Inventory-2019 Version

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
Minor in Leadership Studies
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Alexa Morales

Date Enrolled: Fall 2015
Date of Graduation: Spring 2019
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD) at the University of Rhode Island and
cannot be reproduced in part, or in its entirety, without the written permission of the acting Assistant Director of the CSLD.
Contents
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
● Center for Student Leadership Development Information
● Minor Information
● Developmental Model
ADVISING INFORMATION (students will include own documentation)
● Tracking Sheet / Advising Updates
● Syllabi of Minor Classes (Core and Electives)
● Internship
● Guidelines
● Syllabus
● Mid-term
● 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
3 credits or documented 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) (introductory course option) PEX 375: Women in Sport - Contemporary Perspectives
COM 302: Advanced Public Speaking HDF 290: Modern Leadership Issues (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 412: Historical, Multi-Ethnic, & Alternative Leadership (capstone option) PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 413: Student Organization Leadership Consulting PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication HDF 414: Leadership for Activism and Social Change SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 415: FLITE Peer Leadership THE 221: Stage Management
COM 385: Communication and Social Influence THE 341: Theater Management
Becoming a Positive Leader through Development & Involvement
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
Outcomes
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these outcomes on the syllabi (the
words “goals” or “curriculum areas” may be used instead). In many of our classes, the assignments can serve as your evidence. Periodically, and not less than at the end of
each semester, you should update your outcomes progress. In the “a dditional 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 e vidence 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 Additional Descriptive notes regarding learning and practice
class Experiences
1. Student will HDF 417 I demonstrate autonomy and minimized need for approval in many ways. Firstly I would like to say
demonstrate autonomy that I have had a job since I was 16, I demonstrated autonomy because I always made sure I was
and a minimized need there on time and ready to go no matter what, even though I did not have my own car. I also showed
for approval this by paying my own bills, when I eventually got a car I started to pay my own car insurance bill
along with my rent, utility bills, cellphone bill and my tuition bill without anyone to help. I also
learned to check my credit score and to stay on top it along with staying on top of my payments for
my bills. Having the responsibility to have to pay my own bills and make sure I am on time for
things and prepared really helped me act as an adult.
See evidence #1
2. Student will HDF 290 URI 101 Throughout HDF 290 I have learned better skills to manage my work and organization through
demonstrate personal, HDF 417 self-discipline, I also learned this in URI 101. I specifically learned this in URI 101 because this
organizational, and was a mandatory class for me my freshman year and one of the focuses in it was on keeping myself
academic examples of organized and self disciplined. It taught me to stay on top of my work and try my hardest, even if I
self-discipline think I cannot do it, I should still try. In my URI 101 class I actually had to made various “5-day”
plans to keep myself on track, while staying organized and learn better study methods. The 5-day
method really helped me and I still find myself using it today, when using this I stay on track and I
have an easier time retaining the information I am studying instead of cramming everything into
one night. I also show self-discipline because I know right from wrong, this is where it goes back to
my school work, I rather hand in something late than not hand it in at all. Knowing right from
wrong, along with staying organized and doing exactly what I need to do when I need to do it are
some ways I self-discipline myself.
See evidence # 2
During this semester I have learned a lot about myself. One thing I have learned is self-discipline.
Having an internship, a job and being a student is so much t handle, without self discipline I
wouldn’t be able to manage it all. I have to be aware and on top of all of my deadlines and all of my
different schedules. In order for me to stay organized I also need self discipline. I keep a planner
with me and I have a calendar in my phone, and also one hanging up in my room next to my bed.
These all help me stay on top of all of my important dates as well as help me balance work, school
and my internship!
See evidence # 2B
3. Student will HDF 290 Com 221 In Com 221, Interpersonal Communication, I learned a lot about managing my emotions. We
demonstrate the ability HDF 417 watched multiple Ted talks on this and every week we were assigned a different writing assignment
to manage emotions about managing our emotions and what we do wrong and how we can fix it.One of the topics we
talked about were relationships and flooding. Flooding is when someone starts to get angry and they
are not able to control their well being- they start to sweat and yell and their heart rate increases.
We talked about the wrong way we express ourselves and the correct way to express ourselves. The
right way is to walk away when you began to flood during an argument and take a moment for
yourself. You have to take at least a half hour for yourself before approaching the situation again.
We have to boost our awareness of our emotions because if we do not then we will say and do
whatever we want when we are angry or sad. If we do not know how to manage our emotions we
will not be in the right state of mind, we have to be aware of this and others around us so we do not
hurt them by saying something they do not mean. An example of this happening to me was when I
got into an argument with my roommate, before I learned about this I always just ignored my
roommate and did not talk about our problem after all of the yelling but now I walk away from the
situation when I am feeling flooded and I talk about it calmly when we are both in a better mood so
we do not say anything we do not mean.
See evidence #3
I have definitely had to learn to manage my emotions this past semester more than I ever have. I
have underwent so much stress this semester, but I held it together and made it work! I have had a
lot of personal things going on since the semester started, and then throwing all of my school work,
internship work and my work-work on top of that, it was so overwhelming and emotional. I learned
to manage it and balance everything out. One way I managed my stress was by talking about my
stress and my issues to my Talent Development advisors and my friends. I also de-stress myself
from my personal things by focusing on my internship and schoolwork more.
4. Student will HDF 290 Com 221 In Com 221 we recently watched a Ted talk about managing stress and I learned a lot. We created
demonstrate knowledge HDF 417 plans on how to manage our stress. First we had to talk about how we feel about stress and how we
of stress management feel when we are undergoing stress, Next we came up with a “2-week” plan and how to change the
methods way we think about stress. In the Ted talk the women, known as Kelly McGonigal spoke about how
stress is only stress if you think it is, you can turn it into something positive. I stated that I would
smile more often and instead of keeping all of my emotions inside I will talk about them. Talking
about them lifts a weight off of your shoulders and smiling more can actually release things in your
brain that take away stress and put you into a better mood.
See evidence #4
Going off of what I said in the outcome before this about managing my emotions, I managed all of
my stress by talking about it. I went to my Talent Development advisor first and they helped me by
having me speak to another talent development advisor in which I could relate to more and she
helped me a lot. She gave me many different stress management techniques and just talked me
down whenever I was feelings a bit overwhelmed. I also spoke to my friends and they helped
comfort me but I helped myself manage my stress by always making lists and keeping track of what
I had to get done, along with the dates and times I have to get it done and it always worked out in
the end.
See evidence # 4B
5. Student will HDF 417 Modest Culture During my internship at Modest culture this semester I have demonstrated my ability to manage
demonstrate the ability Internship stress. Over the past few years I've worked as many hours as I could while have 6 classes each
to manage stress semester, so since my freshman year I have been balancing a lot on my plate. It was difficult at the
start of the semester having to balance my job, school work, my internship and being in an
organization but I've managed by dropping my organization. I knew I could not handle all of that,
there aren't enough hours in the day, but dropping one thing has given me more time for the other 3
more important things. To manage my stress I bake, I bake things from scratch like cookies, cakes,
etc and it just helps me relax and release all of my stress. I put my school work first, and then my
job and internship are pretty equal because if I don't make my job a priority I can't afford my bills,
and I also cannot put my internship on the back burner because my grade and hands on experience
is on the line.
6. Student will express a

personal code of
leadership / membership
ethics
7. Student will
demonstrate practice of
the personal code of
ethics
8. Student will express a HDF 290 HDF 290 Retreat I will act as the leader in the most honest and fair way while encouraging teamwork and humility.
personal values During the HDF 290 retreat we discussed our values that we received from our VIA test. My top 5
statement (Sources = values include: Honesty, Humility, Fairness, Leadership and Teamwork. I am always honest and I
VIA, values clarification am a terrible liar, I take pride in my humility, I feel as if everyone should always stay as humble as
exercises, etc.) possible. I believe highly in equality and the right to be treated fairly. I believe I am a strong leader
with a great mindset for responsibility and encouraging teamwork.
See evidence #8
9. Student will HDF 290 My Job (Hunger I believe that I practice my personal values everyday. One example of my values statement being
demonstrate practice of Center-Tyler put to use would be my Job. I am the head office worker at my Job at Tyler Hall. I use my
the personal values Hall) leadership value to bring all three of us office workers together and I encourage us all to help each
statement HDF 417 other whenever we need it. I show humility because by being the office worker who had been there
Modest Culture the longest I still remain humble and do not get a big head because I know more than them, I simply
Internship help them when they need helping and teach them whatever they want to learn. I show leadership
by taking charge when I know they need guidance, I show fairness because I treat them both the
same and I show honesty by telling them when they are wrong and by telling them when I do not
know how to do something so I don’t look like a know it all. As my evidence I have a worksheet
from the HDF 290 retreat. We had to write out our values and Strengths and state how our role in
something coincides with our values and strengths, I wrote mine on my role at my job in Tyler hall.
See evidence #9
A situation in which I had to utilize my strengths would have to be when my supervisor and I had to
solve a problem which I mentioned a few questions above. We had to figure out how to get the
brand out there on social media platforms without the pictures of the clothing samples or pictures
with the models wearing them. This brought out my restorative strength and my input strength
along with consistency and positivity. I had to stay positive even though that was a huge problem
and I have to stay consistent on the social media, posting 2-3 times a week every week to get the
name out, and the conclusion we came up with would be to post the promotional video to the social
media platforms. A situation in which I had to utilize my strengths would have to be when my
supervisor and I had to solve a problem which I mentioned a few questions above. We had to figure
out how to get the brand out there on social media platforms without the pictures of the clothing
samples or pictures with the models wearing them. This brought out my restorative strength and my
input strength along with consistency and positivity. I had to stay positive even though that was a
huge problem and I have to stay consistent on the social media, posting 2-3 times a week every
week to get the name out, and the conclusion we came up with would be to post the promotional
video to the social media platforms. A situation in which I had to utilize my strengths would have to
be when my supervisor and I had to solve a problem which I mentioned a few questions above. We
had to figure out how to get the brand out there on social media platforms without the pictures of
the clothing samples or pictures with the models wearing them. This brought out my restorative
strength and my input strength along with consistency and positivity. I had to stay positive even
though that was a huge problem and I have to stay consistent on the social media, posting 2-3 times
a week every week to get the name out, and the conclusion we came up with would be to post the
promotional video to the social media platforms. A situation in which I had to utilize my strengths
would have to be when my supervisor and I had to solve a problem which I mentioned a few
questions above. We had to figure out how to get the brand out there on social media platforms
without the pictures of the clothing samples or pictures with the models wearing them. This brought
out my restorative strength and my input strength along with consistency and positivety. I had to
stay positive even though that was a huge problem and I have to stay consistent on the social media,
posting 2-3 times a week every week to get the name out, and the conclusion we came up with
would be to post the promotional video to the social media platforms.
See evidence # 9A
10. Student will HDF 417 TDSB In my organization, The Talent Development Student Board I am the Secretary.With this being said
demonstrate the ability I work very closely with my President. I help him plan out all of our events very carefully and we
to lead a project from work together to make sure they are all set and ready to go when the day comes. Even though my
start to finish president is the “president” I tend to take the lead because I am a lot more organized than he it. We
(follow-through) work hand in hand but I take care of the smaller details that he tends to forget. One event we
planned this year for the first time was a Haunted House during Oktoberfest. Oktoberfest is a week
full of events hosted by Multicultural organizations the week of halloween. We are a very small
organization and we are one of the youngest multicultural organizations on campus, we were just
student senate recognized in 2013 so none of the other multicultural organizations thought we
would be able to pull off the event. They did not think we would follow through with it so they
planned a backup event the same time and day within our haunted house location just in case. We
actually had a huge turnout and everyone including all of the advisors said that it was one of the
best Oktoberfest events they have been to in years and many other multicultural organizations want
to work with us on it in the future. I believe this shows that I lead a project with my president from
start to finish, starting with nothing and no credibility and pushing through and finishing it with our
name out there and our credibility built up. Included in our evidence is the flyer we had made and a
picture of some of our members and volunteers.
See evidence # 10
11. Student will describe HDF 417 HDF 412 During HDF 417, we needed to create our own syllabus for the class pertaining to our internship.
goals and objective We also had to create goals for ourselves. Some personal goals I had for myself were to find a full
statements regarding time job before the semester ended and to get my own apartment. I wrote it down on paper and
personal issues, career planned everything out so i could make it happen in the time frame that I wanted.
issues, and community See evidence # 11
issues The passed year I had lost myself, but this semester I found myself and I got back on track. I finally
have a plan with set goals. By the start of the Summer in June I plan on moving away, possibly to
Florida, but my options are open. I want to attend grad school to become a Social Worker which I
have went back and fourth with for a few months but I have finally made my official decision.
Thinking a bit earlier I have a goal to graduate on time, so I set out to do so and i am officially on
track to graduate in May rather than staying an extra year like my original plan. I have also set goals
to start handing in all of my work early and manage my time better next semester. This semester I
had too much on my plate and I would hand assingnments in late because of my times crounches.
12. Student will show HDF 290 UCS 270 As an assignment in my career development class, or UCS 290, I had to create goals for myself.
evidence of goals and HDF 417 These goals included long term, short term, academic and personal goals. Some of these goals
objectives that were included being able to make my own decisions, making it onto the dean’s list, and graduating and
planned and achieved going on to doing a job that I love. After setting the goal of making it onto the dean’s list, I have
been on the dean’s list for the past 2 semesters. I have also started a search to find a job that I would
love to do, I switched my major to something I loved and I also stopped thinking about how much
money a job makes and started thinking about what I job I think I can see myself doing for not my
whole life but for most of it.
See evidence #12
Some personal goals I had for myself were to find a full time job before the semester ended and to
get my own apartment, I did get my own apartment and I have a second interview lined up for a full
time job, I also met all of my deadlines for my internship that I put into my schedule on my
syllabus!
See evidence # 12 B
13. Student will show HDF 290 The Hierarchy of needs theory is a theory in which is a motivational theory in psychology
knowledge of the comprising a five tier model of human needs, often depicted as hierarchical levels within a pyramid.
“Hierarchy of Needs” Maslow wanted to understand what motivates people. He believed that people possess a set of
theory by Maslow motivation systems unrelated to rewards or unconscious desires. This five stage model can be
divided into deficiency needs and growth needs.Maslow called the bottom four levels of the
pyramid ‘deficiency needs’ because a person does not feel anything if they are met, but they
become anxious if they are not. Physiological needs such as eating, drinking, and sleeping are
deficiency needs, as are safety needs, social needs such as friendship and sexual intimacy, and ego
needs such as self-esteem and recognition. Maslow called the fifth level of the pyramid a ‘growth
need’ because it enables a person to ‘self-actualize’ or reach their fullest potential as a human being.
Once a person has met his deficiency needs, he can turn his attention to self-actualization; however,
only a small percent of people are able to self-actualize because self-actualization requires
uncommon qualities such as honesty, independence, awareness, objectivity, creativity, and
originality.
From:http://www.simplypsychology.org/maslow.html
See evidence #13
14. Student will show
application of Maslow’s
theory to own life
knowledge of the theory
of Superleadership by
Manz & Sims
application of Manz &
Sim’s theory to own life
17. Student will describe HDF 290 HDF 412 My top strengths include: restorative, consistency, positivity, input and command. Restorative is a
StrengthsQuest HDF 417 big strength in me, I can quickly point out a problem and think of solutions on the spot. Consistency
Signature Themes, is another big one for me because equality is huge to me, if someone is not being treated fairly I
shadow side of immediately give my two sense and try to fix it. Positivity is great because I can easily tell people a
Strengths and/or plan I have and they jump right on board because of my enthusiasm. Input ties in with all of these,
weaknesses, and because I always remember the smallest details of people and situations I tend to analyze what is
examples of application happening around me along with the people who are around me, this really helps me because it
(Source = Gallup) always determines my first judgment of someone. The last one is command, I can easily take
control of a situation, in a way the other 4 of these all come into play with command because if I
did not analyze a situation, or have a positive outlook or even have the restorative trait I would have
trouble trying to figure out a problem and trying to solve it while taking the lead. I believe all of
these strengths make me the leader I am, ready to take charge at any moment, while being able to
fix any situation that comes my way in a well organized manner.
See evidence #15
REVISION (ADD ON TO ORIGINAL ABOVE)
My five signature themes from strengthsquest include Consistency, Restorative, Discipline,
Futuristic and Relator. I’m going to use my becoming a PA to explain how my strengths will help
me within the field. Having Consistency as my top trait makes sense to me in my opinion.
Consistency means I am aware of the need to treat everyone the same by setting up clear rules and
sticking to them. This will be an asset within my career because I know I need to treat everyone the
same, like my patients for example. If I favor certain patients then I will not be giving all of my
patients the same respect and care they need. I would say this is going to be a challenge possibly
when it comes to working with doctors. I say this because yes, everyone should be treated equally
but if there is a doctor that I think could or should be doing a better job then I want to be able to
voice that rather than just acting like I do not notice it and praising them like the other doctors. My
next strength is Restorative which means I am good at dealing with problems and pretty good at
figuring out what went wrong and how it can be solved. This will be an asset to me within my
future career because my entire job will be based on trying to figure out what is wrong with the
patients and how to get them back to their healthy state. Personally I try to solve every problem that
comes my way all by myself. I rarely ask for help because I do not want people to judge me or think
I am incapable of something. When I cannot solve a problem I tend to get discouraged. Therefore I
think this might be a challenge because if I do not ask for help when I need it and get discouraged
because I do not know how to solve a certain problem I will have someone health in my hands. So I
have to learn to ask for help. Having discipline as one of my strengths is spot on. If you know me,
you know that I love a schedule with a set agenda. I like structure, so this will definitely be an asset
within my career. I will have a busy work schedule, with a lot of cases and patients along with
trying to balance family, friends and my sanity. So I believe this will be great because I am great at
managing my time, and I am going to have to be within my career because I will have so much on
my plate. This is a challenge because I am not at all a person that just goes with the flow. I am
easily frazzled when things do not go as planned and I cannot be like this if things do not go as
planned during my work day within my career. I have to be professional and ready for anything
thrown my way. My next strength is Futuristic. With this being said, I am constantly thinking ahead
about my future and what is next. This is an asset because I will always be thinking ahead, about
how I could better myself within my career and think about what is next. This is a challenge
because if I am constantly thinking about how I can better myself within my career, I will never
think I am good enough and this could make or break me honestly. Also if I get so focused on the
future, how will I ever take in the present. I won’t be as focused on my work because I will always
ponder on what I could have done better. My last strength is Relator. This means I enjoy close
relationships with others and enjoy working hard with friends to achieve a common goal. This will
be an asset because I will create strong bonds with my coworkers and I think that makes the work
environment more healthy and welcoming. I think this will be a challenge because I will probably
get attached to the patients and I do not think that is a good thing because it can lead to conflict.
Going back to my strength consistency, I like to treat everyone equally so if I got close to a patient
for example and they notice I treat them the exact same way as another patient they could get upset
because they think they deserve special treatment which could cause issues. Also becoming close
friends with coworkers is good but to a certain extent because it could lead to distractions.
18. Student will describe HDF 412 I am a servant leader. I say this because I tend to lead when others need someone to guide them. My
personal leadership style strengths that I mentioned earlier fall right into the servant leader category. I am consistent and
and/or personality style restorative. This relates because as a servant leader I look out for everyone and their well being, I
including strengths and want to treat everyone equally and I am good with handling situations and finding solutions. I am
weaknesses and futuristic, so I am always thinking about the future and ways to better things.
examples of application
(Sources = Leadership
style inventories, the
L.P.I., Type Focus
(MBTI), LAMP, DISC,
and other career
inventories, etc.)
Outcome Category: Leadership Theories
class Experiences
19. Student will show HDF 290 The authority and bureaucracy theory includes three types of leaders. These leaders include
knowledge of the Bureaucratic, charismatic which is the type of leader that is not only capable of but actually possesses
“Authority and the superior power of charisma to rally diverse and conflict-prone people behind this leader, and
Bureaucracy” theory traditional which is a leader that is someone who depends on established tradition or order. While this
of leadership Weber leader is also a dominant personality, the prevailing order in society gives him the mandate to rule.
Weber was the first to notice that leadership is situational in nature and to be a successful leader, one
must transition between leadership styles. Weber also believed that there were two basic types of
leaders within the model which are transactions and transformations.
From: http://faculty.babson.edu/krollag/org_site/encyclop/weber.html
See evidence #18
20. Student will describe
personal application
of the above theory
(Weber)
21. Student will show HDF 290 The scientific management theory of leadership is a type of management that analyzes the workflow.
knowledge of the The main objective is to improve on economic efficiency while focusing on labor and productivity in
“Scientific the fastest way possible. There are 4 principles to this theory. The first is using scientific methods to
Management” theory create laws and rules. The second is selecting and training the workers. By selecting the workers based
of leadership by on capability and motivation, it makes them want to do their job better because they are more likely to
Taylor be interested in what they are doing. The third is dividing the work and responsibility between workers
and managers so that no one is getting overwhelmed and can focus on a few things and get them done
better than doing a lot more alone and putting in less effort. The last is cooperation between workers
and managers. Recruitment leads to training which leads to getting work done efficiently which then
leads to prosperity. This also falls into the harder people work, the more money they are going to
receive.
From: https://www.mindtools.com/pages/article/newTMM_Taylor.htm
See evidence #20
of the above theory
(Taylor)
23. Student will show HDF 290 The “Management by Objectives” theory by Drucker is a personnel management technique where
knowledge of the managers and employees work together to set, record and monitor goals for a specific period of time.
“Management by Organizational goals and planning flow top-down through the organization and are translated into
Objectives” theory of personal goals for organizational members This was first used in Drucker’s book called “The practice
leadership by of Management” in 1954. .A few pros to this include increasing motivation to complete smaller goals
Drucker and increased positive relationships and communication between managers and employees. A few cons
include how time consuming and tedious it is along with being very systematic.
From:
http://study.com/academy/lesson/what-is-management-by-objectives-mbo-definition-advantages-disad
vantages.html
See evidence #22
24. Student will describe HDF 290 Pinkberry (job) During my first job, at Journeys I was a sales associate. We had an online system that told us what our
personal application Journeys (job) goals were for the day, week, month and year. We would always have meetings with our manager to go
of the above theory over our numbers and what we had to do that day to keep our sales on track. This brought me closer to
(Drucker) my manager personally because I had great numbers according to him so we would always discuss
them and the conversation would always be great because I had good numbers. t my current job,
Pinkberry I am a shift lead so we have to pay a lot of attention to our numbers, also known as our
“labor.” If the shiftleads did not communicate with the regular employees about our labor than the store
would be a mess. Our labor controls how many people are going to be working, how many are going to
be sent home and how many Hours we are all going to work, along with the schedule and what our
sales are going to be like. This helps bring us all together because it helps us all work together as a
team to reach our sales goal along with working as a team to get tips.
25. Student will show HDF 290 There are two different types of leadership or managerial styles according to MacGregor. The first
knowledge of being more of an authoritarian style or management known as theory X and then a more participative
“Theory X and style, known as theory Y. Theory X is more for the managers that think their employees are naturally
Theory Y” theory of unmotivated and dislike working; encouraging the authoritarian style of management. In this theory
leadership by managers tend to actively intervene so things can get done. These types of managers believe their
MacGregor employees have to be controlled or forced to get things done, along with being supervised every step of
the way while being told they have to produce results; otherwise they have no ambition or drive.
Theory X based organizations usually are filled with a lot of supervisors and managers. Theory Y on
the other hand is a place that employees enjoy being, they are usually self-motivated and creative while
considering their job a natural part of life and solve work problems imaginatively. These employees
usually take full responsibility and are motivated, ready to fulfill all of the goals they are presented
with each day. This type of manager is usually decentralized.
From: https://www.mindtools.com/pages/article/newLDR_74.htm
See evidence #24
of the above theory
(MacGregor)
27. Student will show HDF 290 HDF 412 A servant leader is someone who focuses on the well-being of the people around them. The servant
knowledge of the leader tends to share power rather than just keeping it all to themself, they put the needs of others first
“Servant Leadership” and help others perform and develop as highly as they can. There are 10 characteristics to servant
theory of leadership leadership.
by Greenleaf From: https://www.greenleaf.org/what-is-servant-leadership/
See evidence #26

A servant leader has many values that defines themselves. Servant leaders value: Diverse opinions,
Trust within communities, Building leaders within others, Encouraging and Helping others, Thinks
about others and not just self. Ten characteristics include: Listening, Empathy, Healing, Awareness,
Persuasion, Conceptualism, Foresight, Stewardship, Commitment to the Growth of People, Building
Community.
There are 10 characteristics to a servant leader. The first is Listening, a servant leader must listen to
verbal and non-verbal signals and interpret what others are saying or doing in order to be an effective
leader under certain circumstances. Most leaders speak, but in this case we are the leaders that listen to
the thoughts and actions of others to better understand the dynamic of a single person and or group.
The second characteristic is Empathy. A servant leader is empathetic because we listen to understand
not just to respond. The person or people we are listening to want to be heard, they are not just
speaking for a response, they just want to be heard. A servant leader is great at healing not only their
self but also the people around them for the most part. A servant leader is aware, they are aware and
conscious about their self along with what is going on around them. Being aware benefits a servant
leaders ethics and values. “Awareness is not a giver of solace–it is just the opposite. It is a disturber
and an awakener. Able leaders are usually sharply awake and reasonably disturbed. They are not
seekers after solace. They have their own inner serenity” (Podsada, 2017). A servant leader relies on
persuasion. This type of leader is all about democracy, rather than making their decision on their own,
a servant leader tries to persuade everyone around them that their idea or ideas are good ones and
attempt to convince them that their call is the right call to build a consensus rather than having a split
group. Conceptualization is another trait that servant leaders entail. This is great because they think
outside of the box and think about the bigger picture. This type of leader has the future of the group in
the back of their mind always, so improvements can be made. The next characteristic is foresight. This
means this type of leader understands how to make something good out of a situation, by this I mean
they know how to take a situation from the past and acknowledge that it was a lesson. They are able to
think about the present and also the impact on their decisions in the future. Stewardship is another
which is a commitment to serving the needs of others. Next is Commitment to the growth of people.
This type of leader is devoted to helping each person around them reach their full potential and grow as
a person. The last characteristic of a servant leader is building community. A servant leader should
want to build a community among those who work within a given institution.
Greenleaf, R. G. (1977). Servant Leadership: a journey in the nature of legitimate power and
greatness. New York, NY: Paulist
28. Student will describe HDF 412 During HDF 412 in module 1, we acknowledged what type of leader we are and why. I am a servant
personal application leader. I say this because I tend to lead when others need someone to guide them. My strengths that I
of the above theory mentioned earlier fall right into the servant leader category. I am consistent and restorative. This relates
(Greenleaf) because as a servant leader I look out for everyone and their well being, I want to treat everyone
equally and I am good with handling situations and finding solutions. I am futuristic, so I am always
thinking about the future and ways to better things. Being a servant leader will have both positive and
negative aspects when I start my career. Starting with the positive, as a servant leader I will go out of
my way for my patients and colleagues to try and help better their self and their situations. This will
have its down sides because if I am always worried about everyone around me and their well being
when will I have time to worry about myself. I could easily get off track and I know I cannot do that in
my profession because it could make or break me.
See evidence # 28
29. Student will show Principle Centered Leadership is a leadership theory developed by Steven Covey, and based upon the
knowledge of the premise of servant leadership. By helping ourselves to look at the world based on principles, we can
“Principle Centered empower others by aiding them to realize their potential. In education this is important because if I
Leadership” theory have focus and confidence in leadership abilities, I can empower others to realize their potential so that
by Covey the organization as a whole will raise. 8 Characteristics of Principle Centered Leadership: Continually
Learning - Learn from their experiences, service Oriented - Life is a mission, Positive Energy -
Cheerful and optimistic, Believe in others - See the potential in others and help to achieve , Lead
Balanced Lives - Stay current with social events, See Life as an Adventure - Savor life, Synergistic -
Creative change agents, Exercise Self-Renewal - Physical, mental, emotional, spiritual
See evidence #29
Patrick. (1970, January 01). Education and Leadership. Retrieved from
http://ed-lead.blogspot.com/2011/05/principle-centered-leadership.html
of the above theory
(Covey)
knowledge of the “14
Points / TQM” theory
of leadership by
Deming
of the above theory
(Deming)
33. Student will show HDF 290 Visionary leaders lead people to a common goal by telling their groups where they are going without
knowledge of the telling them how to get there. This type of leader lets the group figure out the best possibility to a
“Visionary problem, while watching over them but not giving away the solution. This leader gets their group
Leadership” (now thinking. A visionary leader has many key qualities, they should be able to:Express and understand
often cited as others feelings along with their own, be confident in themselves and their decisions and have good
“Transformational presentation skills and embrace change. Transformational leaders are leaders that inspire their group
Leadership”) theory and make them want to get things done. This type of leader has clear goals and knows what they want
by Sashkin to get done and how it is going to get done without being bossy. A transformational leader has many
key qualities: Offers support and encouragement to others along with encouraging to think outside the
box, getting creative and they should serve as a role model and help their group fulfill the goals.
From: https://www.mindtools.com/pages/article/emotional-leadership.htm
See evidence #32
34. Student will describe HDF 290 In HDF 290, I did a presentation which taught my classmates about visionary and transformational
personal application leadership along with some background information about Sashkin. Being able to teach the class
of the above theory myself about this theory really helped me gain a better understanding of the concept, I feel as though I
(Sashkin) gained a lot of knowledge. If I did not teach the class about this theory I don’t think I would have fully
understood the theory especially if I did not do the research I did, I would have been a bit confused. So
by doing this presentation I learned more than just sitting in a class listening to someone else speak.
See evidence #33
35. Student will show HDF 290 This theory focuses on single- and double-loop learning, the immaturity and maturity continuum,
knowledge of the organizational communication and the effects of each of these on employee motivation, accountability
“Individuals in and empowerment. In contrast to double-loop learning, which questions underlying assumptions,
Organizations” single-loop learning, which solves problems superficially and symptomatically, fails to address the real
leadership theory by issues that make companies ineffective. Argyris theory also asserts that open communication within an
Argyris organization, normally considered a good thing, can block learning and put a halt on the progress if it's
based on defensiveness, denial of real problems, inability to face tough issues and refusal to examine
one's own attitudes and contributions to the problem.This theory also states that successful employee
empowerment requires management to provide opportunities for personal growth in the same 7 areas in
which children must mature as they approach adulthood.
From:http://www.business.com/management/management-theory-of-chris-argyris/
See evidence #34
36. Student will describe HDF 417 Modest Culture I have been integrated into the organization because I play a huge role in how their business goes, I am
personal application Internship in charge of all of the media outlets so If I do something wrong on that part it makes the business look
of the above theory bad. We also call and text when I need help or just have an idea I want to share with him. I also have
(Argyris) access to many different things within my internship like their instagram,. facebook, twitter and email.
See evidence # 35
37. Students will HDF 290 The 4 V model includes Value, Vision, Voice and Virtue. Values are how we decide on things, like
demonstrate what is right from wrong for example. A good leader believes and uses their own personal core values,
knowledge of the “4 which are normally a combination of internal and external values working together to create an
V’s” theory of outcome. Vision is your perspectives and views on things, including being aware of your
leadership by Grace self-reflection. Voice is how a leader is heard, a leader uses their voice to get out a clear message that
(Center for Ethical persuades and appeals to most people while still remaining credible and trustworthy. Virtue is at the
Leadership) center of the model. Virtue falls in the same pot as morals and ethics, if your morals and ethics are
alined it keeps everything else in line too.
From: http://participedia.net/en/organizations/center-ethical-leadership
See evidence #36
of the above theory
(Grace)
39. Student will show HDF 290 A situational leader is the type of leader that changes their leadership style to best fit the people around
knowledge of the them. There are four core leadership styles, these include: directing, coaching, supporting and
“Situational delegating. Breaking these core style down to simpler terms, we diagnose to understand the situation
Leadership” theory that is being influenced, we adapt to adjust a behavior from a change in something, to communicate to
by Hersey & interact with others in a way that is easily understood and accepted and finally advancement, which is
Blanchard to manage the movement. A situational leader adapts to whatever type of leader out of those four is
needed in that moment.
From:http://smallbusiness.chron.com/define-situational-leadership-2976.html
See evidence #38
of the above theory
(Hersey &
Blanchard)
41. Student will show HDF 290 Relational Leadership is a relational process of people working together to accomplish change or make
knowledge of the a difference to benefit the common good. This philosophy would value being ethical and inclusive. It
“Relational would acknowledge the diverse talents of group members and trust the process to bring good thinking
Leadership” model to the socially responsible changes group members agree they want to work towards. Relationships are
by Komives, the key to leadership effectiveness.In a clearer sense, relational leadership has 5 main components
McMahon & Lucas including Purpose, meaning to have an individual commitment to a goal or activity. It is also the
individual ability to collaborate and find common ground with others to establish a common purpose,
vision for a group, or work toward the public, Inclusion, which is of people and diverse points of view.
Empowerment,which is the empowering of others who are involved. Ethics, meaning when driven by
values and standards of leadership which is “good’ or moral in nature. And lastly the Process, which is
how the group goes about being a group, remaining a group, and accomplishing the group’s purpose.
From: https://www.uta.edu/leadership/_downloads/The-Relational-Model.pdf
See evidence #40
of the above theory
(Komives et al)
43. Student will show HDF 412 Constructivism is a basic theory based on observation and scientific study about how people learn.
knowledge of the People are taught to construct their own understanding and knowledge of the world through both
concept of experiencing things and reflecting on those experiences.
constructivism
44. Students will describe
personal examples of
implementing
constructivism
45. Student will HDF 417 Kolb's experiential learning theory works on two levels: a four-stage cycle of learning and four
demonstrate separate learning styles. Much of Kolb’s theory is concerned with the learner’s internal cognitive
knowledge of the processes. Kolb states that learning involves the acquisition of abstract concepts that can be applied
Experiential Learning flexibly in a range of situations. In Kolb’s theory, the impetus for the development of new concepts is
Model (Kolb) provided by new experiences.
https://www.simplypsychology.org/learning-kolb.html
See evidence #44
46. Student will describe HDF 417 Modest Culture I would say the Leadership model I identify with at my internship the most is Kolb’s experiential
personal application Internship learning cycle. This is because everything for myself and everyone around me including my supervisor
of the Experiential is a learning experience. I have never created a clothing line and this is the first time for my supervisor,
Learning Model so we are all learning together. This experience has prepared me for future work in so many ways. I
(Kolb) have learned the ins and outs of creating and running a business. I don't want to go into the field of
having my own business or running a business, but it showed another route I could take possibly at
some point down the line.
47. Student will show HDF 290 The social change model was established in 1994. It was built on the assumptions that leadership is
knowledge of the socially responsible and it impacts change on behalf of others, leadership is a process not a position, it
“Social Change is collaborative and inclusive and accessible to all people while being value-based. The social change
Model of Leadership model looks at three leadership in three lenses- the individual, the group and the community or societal
Development” by views. The social change model has 7 C’s of leadership or 7 critical values. Starting with the individual
Astin et al values, the first C is Consciousness of self which are the beliefs, values, attitudes and emotions that
motivate one to take action. The second C is Congruence which is the understanding and consistency
of one’s own values, beliefs, strengths and limitations. The third is Commitment which is the energy
that motivates an individual to serve and that drive for that collective effort. Moving on to Group
values, the fourth C is Collaboration which is leadership as a group process. The next is Common
purpose which is to work with shared goals and values. The next is Controversy with civility and this is
the difference that exist within a group, the differences can be accepted and resolved through open and
honest discussion. Moving onto Community and societal values, the last C is Citizenship which is
when the group becomes connected to the society and community from leadership experience within
the society together. Although it normally says there is only 7 there is actually and 8th! The 8th C is
CHANGE! Change is the ultimate goal for this process of leadership. This means a better world and a
better society for one’s self and others.
From:http://www.cmu.edu/student-affairs/slice/studentactivities/leadership/pdfs/social-change-model.p
df
See evidence #46
of the above theory
(Astin et al)
49. Students will HDF 412 The Leadership Development Model is a transformational model that is stage-based and entails
demonstrate students progressing through 6 different stages. 6 transformational stages in leadership identity
knowledge of the development include as follows: Awareness: This stage includes recognition of leadership and the
“Leadership Identity drive to become a leader, Exploration/Engagement: This stage centers the understanding of personal
Development Model” strengths and weakness. In addition, one works towards the goal of becoming involved in their
by Komives et al community, Leadership Identified: Leadership is positional role in which one person acts with
responsibility as the core. Throughout this stage, one will gain perspective of the interconnectedness
process of leadership. The next is Leadership Differentiated: Leadership can be positional or a non
positional role. It is important to create community within a group to establish these connected roles,
Generativity: Achieve and and maintain sustainability of leadership while supporting the team growth,
and finally Integration/Synthesis: Engage with new organizations and become involved with different
aspects of the community.
Komives, S. R. & Longerbeam, S. D. & Owen, J. E. & Mainella, F. C. & Osteen, L. (2006). A
Leadership Identity Development Model: Applications from a Grounded Theory. Journal of College
Student Development 47(4), 401-418. Johns Hopkins University Press. Retrieved September 18, 2018,
from Project MUSE database.
See evidence #49
50. Students will describe
of the above theory.
(Komives et al)
51. Students will
demonstrate
knowledge of the
Strengths-Developme
nt Model by Hulme et
al
of the above theory
(Hulme et al)
53. Student will
demonstrate
knowledge of
behavior theories of
leadership from
Michigan and Ohio
State
of the above theories
(Michigan & Ohio
State)
55. Student will
demonstrate
knowledge of
Charismatic
leadership
of the above theory
57. Student will
demonstrate
knowledge of
contingency approach
to leadership by
Fiedler
of the above theory
(Fiedler)
59. Student will The Path-Goal model is a theory based on specifying a leader's style or behavior that best fits the
demonstrate employee and work environment in order to achieve a goal (House, Mitchell, 1974). The goal is to
knowledge of increase your employees' motivation, empowerment, and satisfaction so they become productive
Path-Goal theory by members of the organization. Path-Goal is based on Vroom's (1964) expectancy theory in which an
House individual will act in a certain way based on the expectation that the act will be followed by a given
outcome and on the attractiveness of that outcome to the individual. The path-goal theory was first
introduced by Martin Evans (1970) and then further developed by House (1971). The path-goal theory
can best be thought of as a process in which leaders select specific behaviors that are best suited to the
employees' needs and the working environment so that they may best guide the employees through
their path in the obtainment of their daily work activities (goals) (Northouse, 2013).
“Path-Goal Leadership Theory.” Path-Goal Theory of Leadership,
www.nwlink.com/~donclark/leader/lead_path_goal.html.
See evidence #59
of the above theory
(House)
61. Student will In the Leader-Member Exchange (LMX) theory of leadership, the quality of the exchange relationship
demonstrate between a leader and a particular member of a work unit, team or organization is the basic unit of
knowledge of Leader analysis (dyad). In this article, we try to answer the question whether research on the various aspects of
Member Exchange the exchange processes between leaders and their subordinates is consistent with the theoretical
(LMX) theory by
underpinnings of LMX theory. Our focus is on the similarities and differences between the theoretical
Dansereau, Graen &
Haga; Graen & assumptions of LMX theory and the way the core concepts are elaborated in empirical studies.
Cashman; Graen Although LMX theory has resulted in a number of useful accomplishments, both theoretical and
practical, it still faces a number of challenges. The main challenges are to carry out a thorough and
consistent refinement of the measuring instruments used, and to gain more insight into the mutual
behaviours, attributions, and evaluations which facilitate or inhibit the development of high-quality
working relationships.
Breukelen, Wim Van, et al. “Leader-Member Exchange Theory and Research: Accomplishments and
Future Challenges.” Leadership, vol. 2, no. 3, 2006, pp. 295–316., doi:10.1177/1742715006066023.
See evidence #61

of the above theory
(Dansereau, Graen &
Haga; Graen &
Cashman; Graen)
63. Student will
demonstrate
knowledge of
Leadership
Substitutes Theory
of the above theory
65. Student will
demonstrate
knowledge of Models
of leader emergence
the impact of traits on
leadership emergence
and performance
67. Student will
demonstrate
knowledge of Chaos
approach to
leadership by
Wheatley
of the above theory
(Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

class Experiences
69. Student will
demonstrate how
cultural anthropology
/ paradigms relate to
leadership
personal example of
using cultural
anthropology /
paradigms as a leader
71. Student will HDF 412 The “Cycle of Socialization” is a theory that explains how people interact and grow in a social society.
demonstrate It starts out when a person is born. When a person is born, he or she has no choice to what their race,
knowledge of the ethnicity, gender, class, religion, or sexual or he or she is. Since there is no control over this, we have no
“Cycles of consciousness about who he or she is. The second part of the theory is the first socialization. This
Socialization” (Harro) socialization is with the ones who love us most in the world, our parents and our family. They shape our
theory and its uses in beliefs, concepts and perceptions of the world. They are our first role models in the world and they teach
leadership us how we should behave as a person. The third part of the cycle is our institutional and cultural
socialization. This is where the people around us in school and our religion shape our personality. This
is also where we learn what stereotypes are in the world and how they affect our thinking. The next part
is the enforcements. This is where people are rewarded for doing good, or punished for doing bad. We
learn the difference between right and wrong. The people who go against what is considered right are
considered troublemakers, even if it is the right thing to do. The next part is the result. The result is
where the problems in society are unchanged due to the upbringing of toddlers. They are taught the
stereotypes so there is no way to change them. The last part of the cycle is the action. There are actions
that we can take after completing the cycle. The majorities of people do nothing and let the stereotypes
and cycle stay the same. There are actions that we can take that can make a difference in the world and
to make a change.
See evidence #71
72. Students will HDF 412 During HDF 412, we wrote a paper that included this cycle. I used myself and I also used my
demonstrate personal knowledge on the LGBT community. Going through Harro’s Cycle of Socialization, starting with the
application of the beginning. I was born with no information or opinion on people who were part of the LGBT
“Cycles of community. Next is my first socialization, I had a family member who was a lesbian, no one ever really
Socialization” (Harro) sat me down and explained that to me, I just kind of seen it first hand and came to understand it. Next is
institutional and cultural socialization, I was never really exposed to this within my school system until
high school, where I had a friend who was gay. This is when I started to actually come to the realization
that people actually cared if others were part of the LGBT community. My friend who is gay had been
teased from other guys, he was also a cheerleader so he had to face that stigma. He came out our senior
year so before that guys would always make jokes about him being a cheerleader and they would say he
was gay, he would deny it until he came out our senior year. I know growing up my mom would always
say I was a girly girl and say my younger sister was a tomboy. Over the years my mom would always
accuse my sister of being a lesbian, and I use the word accuse as if it is a bad thing because in my
opinion it was. My other questioned her about it over and over again as years went on, turns out 19 years
later my sister is actually a lesbian. I feel like my mom constantly questioning her made her feel as if it
was a bad thing, it made her feel like everyone was judging her so she did not feel comfortable coming
out. No one should have to feel like that. Which brings me to the core of fear and confusion for my
sister and also my friend in high school, along with ignorance from my mother. For a while my actions
in the model were to do nothing, I would just acknowledge what was going on. As I got older I realized
right from wrong. I started to realize this in High school, if someone would pick on my friend and call
him out on being gay I took action and stood up for him, with my mom I always said that no matter
what my sister is, is fine and it should not be a concern of anyone else except herself. I started to take
action. Continuing the cycle will be when I have my own children. My outlook is always that I do not
care about what another person’s preferences or decisions are if they do not affect me or the people
around me, let everyone live how they want to live, in regards to this if someone if gay, that is perfectly
alright. It is not hurting me in anyway and everyone should be comfortable in their own skin so this is
what I will teach my future children to continue the cycle.
73. Student will HDF 412 The “Cycle of Liberation” is a theory created by Bobbie Harro that explains how people act to free
demonstrate themselves in society. It starts out with “Waking Up”. This is when a person experiences an
knowledge of the intrapersonal change that changes what he or she believes in. It can be described as an epiphany. It
“Cycles of brings a new level of self-awareness and causes the person to look at society differently. The second part
Liberation” (Harro) of the cycle is getting ready. This is a time of reflection by the person. This time of reflection usually
theory and its uses in causes a person to challenge his or her beliefs about the state of the world. This reflection will also cause
leadership new perspectives to come into mind. The third part of the cycle is Reaching Out. This portion is a part
where we interact with others and explore new ideas with other people. It is a time of brainstorming and
where new ideas can be formed. The fourth step of the cycle is Building Community. This is where a
person will seek out people who share the same diverse viewpoints, ideas, or assumptions. After these
people are found, a community is starting to be built. This community will begin to work together to
explore the strengths they have. Along with this they will see what is needed to change what they see
wrong with certain systems in the world. The fifth part of the cycle is Coalescing. This is where a group
that has figured out their plan of action puts it into motion. They do organized activities that can make a
difference. The second to last part of the Cycle of Liberation is Creating Change. This is possible if
groups continue to work for the cause they believe in. As long as they are dedicated to what they
believe. The final part of the cycle of liberation is maintaining. A group must be maintained well in
order to see sustained change.
See evidence #73
74. Student will HDF 412 During HDF 412, we wrote a paper in module 2 using this cycle, going off of my example from the
demonstrate personal cycle of socialization application abovem I’ll stick with that and the LGBT example. Speaking on
application of the Harro’s Cycle of Liberation, I believe my “wake up” call would be seeing my friend in high school
“Cycles of being made fun of for his preference and seeing my sister so uncomfortable with my mom questioning
Liberation” (Harro) her preference, that it took her 19 years to feel comfortable enough to come out. Starting with getting
ready in the cycle, I would start by just empowering the LGBT community, let them know I am on their
side. This will lead to building a community, although I am what is known as straight I can still let them
know I support them and their choices. Moving on to coalescing, educating the people who are not
educated in that area is huge. If they do not understand that people are going to have different
preferences they’ll never grasp the concept Creating change can be done by possibly holding a class all
about pronouns and LBGTQ vocabulary within the community, this can be maintained by passing on
this knowledge to our peers.
See evidence # 74
75. Student will HDF 412 The Configuration of Power is a model that explains who has power in society. It is a four-circle
demonstrate diagram, which each circle being inside the next. The innermost circle, or the core, is economics. This
knowledge of the shows who controls the money, business, and resources in the community. The next circle is Politics.
“Configuration of This circle deals with the issues of power. It also focuses on protecting economic interests, and it
Power” (Franklin) manufactures conflicts to distract the population from addressing the main causes of problems in the
and its relationship to community. The third circle is the Bureaucratic Management. This circle is people who are employed by
leadership politicians. They manage law enforcement and the judiciary council of the community. They are the
protectors of the politicians. The last circle of Franklin’s Configuration of Power is Controllers of
symbols. This circle consists of media, education, religion, and popular culture. They train the new
people who join the community to stay with the plan.
See evidence #75
76. Student will
demonstrate personal
application of the
“Configuration of
Power” (Franklin)
77. Student will HDF 412 The model I chose is Renn’s Ecological Theory of Mixed Race Identity Development. Renn borrowed
demonstrate the PPCT model; also known as the Person - Process - Context - Time model from Bronfenbrenner’s
knowledge of racial ecology model of human development and used it as a framework to discuss her study on college
identity development student’s experiences being mixed. This model starts off with person, which is accounting for the
(Cross & background and heritage of one's family and their extent of knowledge on those. This also includes one's
Fhagen-Smith; Rowe, physical appearance and the amount of experience they have within their families culture and heritage.
Bennett & Atkinson; The next is the process. The process includes the opportunities that come your way from college life for
Ferdman & Gallegos; example. The process helps you make sense of race. The next is context. Context is great on a college
Kim; Horse; Renn campus because there are multiple aspects that come into play.The first would include microsystems,
etc.) which mainly include face to face interactions on campus. There are multiple opportunities for both
positive and negative interactions when it comes to exposure to multiple races and ethnicities. There are
also clubs and organizations on campuses in regards to monoracial and multiracial identities. Context is
also known as microsystems. The next is mesosystems, which is campus culture, the culture of the
campus on certain topics like monoracial and multiracial essentially set the tone with both negative and
positive messages. The next is called exosystem, which affects the students awareness of racial identities
or ethnicities. An example of this is having to choose to identify as a certain race or ethnicity on
required school forms. Lastly, the aspects of the macrosystem affect how a student views race and
culture. The last piece to the model is time, which is the sociohistorical context of things which has a
huge impact on the macrosystem. Renn’s theory includes five identity patterns, she conducted a study
within a college solely intended for mixed race students using these five patterns. These patterns
include: monoracial, multiple monoracial, multiracial, extraracial, and situational.
See evidence # 77
78. Student will HDF 412 I had to apply Renns mixed race model to myself in our module 2 papers. Personally I identify with
demonstrate personal situational from Renns 5 identity patterns.. I am Hispanic and White, but even though I switch between
application of my two identities, I do have trouble doing so sometimes. Some examples I could give about switching
model(s) of racial between identities would be when I chose an organization to be in on campus, if I was in an organization
identity development with mainly all minorities I would label myself as hispanic if I am in something with mainly all white
above people, I label myself as white. Although it seems easy to do it is tricky for me. When I am around
minorities they label me as white and when I am around white people they label me as hispanic so
essentially my “labels” are always opposite. Applying for college I put down I was hispanic on my
applications rather than stating I was white for some schools and vice versa for other schools depending
on the populations they had. I also have it easy to switch my identity wherever I am. The way I look can
also go either way, some people think I am white and some people think I am hispanic. I would not
change anything in this model because those words fit so many people I know to a Tee.
See evidence # 74
79. Student will
demonstrate
knowledge of models
related to gender /
identity / gender
identity development
(Lev; Bussey; Bussey
& Bandura; Bilodeau;
Gilligan; Belenky et
al; etc.)
80. Student will
application of
model(s) of gender
identity above
81. Student will In HDF 412, I learned about several social identity development models. The Model of Atheist Identity
demonstrate Development by Smith emphasizes individuals who self-identify themselves as atheists. Identifying as a
knowledge of person who rejects the notion of an existent God in a society and culture where theism is heavily
additional social embedded is difficult. This model does not explain resistance that an atheist might encounter in a society
identity development that is unsupportive and unknowledgeable in the understanding of it. The stages are the starting point,
model(s): Sexual ID, question theism, rejecting theism, and “coming out” atheist. The starting point stage encompasses that
Faith & Spirituality, most individuals have been exposed to a belief and possibly practice for a God during their childhood.
Disability, Social These ideas are pressed upon them throughout their early lives. This left little opportunity to go through
Class (Dillon et al; a personal quest to choose whether religion was appropriate for their lives. Therefore, theism is still
Fowler; Parks; Astin strange in its context. There is always an original expression or some belief in God that throughout their
et al; Peek; Smith; early lives growing up in the United States. The question theism stage is when individuals are exposed
Johnstone; Gibson; to different viewpoints and paired with conversations with others from diverse backgrounds with
Forber-Pratt & similar doubts about theism; questions are emerging. Unlearning religious instruction through constantly
Aragon; etc.) questioning leads to a new understanding of the challenges with religious identities. Individuals tend to
reexamine the doctrines of the biblical scriptures as they begin to doubt God, become hypocritical with
religious people, move away from those beliefs, and no longer connect morality with religion. The
rejecting theism stage is when one truly believes that they are no longer compelled to believe in God
even though there is no evidence is God, they do not claim that God does not exist. Atheist’s identities
have multiple boundaries that they create from their beliefs because they no longer possess and actions
they no longer participate. These boundaries that they have set are guiding decisions from their
relationship to their overall life decisions. The stage of coming out atheist are for those who can actively
express what it means for them to be an atheist. Conversations are held with respect as they can
maneuver between the stigmatized status of what it means to be an atheist and to acknowledge beliefs
that contradict the normalized theism towards God and the religions. A stronger self-acceptable are met
as they grow their abilities to engulf atheism; this leads to the process of affirming and liberating.
Patton, L.D., Renn, K.A, Guido, F.M., & Quaye, S.J. (2016). Student development in college: Theory,
research and practice (3rd ed.). San Francisco: Jossey-Bass (216-218)
See evidence #81
82 Student will I used to identify with social development model. The one thing that differs for me is that I was not
demonstrate personal exposed to religion during my chidhood, my family did not practice anything. In grade school I started
application of to leanr more about religion and I did not know what to believe in I just knew there was a higher power.
additional social A lot of bad things happened to me as a child and I felt as if I lost everyone I loved growing up so I
identity development started to believe that if there was a higher power he would not make my life miserable. So I stopped
model(s) above believnig in anything and I did not have faith. I became athiest. If someone even mentioned the word
god I would cringe and walk away from the conversation. This year my life tunred around and I started
believing again so I do not claim the term athiest anymore but I did at one point in time for many years.
83. Students will HDF 412 This theory explains who has the privileges in society. It addressed who is the most privileged in society
demonstrate based on who they are. In society today, a white heterosexual male is the most privileged person. This
knowledge of person is able to go through the day completing whatever tasks he has to complete without any
McIntosh’s theory of judgment. It is easy for you to live. Heterosexuality never is an issue. Since it is the norm, a person will
privilege and its never be questioned for being with their partner. Also, being male it is easier to be homosexual. You
relationship to will never be viewed badly or called names for acting on your normal inhibitions. Along with this, it is
leadership easier in the world to be white. Being white, a person never has problems going into a store and buying
things that they need, or finding something that fits their skin color. Also, people like this usually make
more money than others. Due to being more privileged, a leader must recognize this and use it to help
others. At times, they must be able to do what they can to help people that are less fortunate than them.
Also, at other times they must be able to ignore all privileges and speak to a person as equals.
84. Student will HDF 412 I wrote about this in my Module 2 paper, A dominant social identity I have is my race, being half white
demonstrate personal I can obviously use that to my advantage in multiple different ways. I can easily pass as white because
application of of my fair skin tone and hair that I flat iron everyday. We all know what is coming here, my white
McIntosh’s theory privilege. It is clear that in today’s society, everyone is not treated equally and people who are white
have so many privileges over the other races. When walking down the street no one is going to cross to
get away from me, I am not followed around in stores by employees, and I will not be shot while
walking down the street simply because of my skin tone. The society we live in is upside down.
See evidence # 74
85. Student will describe HDF 412 I talked about this in my Module 2 paper, I used the University as an example for this one. I strongly
the differences and believe the diversity on this campus is ridiculously low. Take a look in our classroom for example, this
similarities of is the most diverse class I have and there are only a handful of people who are considered minorities in
individual and it. We can look at the individual being me. In the first order change, my awareness has gotten better, but
institutional not by much. In high school I would say I was exposed to more diversity than here in college, I have
oppression and experienced it on a different level though because of the organizations on campus, leading me to group,
relationships to membership. I am part of the Talent Development program which I believe is the membership part of
leadership (Source = this model because the T.D program ensures that lower income diverse students are being accepted into
Three Dimensional the school. Moving on to Programmatic, the University staff in my opinion is not as diverse as it should
Matrix of be. Going to 2nd order change restructuring, I believe the University should give the T.D program more
Oppression) funds so they can allow more low income student and minorities on campus. Moving on to the
University as a whole, systematic I believe the University as a whole should hire a more diverse staff. If
you look around campus, the only places that usually have a diverse group of staff are places that have
more minorities within them, like Taft hall which is home to the T.D program for example, another
example is the multicultural center. The paces on campus with a diverse staff tend to be the majority of
the places minorities go, which is not many.
See evidence # 74
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.)
knowledge of
effective leadership
as it relates to change
agency
being a change agent
89 Student will Cultural Competence is the process by which people learn to value And respond respectfully to people
demonstrate of all cultures.
knowledge of the The model of intercultural sensitivty has 2 stages: Ethnocentrick and ethnorelative and 6 sub stages:
“Model of DENIAL: Unaware of the existence of cultural differences, DEFENSE: Acknowledge cultural
Intercultural differences but feel threatened by them. Methods used to defend against uncomfortable feelings are:
Sensitivity” by Denigration Superiority Reversal, and MINIMIZATION: Minimize cultural differences in order to
Bennett and its uses protect one’sown cultural identity. These first 3 stages are on the ethnocentric side. ACCEPTANCE:
in leadership Recognize and value cultural differences without judging them as positive or negative., ADAPTATION:
Adapt cognitively and behaviorally to cultural differences; Operate successfully within another culture,
and INTEGRATION: Interact comfortably with a variety of cultures; Integration of cultural awareness
into everyday interactions. These last three are on the ethnorelative side.
https://www.albany.edu/ssw/efc/pdf/Module%201_Bennett%20Model%20Poster.pdf
See evidence #89
90. Students will
application of the
“Model of
Intercultural
Sensitivity” by
Bennett
91. Student will HDF 412 The Action Continium has 8 stages, and they either fall under supporting oppression or confronting
demonstrate oppression. These 8 stages include as follows: Actively Participating: Telling oppressive jokes, putting
knowledge of the ally down people from target groups, intentionally avoiding target group members, discriminating against
Action Continuum by target group members, verbally or physically harassing target group members. Denying: Enabling
Griffin & Harro oppression by denying target group members are oppressed. Does not actively oppress, but by denying
that oppression exists, colludes with oppression. Recognizing, No Action: Is aware of oppressive actions
by self or others and their harmful effects, but takes no action to stop this behavior. This inaction is the
result of fear, lack of information, confusion about what to do. Experiences discomfort at the
contradiction between awareness and action. Recognizing, Action: Is aware of oppression, recognizes
oppressive actions of self and others and takes action to stop it. Educating Self: Taking actions to learn
more about oppression and the experiences and heritage of target group members by reading, attending
workshops, seminars, cultural events, participating in discussions, joining organizations or groups that
oppose oppression, attending social action and change events. Educating Others: Moving beyond only
educating self to questions and dialogue with others too. Rather than only stopping oppressive
comments or behaviors, also engaging people in discussion to share why you object to a comment or
action. Supporting, Encouraging: Supporting others who speak out against oppression or who are
working to be more inclusive of target group members by backing up others who speak out, forming an
allies group, joining a coalition group. Initiating, Preventing: Working to change individual and
institutional actions and policies that discriminate against target group members, planning educational
programs or other events, working for passage of legislation that protects target group members from
discrimination, being explicit about making sure target group members are full participants in
organizations or groups.
Adams, M., Bell, L., & Griffin, P. (1997). Teaching for diversity and social justice: A sourcebook.
New York: Routledge.
See evidence #91
92 Student will HDF 412 In my module 2 paper I stated that on the Action Continuum, I am somewhere between actively
demonstrate personal participating and recognizing action. I say this because I do things within all of the in between
application of the categories. I will not lie, if I see a black man on the street that looks intimidating I will cross the street
Action Continuum by unknowingly until after the fact. I have so many family members of different ethnicities and races and
Griffin & Harro we all make jokes about our differences and our different identities. I would not say I am in the denying
stage at all, and as for recognizing with and without action I am at a standpoint with the two because I
guess it is all about the situation and context for me. I recognize when something is wrong but I cannot
always defend what is happening because of my own safety for example. I could figure out ways to
defend what is happening is certain situations without directly involving myself in them which would
help me move passed the recognize and no action stage. I could also stop participating in stupid racial
jokes with my friends and family members and just acknowledge that they are not as funny as we may
think to people outside of our family or friend group to help me move passed actively participating.
See evidence # 74
93. Student will show Multicultural organization development (MCOD) is a process of change that supports an organization
knowledge of the moving from a monocultural – or exclusive – organization to a multicultural – or inclusive, diverse and
Multicultural equitable – organization. The approach requires an initial assessment of where the organization is and a
Organizational commitment to a vision of where it wants to be in the future. From an analysis of the gap between where
Development Model the organization is and where it wants to be, specific interventions are then designed to accomplish the
(Jackson) identified change goals. The MCOD model, based on earlier work by Jackson and Holvino, provides a
useful way for an organization to: 1. frame an initial assessment of where it is on the path to
multiculturalism,
2. decide on a vision of multiculturalism it wants, and
3. select appropriate goals and interventions to support its desired vision.
“Figure 2f from: Irimia R, Gottschling M (2016) Taxonomic Revision of Rochefortia Sw. (Ehretiaceae,
Boraginales). Biodiversity Data Journal 4: e7720. Https://Doi.org/10.3897/BDJ.4.e7720.”
doi:10.3897/bdj.4.e7720.figure2f.
See evidence #93
of the Multicultural
Organizational
Development Model
(Jackson)
95. Student will show In HDF 412, I learned about the Multicultural Change Intervention Matrix. This was designed for
knowledge of the student affair personnel in the conceptualizing and the planning with their multicultural interventions.
Multicultural Change The 3 targets of change are Individual, Group, and Instructional. The 2 levels of intervention and
Intervention Matrix first-order change and second-order change. First-order changes do not change the structure of a system
(Pope) while second-order changes do fundamentally alter the structure of a system. Another view on these
changes is that first-order changes are minor adjustments compared to second-order differences create
new patterns of behavior and the assumptions that are carried with them. Boyd-Colvin, M. A. &
Camba-Kelsay, M. J. (2017). Action [PowerPoint slides 15]. Retrieved from
(https://sakai.uri.edu/portal/site/40ac15a0-8cde-4303
See evidence #95
of the Multicultural
Change Intervention
Matrix
97. Student will create a
personal code of
inclusive leadership
Outcome Category: Critical Thinking

class Experiences
98. Student will show knowledge of HDF 412 Critical thinking is an intelligent reasoning with supporting evidence to help make wise decisions.
principles of critical thinking and Ways to think critically include: breaking arguments down into easy steps of the A=B, B=C variety.
fallacies (logic is used in this Be skeptical and be careful about drawing firm conclusions when the premises of an argument (the
minor) steps) include words like “some”, “many”, or “most”, this indicates reasoning based on probability, not
fact. Be sure that premises using the world “all” are true and not hyperbole.• Clarify statements that
lead you to assume – “all plants need light”, etc. Avoid overly conceptual generalizations.• “History has
taught us...” Appeals based on emotion, not facts, are cause for skepticism. • No hard data or evidence
= shaky ground. Make sure that authorities are speaking within their areas of expertise. Make sure that
authorities truly are authorities. Pure opinion is of little value. Be wary of claims stating that if a little of
something is good, than a lot of it will be great; or is a lot of something is bad, a little of it will also be
bad, there are few straight line projections that are accurate. Trust your instincts, get more facts or ask
to have the argument restated. Ask for help, very few people can think through complex issues on their
own.
Powerpoint, Boyd-Colvin
99. Student will demonstrate HDF 290 HDF 290 During our retreat we had a final challenge. In this final challenge, someone was blindfolded, but she
proficiency of critical thinking Retreat could speak. The rest of the class on the other hand could speak but we were only allowed to say 3
words each until it was our turn again. At first we had no idea what to say or how to say it but as the
time went on we began to “think critically” and we decided to work together as one rather than as a
bunch of separate people. We made the decision to make one large sentence of all of our words
combined. Essentially it worked, it took a while for us all to catch on but it did eventually work
allowing us to finally get the task done.
HDF 412 REVISION (ADD ON TO ORIGINAL ABOVE)

During module 1 we wrote a paper on the controversy on taking a knee during the National Anthem
started back in 2016 with Colin Kaepernick. "I am not going to stand up to show pride in a flag for a
country that oppresses black people and people of color," Kaepernick stated to NFL Media in an
exclusive interview. "To me, this is bigger than football and it would be selfish on my part to look the
other way. There are bodies in the street and people getting paid leave and getting away with murder"
(Wyche, 2016). This silent protest is in place to defend African Americans and minorities in the United
States and in defiance of President Trump. This argument is two sided of course, there is the argument
that taking a knee is courageous and brave, stating the players are silently fighting for what they believe
in. Then there is the other side of the argument in which people think if you take a knee you hate
America and you’re disrespectful while disrespecting the veterans. The fallacy I would like to mention
would be the action of taking a knee and football together as a whole. In one of the videos I watched,
rapper Diddy had stated that taking a knee and football have absolutely nothing to do with each other so
it should not affect the game. While on the other hand President Trump had stated that if a player takes
a knee a coach should immediately take them out of the game and fire them. I believe this is a fallacy
because essentially… it does not have anything to do with football so it should not affect their career. It
is just an action they are doing while using their platform. The second fallacy I would like to mention is
actually a list of “keys points” about the issue. It states things like “Black NFL players who take a knee
hate America”, “it is disrespectful to our veterans”, “If NFL players don’t like America they should go
to another country”, and “rich privileged can afford to do something for black people” (Talking Points
on The Knee, 2 017). Starting with that fallacy, I would say Trump could have just acknowledged what
the players are doing as disrespectful in his eyes rather than saying they should be fired and throw off
the field. I think he went about it the wrong way and he was very dramatic.
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
least five decision making
methods
103. Student will describe personal
examples of having used five
decision making methods
104. Student will show knowledge of at
least five problem solving /
conflict management methods, as
well as understanding the roots of
conflicts
105. Student will describe personal
examples of having used five
problem solving / conflict
management
106. Student will demonstrate the
ability to synthesize multiple
knowledge perspectives (course
work), competencies
(communication, writing,
information literacy or
mathematical/statistical skills) and
responsibilities (global, diversity
& inclusion or civic knowledge)
107. Student will demonstrate HDF 412 Garvins After Action Review has 4 Questions: Set a time criteria & establish the facts
knowledge of leadership that is – What did we set out to do?
used in crisis (i.e., James & – What actually happened?
Wooten; Garvin; Covey; – Why did it happen?
Frohman; Lalonde; Schoenberg; – What are we going to do next time?
Joni; Braden et al; etc.) Preconditions Required
– Ground Rules
– Structure
– The Art of Facilitation
See evidence # 107
108. Student will describe examples of HDF 412 Durin HDF 412, my group and I did a presentation on the Stoneman Douglas School Shooting. Using
leadership in crisis situations (i.e., Garvin’s model, with the four questions we are basically summarizing the crisis:
application of James & Wooten; What did we set out to do? (AAR Question #1) Protect students from harm and violence
Garvin; Covey; Frohman; What actually happened? (AAR Question #2) Evacuated students outside of the building, Stopped
Lalonde; Schoenberg; Joni; traffic from coming near the area/campus, Helped victims exiting the building
Braden et al; etc.) Why did it happen? (AAR Question #3) First responder to the shooting, Deputy Scot Peterson did not
try and stop Nikolas Cruz
What are we going to do next time? (AAR Question #4) Broward County Public Schools added:
Surveillance cameras, Automatically locking doors , A new fence - will be locked or guarded, Security
staff was increased to 12
See evidence #
Outcome Category: Interpersonal and Organizational Concepts & Skills

class Experiences
109. Student will demonstrate HDF 417 Modest Culture During my internship I’ve learned to take notes! If I miss something I know there’s no one around to
knowledge of active Apparel remind me later. So my biggest thing is to take notes but also really listen don’t just nod your head and
listening techniques say “ok” you have to really be invested and interested in what someone is saying, and if you aren’t then
pretend you are and listen carefully.
See evidence # 99
110. Student will describe HDF 417 Modest Culture At my internship meetings I always took down notes because I had to make sure I knew all of the new
examples of using active internship information and what was going to happen within the company in the next week. I also had to use my
listening skills URI SNAP listening skills in my job. Whenever I help a client we have to write a summary of what they needed
Outreach Project help with and how we helped them along with all of their information. We also talk to clients over the
phone so it is really important for me to listen so I can get all of their contact and personal information
so we can follow up with them and also hand off their information to the Department of Human Services
so their cases can be located and fixed.
See evidence # 100
111. Student will demonstrate HDF 417 Modest Culture Group communication is so important within my internship because we can’t speak over eachother and
knowledge of functions of internship we need to listen. It is the same at my job. We all need to listen and give eachother time to speak or
group communication by URI SNAP we’ll never have an effective meeting.
Hirokawa Outreach Project
112. Student will describe HDF 290 HDF 290 Retreat I use group communication functions primarily in everything I do. In HDF 290 we normally have group
personal application of Com 221 discussions or do some group work. In com 221 or interpersonal communications we normally do group
functions of group HDF 417 PINK 101 projects or we partake in group discussions. In TDSM (talent development student media) we all have to
communication (Hirokawa) Scavenger Hunt work together as a group to make sure everyone has their scripts and knows what segments they are
TDSB E-board doing so they are prepared and ready to go when it is their turn. For TDSB (talent development student
TDSM board) we have a group chat between our Eboard and our advisor and another one with our general
Modest Culture members. Communication is important in each one of these because without it, we would not be
internship organized and our plans and events would not work, EVER! During the HDF 290 retreat we had to
URI SNAP blindfold someone while the others were not blindfolded but could only say 3 words, we had to work as
Outreach Project a team and communicate without talking which was difficult but we eventually figured it out and we
finished the task at hand. For my PINK 101 scavenger hunt, my team had to effectively communicate
about everything, we all had different schedules and everything conflicted but with the right
communication we eventually figured out a time to all come together and get it done on time and
effectively.
See evidence #102
At my meetings we usually all start with the supervisor speaking and then we go around in a circle
answering the questions we are asked or following up on other information.
113. Student will show HDF 417 HDF 412 I believe the first step to giving good feedback is honesty. You have to be completely honest and share
knowledge of techniques your thoughts and opinions, if you aren’t then whoever you’re giving feedback to will never get better at
regarding giving and whatever they’re doing or saying. I’ve learned this in my organization, and in my internship. Receiving
accepting of feedback feedback is also the same, I have to be able to understand someone else’s perspective if I don’t I will
never get better or grow as a person.
See evidence # 103
Feedback is an essential part of being an effective leader. You must be able to take criticism and make
changes, and also have the courage to speak the truth. This helps to bring more effective communication
within a group.
114. Student will describe HDF 290 Com 202 In HDF 290 we normally get the chance to speak on certain topics allowing us to get feedback from
examples of giving and Com 208 other students and seeing their perspectives. We also get feedback on all of our papers. In Com 202
accepting feedback. Com 221 (public speaking) every speech we give is recorded, we have to give our own feedback about ourselves
HDF 417 while also getting and giving feedback to other students. In Com 208 (Argumentation and Debate)
HDF 412 whenever we have to debate, we have to take notes and give our competition feedback about the facts
they are stating and also as a judge in Debate we normally have to take notes, and choose the side we
support and state why we chose them while giving feedback to them and their competitor. In Com 221-
interpersonal Communication we have online assignments each week and part of our grade is peer
responses. We have to read someone's work and give them our personal feedback and they have to do
the same for our posts, we have to do it for multiple students each week. In my organization TDSB we
have to hold one on ones. The E-board has to set up lunch dates with the general members and we have
to get feedback from them about how they think we are doing in terms of running the organization and
also on what the think we have to do to improve our organization as a whole. In TDSM we always have
one on one meetings with our producer after we shoot our episodes. These one on ones are for us to give
him feedback on how the shoot went, how we think the reporters did. We also tell him the positives of
the night and the negatives while also stating how we can turn those negatives into positives the next
time.
See evidence #104
In my internship I have a lot of feedback! Whether it was on an idea someone had or even just my
thoughts on a T-shirt or s hat design. I’ve learned to be honest from this but also from my organization,
the talent development student board. I wasn’t being honest in my organization meetings because I never
wanted to put anyone on the spot and I never wanted to hurt anyone’s feelings but as time went on I
noticed no one was improving on their jobs within the organization and it was partly my fault because I
never gave my honest feedback. I started giving it and no one ever took it wrong they just turned it into
motivation to do their jobs better. I received a lot of feedback also in my internship. We can take my
supervisor feedback midway through the semester and at the end of the semester for example I took that
very seriously and turned it into motivation for myself to do better and be better.
During module 3, my group and I worked on our powerpoint from our homes, so we were not together
while working on our parts of the presentation. We utilized our group chat to read over everyones parts
of the presentation and we all gave each other positive and negative feedback to better enhance our
presentation and make it flow better.
knowledge of the 7D
coaching model (Knott)
personal application of the
7D Model (Knott)
knowledge of elements of a
Crucial Conversation and
steps to maintain dialogue
and move to action
(Patterson, McMillian &
Switzler)
118. Student will describe HDF 412 In our first module we had to discuss a difficult dialogue, and I thought of one I am going to have soon. I
examples of engaging in a am going to have to have soon is with one of my roommates. We have not spoken in about two months,
Crucial Conversation so things tend to get awkward. I can walk into the house and say hello and my roommate chooses to just
ignore me and act like I am not there. We had an argument two months ago, that started with a simple
statement I had made. I simply told her through text that I would not be going food shopping with her
anymore, and I had told her I was not going to be buying food with her anymore. I explained that I am
never home and how I always eat at work, so there would essentially be no point in wasting my money
on food I was not going to eat. After I said this my roommate blew up through text and just went off
about how I should have told her sooner and from that point on she just completely started to ignore me.
We do not speak in person but if I say something in our group chat she responds back very hostile, and I
cannot lie I do the same through text. We are very sassy through text, I feel like a conversation needs to
happen between us because things are just really awkward and we are adults. The first step I can make to
repair this relationship would be to “Start with heart” (Patterson, Grenny, & Switzler, 2012). I guess by
my roommate ignoring me when I say hello, I just stopped caring. I should care so I should continue to
say hello. I am also acknowledging that this is not only one persons fault, we both need to take
responsibility. Step two, “Learn to look” (Patterson, Grenny, & Switzler, 2012), my roommate went
straight to silence, as did I after a while of her ignoring me. Step three, “Make it safe” (Patterson,
Grenny, & Switzler, 2012), we should stop being too rude to each other through text message and stop
having an attitude towards each other all of the time Step four “Master my story” (Patterson, Grenny, &
Switzler, 2012). Separating fact from story, I did tell her my reasoning for not wanting to buy food with
her anymore. I gave a real reason and she instantly got upset about it and is channeling her anger into
ignoring me...for two months. Step five, “state my path” (Patterson, Grenny, & Switzler, 2012). My path
is to sit down, with a positive mindset and just talk it out. Just state our feelings on the topic without
yelling or being angry or having an attitude. Step six, “Explore others’ paths” (Patterson, Grenny, &
Switzler, 2012), by doing this I will acknowledge that I should have told her sooner, maybe given her a
heads up that I was thinking about it. I think currently I am avoiding unnecessary agreements, because
the entire situation took a wrong turn for absolutely no reason at all. Step seven, “Move to action”
(Patterson, Grenny, & Switzler, 2012), while we are sitting down talking things out, we can come to a
fair agreement. Yes maybe I do not want to buy food with her, but maybe we can agree to all pitch in
and have a group dinner once a week, or go out to dinner so we can all stay connected. We will follow
up by having the weekly dinner every week, while we are living under the same roof.
knowledge of facilitation
techniques
proficiency of facilitation
techniques
knowledge of de-briefing
techniques
122. Student will demonstrate HDF 417 In my current job at the URI SNAP Outreach Project, we have weekly meetings and at these weekly
proficiency of de-briefing meetings we are de-briefing from the whole week. We go to different sites everyday and meet with
techniques different clients and every Friday evening we all sit down as a group and talk about the sites we went to
and we talk about all of our clients throughout the week. We talk about what we’ve done with them, how
we’ve helped them, what their issue was or if they just needed to apply. We also talk about if we think
anything needs to change at any of the different sites we go to.
See evidence # 106
knowledge of framing
based on psychology and
its use in group facilitation
proficiency of framing
based on psychology and
its use in group facilitation
125. Student will demonstrate The Four Frame Model of Bolman and Deal (2003) can help those interested to better understand and
knowledge the four frames approach issues about organizational diagnosis, development, and change. Those authors have
of organizations, and the synthesized management insight and wisdom and years of social science research from the disciplines of
meaning of reframing by sociology, psychology, political science, and anthropology into a model which views organizations in
Bolman and Deal four (4) images, i.e. frames captured by distinct [metaphors]: structural [factories or machines], human
resource [families], political [jungles], and symbolic [temples or carnivals, theatres]. Each frame
equates to a mental model. A frame, as imaged under this model, consists of ideas and assumptions
which help the seeker of understanding register and assemble information into a coherent pattern. This
enables one to decipher those clues by getting a more comprehensive picture of what is happening and
what to do. It helps here to think of a frame as having several potential functions: map, tool, lens,
orientation, filter, prism, or perspective.
See Evidence #125
personal application of
organizational analysis
using the four frames of
organizations, and breaking
the frame / reframing
(Bolman and Deal)
knowledge of organizing
meetings / setting agendas /
and leading meetings
128. Student will describe TDSB As secretary in the multicultural organization, the Talent Development Student Board i was in charge of
personal examples of outlining the meetings every week. I would create the outline, send it out to all of the students of TD and
organizing meetings / send it to our members. During the meeting every week I was in charge of guiding the conversation
setting agendas / leading within the meeting towards each topic we had to cover throughout that particular meeting, while also
meetings taking down notes of everything everyone is saying then forward it to our Eboard members and our
advisor.
knowledge of
Parliamentary Procedure
130. Student will show HDF 417 Some ways to work with difficult people is to just talk to them and put yourself in their shoes. Talk to
knowledge of techniques them with respect and just tell them you’re there for them to help, you aren’t against them and that
for working with difficult you’re in their side. Be compassionate and understanding even if their anger and difficult ness shouldn’t
people be put into you.
See evidence # 112
131. Student will describe HDF 417 An experience I have with this is in my job. As a Snap worker I go out into the community all around
personal examples of using Rhode Island and deal with so many different people on a daily basis. Some are great and some are
techniques to work difficult and mean. I usually just remind them that I am not DJS nor do I work for DHS but I am a
effectively with difficult person simply here to help them and make the process smoother. I remind them that they do not need to
people take my help but either way I am there to help. I never take them being difficult offensive or personally I
just put myself into their shoes and try to understand what they are going through and remind them I’m
not the enemy I’m just here to help as best as I can.
132. Student will show HDF 412 In HDF 412, we reviewed the Group Development Model. The model has five stages. In the first stage
knowledge of the stages of of Forming, members are practically strangers and have now come together to form a group. The next
group development stage of the model is Storming. In this stage, conflict arises among the group. Usually members in this
(Tuckman/Tuckman & stage view themselves as individuals and struggle to see themselves as part of a team. This can cause a
Jensen, Bennis or others) lot of hostility within the group. After Storming comes the next stage of Norming. At this stage
members are becoming more comfortable with each other and there is less conflict. Group members
begin to come together and work as a team, which leads to the next stage of Performing. In the
Performing stage, the group stops competing for power and use their skills to work together to complete
a goal. The final stage of the model is Adjourning. In the Adjourning stage, the group had fulfilled their
role and part ways in most cases.
Komives, S. R., Lucas, N., & McMahon, T. R. (2013). Exploring leadership: For college
students who want to make adifference. SanFrancisco:Jossey-Bass.
personal examples of group
development in use
(Tuckman/Tuckman &
Jensen, Bennis or others).
knowledge of group roles
and how they contribute to
group dynamics (Johnson
& Johnson; Benne &
Sheats; Knowles &
Knowles; etc.)
group roles and how they
contribute to group
dynamics (Johnson &
Johnson; Benne & Sheats;
Knowles & Knowles; etc.)
knowledge of effective
memberships skills in
groups
membership skills in use
138. Student will show HDF 412 For growth to occur, a person needs a balanced amount of challenge and support as appropriate for the
knowledge of the task. Too much support, and the student will never learn what they need to grow and develop. An
Challenge and Support individual cannot grow until they are physically or psychologically ready to grow. There must be a
theory by Sanford, and its proper balance of both challenge and support. It is also important to be aware that the levels of challenge
and support are different for everyone since everyone does not have the same needs. Based on
relationship to interactions, a leader can assess the group or individual’s needs and then provide the right amount of
organizations challenge and support needed.
Komives, S. R., Lucas, N., & McMahon, T. R. (2013). Exploring leadership: For college
students who want to make a difference. SanFrancisco:Jossey-Bass.
See evidence #138
personal examples of using
the theory of Challenge
and Support (Sanford)
knowledge of the
construction / elements of
informative and persuasive
speeches
141. Student will demonstrate HDF 290 Com 202 In my public speaking class two of our main speeches were persuasive and informative speeches. For
proficiency in informative my informative speech i spoke about how you should present yourself on social media and why it is
and persuasive public important to always think about who can see your posts and how you want to be seen. For my persuasive
speaking speech I spoke about why everyone should smile more. By the end of my speech everyone was smiling a
lot more and weeks later I still remind my class to smile every now and then but it isn't really needed
because 90% of the class started smiling more and more each day. In HDF whenever we have our group
discussions we are doing a lot of informing and persuading without even realizing it. We can take all of
our speeches and presentations from the start of the semester, we were all informing the class about
different things. We tend to have various opinions in class and sometimes even small debates so this
tends to be the persuading side of things, like when we were told a scenario and we had to choose a side,
most of the time a few people would switch sides because one of us speaking had persuaded them why
our side was the “right” side.
See evidence # 123
142. Student will show HDF 290 Com 270 The first step to planning an interview is finding out what you want to talk about so that you can figure
knowledge of planning and out the type of person you would like to interview along with finding that person. In HDF 290 we had to
conducting interviews (as interview someone from a business or organization. In my UCS 270 class we had to find someone in the
the interviewer) profession we see ourselves going into and interview them about their job. I personally feel like the
planning of the interviewing process is a lot more important than the interview itself. If you do not
choose the right person to interview, then there is no point in the interview. If you do not plan
everything out like the questions you would like to ask for example then you’re going to go in there
blindsided and unprepared, which is very unprofessional and you will come out looking stupid without
all of the information you needed. It just makes you look bad. One thing I learned from UCS 270 was
that the process before hand was very important, even the email you send out to introduce yourself and
why you would like an interview with that person, the first email or call is like the first impression they
get of you so if it isn’t well prepared and well thought out than you might not even get a response back.
See evidence # 124
143. Student will describe HDF 290 TDSB For UCS 270 I sent out an email after I chose the person I wanted to interview. Choosing the person
personal examples of UCS 270 was actually pretty difficult, there are so many people in the world how do you just choose one to
planning and conducting HDF 417 interview! I researched and researched! For my UCS interview I knew I wanted to go into the field of
interviews (as the law so I knew I had to find a lawyer, but I narrowed it down by deciding that I wanted the lawyer I
interviewer) chose to be local and a women, then I narrowed it down even more by choosing a woman who was a
URI alum. From there I went on to sending my first email explaining who I was, what I wanted and
what I thought I would get out of the interview along with why I needed the interview. From here of
course we planned it and I came ready for a great conversation along with set questions I wanted to get
answered. I made a connection that day while also gaining knowledge on the profession and her personal
experiences.
During my internship I was able to sit in on some interviews and ask questions to prospective models for
the line with my supervisor. We made all of the questions together before the interviews and I sat back
and watched my supervisor ask them all at the beginning and by the end he let me and another intern ask
a few of the questions we created with him.
See evidence # 125
144. Student will show HDF 417 Before an interview I have practice interviews. My boyfriend usually gives me 20 minutes to look at the
knowledge of preparing for organization or companies website and then he makes me close my laptop and he makes up a practice
and effective answers in interview about the company as if he’s the hiring manager. We go through the whole entire process from
interviews (as the walking in and shaking hands to the introductions to the questions. He gives me feedback at the end and
interviewee) tells me what I need to work on and what was great. This really helps me because I get out all of my
mistakes there then do great in the interviews. He did this with me for my internship interview and my
actual job interview I had.
145. Student will describe HDF 417 JOB To get myself prepared for an interview I usually try to find out if they have a website of some sort. If
personal examples of INTERVIEW they do I do my research on the company and learn about their values and mission statements. Then
preparing for and being from there like I mentioned above I go through a few practice interviews. Once I get to the real
interviewed interview I am very personable but not to casual to where I seem like I’m being a show off but I am
personable. I walk in always with a smile and my head up to set a good tone. If I don’t understand a
question I always ask for them to rephrase it or I ask if I can think about it for a minute.
See evidence # 127
knowledge of effective
collaboration / coalition
building (Sources:
Cilente/Komives et al;
NCBI; etc.)
working in
collaboratives/coalitions
knowledge of techniques to
communicate and engage
in difficult dialogues
related to diversity and
inclusion.
proficiency in
communicating and
engaging in difficult
dialogues related to
diversity and inclusion.
150. Student will describe ways
to maintain accountability
in leadership / member
relationships
personal examples related
to maintaining
accountability as a leader
152. Student will describe ways HDF 417 TDSB In my organization the Talent Development Student Board, we always try to build strong connections
to build relationships with the members and us as the executive board. Building relationships between the members and the
between leaders and leaders of the organization is very important because everyone should feel like they have a place and a
members say in things. Everyone should feel equal. Some ways to build relationship between the leaders and
members is to connect one on one and get to know everyone, treat them the same way everyone else is
being treated whether they are higher up or lower in position. Also make them feel welcome.
See evidence # 134
153. Student will describe HDF 417 TDSB We make it mandatory to have one on ones to get to know all of the members on a personal level. We
personal examples of also always invite the members everywhere we go even if we’re going as friends rather than as the
building relationships with executive board of the organization. A lot of organizations have Eboard dinners and parties and stuff but
members as a leader we have organization dinners, group outings, parties and movie nights so we can all bond and feel equal
to one another.
See evidence # 135
154. Student will describe how HDF 417 Credibility is huge. If you don’t have credibility no one is going to take you seriously or respect you. It
credibility applies to is important as a leader because if no one respects you, takes you seriously and does not listen to you are
leadership, as well as the you really a leader of that group?
characteristics and skills of See evidence # 136
a credible leader
155. Student will describe HDF 417 URI SNAP Credibility is huge in my job. Without it I wouldn’t be able to do my job correctly. My clients have to be
personal examples of Outreach Worker able to trust me, respect me and take me seriously. If they do not then I wouldn’t have any clients to
building, maintaining, and help, I would be useless. No one would be able to trust me, and that is something I need within my job
repairing his/her own because I ask for valuable information which include birthdays, full names addresses and social security
credibility as a leader numbers.
See evidence # 137
ethical standards in
influence
influence applies to
leadership
principles of effective
mentoring, as well as
problems particular to the
mentoring relationship
159. Student will describe HDF 417 Modest Culture I have experience in both sides of this. In my internship my mentor is my supervisor. I look up to him
personal examples of Internship because he teaches me everything I want to know about running a business and keeping it running. Also
URI 101 Mentor
mentoring and being I am a URI 101 mentor. So when I am a mentor I am a mentor for an entire class of 20-30 students at a
mentored time. I teach them everything they want to know and help them in any way I can when I can.
See evidence # 141
principles of effective peer
leadership, as well as
problems particular to peer
leadership
personal examples related
to being a peer leader and
being led by peers

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LEADERSHIP

Name: Alexa Morales

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

Minor in Leadership Studies

Becoming a Positive Leader through Development & Involvement

Outcome Category: Self-Leadership

6. Student will express a

REVISION (ADD ON TO ORIGINAL ABOVE)

62. Student will describe

Outcome Target Additional Descriptive notes regarding learning and practice

Outcome Category: Critical Thinking

HDF 412 REVISION (ADD ON TO ORIGINAL ABOVE)

Outcome Category: Interpersonal and Organizational Concepts & Skills

REVISION (ADD ON TO ORIGINAL ABOVE)

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