning they are intentionally trying to make someone look bad or make up

information about someone then they are abusing their influence and not following our ethical
standards.
157. Student will describe influence applies to Independent According to an article from the Harvard Business Review on Influence and Leadership they address a
leadership Research few key points in how influence applies to leadership. Amy Cuddy, of Harvard Business School, and
Matthew Kohut and John Neffinger, of KNP Communications, suggest that behavioral science explains
projecting “warmth” is the key to having influence. This can stem from being relatable towards the
people they interact with, being engaged in conversations and promoting the growth of each individual.
The authors cite research by Jack Zenger and Joseph Folkman showing that leaders who are rated low
on likability have about a one in 2,000 chance of being regarded as effective. Only after they’ve
achieved likability should they focus on displaying competence, an equally critical characteristic.
Cuddy and her coauthors show that leaders who try immediately to project strength run the risk of
instilling a counterproductive fear in the very people they want to inspire. Coming off as the only
dominant figure can also cause members to feel as if they are not as important to the growth of the
task at hand or organization as a whole. Bringing a balance between the influence you have a leader
the influence that the members of the organization or company have can be a big part of the growth in
the team as a whole. Because everyone has something they can bring to the table, whether that be the
connections they have or the knowledge they’ve acquired over time. Leting each member use their
strengths allows for the members to feel connected to the task and you as the leader in order for them
to want to see the success of the company, organization, or task at hand.
158. Student will describe principles of effective HDF-291 In HDF-291 we took a minute to draw a person who would be our mentor, and inside of the person we
mentoring, as well as problems particular drew what we wanted from them as our mentor. Some of the characteristics I wanted from my mentor
to the mentoring relationship were support, kindness, wisdom, laughter, and honesty. I believe that these few characteristics are
important to have to be an effective mentor and an effective mentee. Each one allows the other to build
trust in the relationship, which will stem to how comfortable one another is with the other and how they
communicate. In addition, at our Rose Butler Browne Leadership and Mentoring Dinner, our speaker
had discussed during her speech that being an effective mentor comes from having an open mind and
not assuming that we know a person by just their looks or by only a few of their actions we’ve seen. I
agree with this wholeheartedly and believe this should be true for both the mentor and mentee to have
a positive outcome in their relationship. Problems such as the mentor assuming they know better than
the mentee in all things can diminish how open the mentee is with the mentor. Sometimes if one
person puts more time and effort in the relationship and the other does not the person won’t feel
appreciated and that can cause more problems in the relationship.
159. Student will describe personal examples of HDF-291 URI 101 Mentor In HDF-291 I wrote an outline on someone who has been a mentor to me. Kelley, she became my
mentoring and being mentored mentor during my sophomore year of high school and was not only my mentor, but my rock for getting
through the hard times. I truly appreciated her charisma and how passionate she was about our
relationship. She appreciated that I didn’t always have my life together and did and said whatever she
could to help me figure things out. Her character was exactly what I had drawn in my person. She gave
me support, she was kind, she had wisdom, she made me laugh, and she gave me honest advice and
feedback. I’m truly thankful to have been mentored by someone like Kelley. In my experience as a URI
101 Mentor I found to engage my students I had to accept that not all of them were like one another,
each of them had their own needs so in order to be there for them I had to meet them half way. I held
one on one sessions with each of them and during these sessions I would start by asking how they
were doing and that could stem off of how they were doing academically or socially here at URI. I found
that they really loved these sessions because they could open up about things that they may not have
been ready to say in front of a whole group. This also allowed me as their mentor to get to know them
on a deeper level. My top value strength is appreciation for one’s beauty and excellence. I wanted my
students to know that I would be there for them both socially and academically and I wanted them to be
the best they could be without feeling like they had to fit a certain standard. I loved my mentoring
experience because of this and I wouldn’t have had it any other way.
160. Student will describe principles of effective HDF-190 I learned some principles of effective peer leadership from my peer leaders in HDF-190. Some
peer leadership, as well as problems principles they implemented were inclusion of diverse ideas. For example, allowing for everyone in the

particular to peer leadership group to share their ideas with one another before throwing in their two-sense. Utilization of the
challenge by choice rule, meaning they reminded everyone in the room that we are allowed to share as
much as we wish and we are under no obligation to feel pressured by them to share things we were
not willing to share. Balance between them being the student and being the leader, meaning they
reminded us that they were students just like us, but they also made sure they received the respect
they deserved. I believe this is one of the particular problems that comes with peer leadership.
Sometimes if the peer leader is only a year older or younger than the peers they are leading the peer
leader may not get the respect they deserve. This causes tension and does not allow for the leadership
to be respected. I believe this does come with maturity between both the peer leader and the peer.
When both and establish a mutual respect for one another by not trying to dominate the other then
there can be unity in how each person impacts the other.
161. Student will describe personal examples HDF-190 SEC/URI 101 During HDF-190, our peer leaders were Matt Abraitis, Colin, Sam K, and Jessie. As our peer leaders,
related to being a peer leader and being they each took a personal interest in our groups. Matt was my group’s peer leader. He assisted us, but
led by peers not so much in a way that didn’t allow us to think for ourselves. I appreciated this type of leadership
because it allowed us to test our own knowledge and abilities as First-year students. He created a
group chat for us to continue any conversations or questions we may have had outside of the
classroom. This allowed us to continue to stay connected even after the day was over. Although they
were students just like us, they still respected our individual thought process. During my URI 101
experience I was mentored by Sabrina, a junior journalism major at the time who worked with our
instructor Dave Lavallee. Sabrina’s presence gave a balance of having an instructor give us
information vs. a current student giving us information about the university. It made it easy to have
more than one outlet in case I may have wanted to get two different prospective of the university. In
SEC, being a student run organization we all have led each other in one way or another. Although we
have senior level positions and junior level positions we do not keep those closed to only individuals
who are not currently juniors or seniors. For instance, during my sophomore year I had the chance to
hold a junior level position as the Street Team Captain. In this position, I continued to assist and run
advertising meetings with members of that committee. Although, we were all peers we understood how
to give each other the respect everyone deserved regardless of age.

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LEADERSHIP

Name: Chelsea Opong-Wadeer

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 08/22/2017 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

▪ Leadership theory and

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Outcome Category: Leadership Theories

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Outcome Category: Critical Thinking

Outcome Target Additional Experiences Descriptive notes regarding learning and

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Outcome Category: Interpersonal and Organizational Concepts & Skills

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