Dominic Tribelli Leadership Inventory

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name:
Date Enrolled:
Date of Graduation:
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD) at
the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
Leadership Inventory Revised 1/25/2010
CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
Minor Information
Center for Student Leadership Development Information
Developmental Model
ADVISING INFORMATION (students will include own documentation)
Tracking Sheet / Advising Updates
Syllabi of Minor Classes (Core and Electives)
Internship
o Guidelines
o Syllabus
o Mid-term
o Final
OUTCOMES
Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership,
Critical Thinking)
Targeted Classes
Experiences
Evidence
MINOR IN LEADERSHIP STUDIES

The minor in Leadership Studies at URI is based on a broad, cross-disciplinary philosophy of leadership. The minor will prepare students with opportunities to develop and
enhance a personal philosophy of leadership: understanding of self; understanding of and ability to relate to others; community and the acceptance of responsibilities inherent in
community membership. The curriculum focuses on expanding students knowledge, skills, and understanding of specific leadership theories, concepts, models, and modern
leadership issues in applied settings. The goal is to prepare students for leadership roles and responsibilities on campus and in career, community, family leadership roles and field
of study.
SPECIAL FEATURES
FOCUSED CORE-courses that cover a breadth and depth of leadership theories, concepts, and models
SKILLS-leadership training directed at skill development in personal perseverance, effective communication, public speaking, group development, values development, diversity and inclusion,
critical thinking, decision-making, and problem solving
APPLIED LEARNING-academic and co-curricular experiences and reflection intended to empower students to develop greater levels of leadership complexity, integration, and proficiency,
such as group membership and leadership, internships, portfolio development, and journaling.
FLEXIBILITY-electives may be selected from over 60 classes from 14 academic departments
INTERNSHIP-required work in an internship focuses on the application of leadership knowledge and skills in a work-like setting
EXPERIENTIAL LEARNING-Each year, students in the minor participate in meaningful experiences, such as the First Year Student Leadership Retreat, the Sophomore Retreat, the Junior
Day (career preparation and etiquette), and the Senior Expedition.
PORTFOLIO-guarantees that students will analyze and synthesize their experiences before they graduate. Serves as visual documentation of their experiences.
ENROLLMENT
Undergraduate students at URI may declare a minor in Leadership Studies no earlier than sophomore year.
Enrollment forms can be picked up during an initial appointment with a Leadership staff member. The Center for Student Leadership Development (CSLD) is located in
Memorial Union Room 210, phone 874-2626
Once a student declares a minor in Leadership Studies, the major Academic Advisor must be informed and sign the Enrollment Form, and the form is returned to the CSLD.
A student will work with a CSLD staff member as their Program Advisor. The Program Advisor will facilitate the students progress through the minor and help ensure that
the necessary required and elected courses are completed.
GENERAL INFORMATION FOR STUDENTS
Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
To declare this minor, you must have approval of your major academic advisor and a staff member of the CSLD who will serve as your Program Advisor. Once approved,
the minor will be listed on your transcript.
Eighteen credits are required for this minor, twelve of which 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 twelve of the credits must be earned at URI.
No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
Application for the minor must be filed in your academic deans office no later than the beginning of the final semester or term.
Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits
One introductory course (3 credits):

HDF 190: FLITE (First Year Leaders Inspired to Excellence) - For first year students in the spring semester only
HDF 290: Modern Leadership Issues - For sophomores and juniors only; offered in the fall and spring semesters
One capstone course (3 credits):
HDF 412: leadership Capstone - Historical, Multiethnic, & Alternative - Preference given to seniors; fall only
COM 402: Leadership & Management (Leatham) - Spring and summer only
BUS 441/MGT 402: Leadership and Motivation (Beauvais/Cooper)- Spring only
HPR 412: Honors Seminar (Beauvais) - Spring only; 3.5 GPA requirement
Internship (minimally 2 credits; 80 hours):
HDF 417: Leadership Minor Internship - Spring, summer, and fall
Internship approved through the students academic department or through the Office of Experiential Education - must also be approved for credit in advance by a CSLD staff
member
Portfolio class (1 credit):
HDF 492: Leadership Minor Portfolio Spring only
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
BUS 341: Organizational Behavior
BUS 342: Human Resource Management
BUS 441: Leadership & Motivation (capstone option)
BUS 443: Organizational Design & Change
BUS 448: International Dimensions of Business
BUS 449: Entrepreneurship
COM 100: Communication Fundamentals
COM 202: Public Speaking
COM 208: Argumentation and Debate
COM 210: Persuasion: The Rhetoric of Influence
COM 221: Interpersonal Communication
COM 250: Small Group Communication
COM 302: Advanced Public Speaking
COM 308: Advanced Argumentation
COM 322: Gender & Communication
COM 351: Oral Comm. in Business & the Professions
COM 361: Intercultural Communication
COM 383: Rhetorical Theory
COM 385: Communication and Social Influence
COM 402: Leadership and Motivation (capstone option)
COM 407: Political Communication

COM 415: The Ethics of Persuasion
COM 421: Advanced Interpersonal Communication
COM 422: Communication and Conflict
COM 441: Race, Politics and the Media
COM 450: Organizational Communication
COM 461/462: Managing Cultural Differences in
Organizations
CSV 302: URI Community Service
HDF 190: First-Year Leaders Inspired to Excellence (FLITE)
(introductory course option)
HDF 290: Modern Lead. Issues (introductory course option)
HDF 291: Peer Leadership - Rose Butler Browne Program
HDF 412: Historical, Multi-Ethnic, & Alt. Leadership
(capstone option)
HDF 413: Student Organization Leadership Consulting
HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership
HDF 416: Leadership in Organizations
HDF 417: Leadership Minor Internship
HDF 437: Law & Families in the U.S.
HDF 450:
HPR 118:
HPR 203:
HPR 412:
MSL 101:
MSL 201:
MSL 201:
MSL 202:
MSL 301:
PEX 375:
Introduction to Counseling
Honors Course in Speech Communications
The Prepared Mind
Honors Seminar (capstone option)
Introduction to Military Leadership
Leadership & Military History
Military Skills and History of Warfare
Leadership & Team Building
Leadership & Management
Women in Sport-Contemporary Perspectives
PHL 212: Ethics

PSC 304: Introduction to Public Administration
PSC 369: Legislative Process and Public Policy
PSC 504: Ethics in Public Administration
SOC300/WMS350: Women and Work
THE 221: Stage Management
THE 341: Theater Management
WMS 150: Introduction to Womens Studies
WMS 310: Race, Class, Sexuality in Womens Lives
WMS 350: International Womens Issues
CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Office: Memorial Union Room 210
Phone: (401) 874-2726
Fax: (401) 874-5317
The Center for Student Leadership Development has a two pronged mission:
1. To engage in research and assessment in order to contribute to the field of leadership studies.
2. To provide developmental opportunities for students to become informed, inclusive, and effective leaders in their careers, communities, and family lives.
We strive to help our students become: Action-oriented, Courageous, Creative, Critical, Empathetic, Ethical, Honest, Inclusive, Informed, Optimistic, Passionate,
Patient, Proactive, Self-disciplined, Tenacious, Thoughtful, and Trustworthy.
We work to help our students develop and refine the following skills:
The ability to analyze, criticize, synthesize and utilize information to their career, community, and family leadership roles.
The organizational and interpersonal skills to implement their knowledge.
The ability to utilize historical / multicultural / alternative theories and methods
The ability to be inclusive, not by being an expert on all cultures (race, ethnicity, gender, religion, sexual orientation, age, ability), but by having a general knowledge and respect
difference and varied perspectives, and by being able to consider and include cultural differences in membership and leadership roles.
The ability to think critically; neither to manipulate when communicating nor to be manipulated.
Supporting Values and Theories:
We believe that all students, no matter what the GPA or previous leadership/membership experience, deserve a chance to engage in leadership development opportunities
We believe that students should create their own definitions of success
We believe that no one person has all of the truth, we each have a piece of it. We strive to broaden the base of sources from which students draw their knowledge by exposing
them to as many types of leaders and citizens as possible.
We believe that students learn best in their chosen contexts (constructivism), so we create classes, programs, and services that meet students where they are; are programs are
organized into tracks:
a. Emerging Leadership (HDF 190 & 290)
b. Organizational Leadership (Greek Life HDF 416, ROTC)
c. Leadership for Activism and Social Change (HDF 414)
d. Experiential Leadership (Challenge Course, HDF 413)
e. Outreach and Peer Leadership (HDF 415)
The CSLD teaches a variety of leadership theories, but focuses on three: Social Change Model, Astin et al; Relational Leadership, Komives, McMahon & Lucas &
Servant Leadership, Greenleaf
We know that students have different learning styles, and therefore, our methodologies/pedagogies must reflect these styles.
We believe that students are better educated with a balance of challenge and supportive mechanisms (Sanford)
We must assure an effective framework by providing programs and services in four delivery categories (Roberts & Ullom):
a. training (preparation for current roles)
b. education (regarding leadership and leaders in general)
c. development (skill improvement)

d. experiential learning (practice)
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 Komovies, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
1. Know Yourself
Lead Others
P
R
O
G
R
E
S
S
Strengths
Weaknesses
Values
Needs
Styles
o Learning
o Teaching
o Personality
o Membership
o Leadership
4. Develop and Refine

Skills
Leadership theory and

practice
Communication
Group Development
Inclusion
Citizen Activist Skills
Critical Thinking
Teaching and Programming
PROGRESS
Time management
Organization
Self care
Self discipline
Perseverance
Develop and maintain family,
interpersonal, and intimate relationships
Academic, social, personal goals and
objectives
P
R
O
G
R
E
S
S
RE-EVALUATE
former stages
as you progress
3. Broaden Your Perspectives

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

1.
2.
Outcome
Target class
Additional Experiences
Descriptive notes regarding learning and practice
Student will demonstrate autonomy and a

minimized need for approval
HDF 190
-Academic Chairman Position
In my fraternity I currently hold the position of Academics Chair in my second semester of freshman
year. My job is to make sure members with suffering academic records attend mandatory Study
Hours twice a week for a two-hour period each day, so I can help improve their study habits and
ultimately their GPAs. Each study hours that I announce to take place will happen at a location that I
choose, and at the sessions, I facilitate them with no supervision. I am trusted to do my job in this chair
and with my performance in this position I demonstrate a personal sense of autonomy; I run events
each week, members attend my events, I take attendance of who shows up, I take every members
GPA, and at the beginning of each week I update the executive board of my weekly performance and
whatever news and ideas I have. My executive board doesnt control me; whenever I have a new idea,
such as holding study hours in a new location, I simply announce it and do not need approval to do so,
which demonstrates as well a minimized need for approval. See evidence #23.
HDF 412
-LinkedIn
HDF 190
(
-Time Sheet
In the Fall of 2014, in the first half of my senior year, I began to thoroughly to invest in myself. As I
move forward and begin to branch out in establishing my future after I graduate college, I realized that I
need to start professionally developing myself and furthering and presenting my image to the world. I
decided to really develop something called a LinkedIn account, which is a professional social media
site that allows people to showcase their skills and experiences on a virtual profile for friends and
potential employers to see. I felt that if I want to invest in a successful future, I found the autonomy to
put together my profile and showcase my skills and experiences and let my presence and existence
known to the world. Doing this allowed me to independently present my experiences for the sake of
connecting with all sorts of people, in the hopes that creating connections will take my future in a
positive direction. This was a huge step for me and the direction of my future, and I feel very proud to
say that Im doing something that is spear-headed by me. I am responsible for myself, and I strongly
feel that by creating and developing a professional LinkedIn profile that I am demonstrating a sense of
personal autonomy in independently furthering myself. See Evidence #9
To improve my organizational and time management skills, I printed out a time sheet of a one week
period of my life. On this sheet are slots that are listed as days and times. Other than these slots
the page is completely blank, so that I could write in events, class times, meetings, or other
engagements under the correct day and time slot that these activities occurred. This sheet turned out
to be a great way to budget time throughout the week, however it was not to my liking. My second top
strength is adaptability, which means I prefer to take things as they come; I do not prefer to have a
designated plan throughout the week, even though this method of time management is successful.
See evidence #2 and #9.
HDF 414)
-Act, Plan, Do, Study Sheet

& Evaluate and Identify sheet
Student will demonstrate personal,

organizational, and academic examples of
self-discipline
In my HDF 414, or Activism and Social Change class, the entire semester was spent creating a
hypothetical social change movement. The movement needed to be practical and realistic, and with
these two pieces of guidelines I was able to construct a structure for my project. The Act, Plan, Do,
3.
Student will demonstrate the ability to

manage emotions
Study sheet and Evaluate and Identify sheet consist of the steps for activating the project. The first
step is making a plan or idea for a movement and then devising a plan for data collection and a plan to
carry on the cycle. The next step is carrying out the plan and making recordings and observations.
The next step is to study by analyzing the data and reflecting in order to improve and praise. With
acting, the last step before the cycle repeats, changes must be made in order to make improvement.
From these steps, organization was inspired when working on my project when taking notes and
making observations, and I learned changes are ideally made after witnessing a plan in action. From
following these two sheets, I was given structure for my project, and discipline in a sense as well when
it came to staying on track and figuring out the next step to be taken. See evidence #12
I was handed by one of my professors a slip of paper that read I am too positive to be doubtful, too
optimistic to be fearful, and too determined to be defeated. In college I personally feel it is easy to be
overcome by school work and classes in addition to potential emotional drama that can occur in life.
With this simple slip of paper, I demonstrate the ability to fight negative emotions and feelings of
sadness and defeat as well as physical and emotional signs that show I am weakened by the world. I
carry this slip around and make it visible to me to remind me to maintain a positive mindset and positive
emotions as I go along living my everyday life. I live by these words in order to maintain, utilize, and
develop my top strength, positivity. With practice of maintaining a steady optimistic mind and positivity,
I demonstrate practice of my strength, and with practice comes development of my strength as well.
HDF 190
-Inspirational Quote
-Gallup Top Strengths
HDF 415
-Mental health sheet
As an obligatory part of the course HDF 415, I serve as a Peer Leader for the first-year leaders course
of HDF 190. In this course, I supervise and facilitate a small group of nine students, and I mediate the
process of each of my students developing as leaders and coming together as a group. In this
process, I become close with my students as well, so one day one of my very own students noticed I
was stressed out, and gave me a handout titled Mental Health. This sheet addresses tips and
suggestions for individuals to take care of themselves and manage their mental health and be able to
manage emotions. The sheet gives 10 steps for an individual to take in order to take care of
themselves and ultimately their mental health. One of the steps that truly spoke out to me was drop
the superman mentality, which implies to not act as if nothing that goes in life gives you stress. As a
Peer Leader, I always tried to give that impression for my students; I wanted to seem like a role model
and an ally for students and make it seem as if Im not the one who needs to be cared for, but that the
students are the ones who need help. To help deal with this mentality, this sheet suggests to talk to
others about your feelings and to take the time to reflect. By speaking to others, you can help identify
and admit your feelings as well as things that might be bothering you. Ive discovered that through
HDF 415 that my two professors, as well as the other five Peer Leaders are wonderful assets to have
when I need someone to talk to about my feelings. With reflection, its good for the mind for the
individual to take time alone and reflect on their feelings, their values, goals, thoughts, etc. Reflecting
is done for the purpose of collecting together thoughts and ultimately reduces stress. In conclusions,
this sheet, provided by one of my students, provides many good insights on maintaining mental health,
most of which I will begin to follow and realize in order to improve my own mental health. See
Evidence #15.
HDF 492
-Sandy Hook Project

-Personal Values Statement
As I come to the end of my college career and have just about completed my leadership journey here
at URI, I have established my identity and my personal values to their strongest point in my life so far.
As I have become someone to live my life based on personal values and principles in which I find
significance, one principle of mine really sticks out when it comes to managing emotions. For my HDF
412 Capstone class I did a group project focusing on a crisis situation and the leadership that took
place to handle the situation. My group focused on the Sandy Hook tragedy, and from doing research,
it was said going forward from the tragedy that people of Newtown, Connecticut need to keep
practicing kindness. Researching this project influenced my values and beliefs greatly, and we put the
4.
Student will demonstrate knowledge of

stress management methods
HDF 415
5.

manage stress
HDF 415
-Robert Vincents Personal Card

-Drop of Strength
6.
Student will express a personal code of

leadership / membership ethics
HDF 190
-Day of Discovery
-Collage
-Type Focus `
project together we found a great quote by Plato that goes Be kind, for everyone you meet is fighting a
hard battle. I live my life based on this quote now, and I truly value the practice of kindness to loved
ones and even strangers I encounter. I also believe this quote is very useless in managing emotions,
for there are many times where we as human beings experience being angry or discontent, and there
are many times where we as human beings express negative emotions based on our experiences onto
the people around us. I believe many people dump their emotions and express their frustration that
can be caused by everyday life and cause others needless suffering. This quote and this lesson is a
reminder to me to always practice kindness, and whenever I find myself frustrated or discontent, I am
reminded of this quote, and the importance of refraining from lashing out at others over our own
negative experiences. See Evidence #18 & 19
This year I took a Type Focus test, an online test that determines an individuals personality type and
also suggests possible fields and careers for students. My result was ENFP, and the description reads
that ENFPs are friendly and creative. They have an almost supernatural ability to accurately read
people and events. ENFPs are curious, wanting to know what else beside the routine approach might
work, and they are flexible, always willing to try something new. They are bored with regular routine
and find themselves pulled to new adventures before theyve finished their old ones. ENFPs can be
persuasive speakers, able to communicate a vision more easily than others and often make dynamic
leaders. With this test I was also give a sheet regarding specific stress management methods to
follow with my specific personality type. Under ENFP, the suggestions for stress management listed
are to find alone time, set priorities and learn to say no, and pay attention to physical needs.
Basically with my personality type I love being around others and I can easily get swamped with piled
on work from neglecting it because with constantly being around others I find work never gets done.
From piled on work comes stress, therefore I need to set time aside just for myself. As a feeler and
someone that loves others, I find myself as well being asked favors from others. It is especially hard
for me to say no, therefore I need to say no more often because peoples additional demands with my
personal life can lead to stress. The last tip says I need to tend to my own personal health which
makes sense; I love being social, so much so my work piles on and I sometimes I end up staying up
later than expected spending time with others which leads to stress and fatigue. Therefore I need to be
careful and realize I need to take care of my physical self and get a healthy amount of sleep and avoid
as much stress as possible so I can stay healthy! I wouldnt be the same without my health, being
malnourished and fatigued does diminish my personality. In conclusion these are important stress
management methods to keep in mind and follow for my specific personality type. See Evidence #13
While taking HDF 415 during my second semester of sophomore year, I realized that with everything
going on in my life outside of class, that to live day by day doing all my extracurricular activities and
keeping up with class work is very stressful. During this stressful period of the semester, I realized that
stress management methods needed to be taken after receiving an email from my professor from HDF
415 to come and talk to him. During our conversation I poured out all the emotions I kept bottled up
inside of me, and I found that by verbally expressing myself and how I was feeling was a great way to
relieve stress and identify the issues I was dealing with in my life. I also received guidance and
insightful advice about coping with my issues and my feelings generated from all my stress. What I
was told to take into action is to continue to talk to others and express my feelings verbally whenever I
become stressed about anything. I have all kinds of friends as well as a mentor or two to listen
whenever I need to talk about the stress that I am experiencing in my life. See evidence # 14 & 15
For my FLITE class, I was instructed to make a collage that expresses me as a person and as a leader.
I portrayed my personal code of leadership by adding pictures and phrases/quotes that really speak to
me, as well as my top five strengths and values. Each image on my collage is symbolic or metaphoric
in reference to my own personal code of leadership. For example, one of the images I have on my
collage is a sailboat floating on a calm sea by a nice beach. This image refers to my strength
adaptability, meaning I am an easygoing person and I prefer to go with the flow. In this metaphorical
case of the picture, I am referring to going with the flow of the tide and seeing where it takes me.
Another image I had was a picture I had was an image of a skull and cross bones, which to me
symbolizes the fate of those that live life alone. In this collage, I got creative and I expressed
messages and themes that I personally find significant as well as how these things make me the
person that I am and the leader that I am. See evidence #2 and #18.
7.
Student will demonstrate practice of the

personal code of ethics
HDF 415
-Servant Leadership Model
As a Peer Leader, in my HDF 415 course, it is my duty and responsibility to help exemplify the
leadership studies minor to my best ability. For the HDF 190 first-year leader course, I serve as a Peer
Leader to the class and I am specifically responsible for nine students. I oversee them and its up to
me see that they reach progress as leaders in the course and that they are developing and growing. In
My personal code, and as not only a Peer Leader but as a member as well in my small group, I believe
in promoting positivity in the group and instilling confidence to the group. I want my other group
members to feel worthwhile and bring the best out of them! It is through the Servant Leadership Model
by Greenleaf that I can best relate my duty as a Peer Leader and a member of the group to express my
personal values statement. In this statement, I declare I am responsible for performing to the best of
my ability to bring the group closer together, encourage growth and development, and to empower
others. It is through my personal code of leadership and membership that I consider myself a servant
leader, and it is in my best interest to not only be a Peer Leader to my students, but to be a servant as
well. The goal of Servant Leadership is to make those served more free, wise, autonomous, and
passionate. I want my students to feel this way after I have served them. With this statement I can
relate to two characteristics of the Servant Leadership Model, which are stewardship and commitment
to the growth of others. With Stewardship I claim responsibility for the task of uplifting and empowering
my students, and with commitment to the growth of others I have made it my goal and passion to bring
development and growth to my students as leaders. See Evidence# 8
HDF 412
-Bennett
HDF 415

-Drops of Strength
In my HDF 412 course that I took within the Fall of 2014, I grasped a very new perspective when it
comes to leadership. To me, the way I do leadership is through relationship building and influencing. I
direct my focus on working with others and empowering others to bring out the best abilities and
encourage the best performances out of my peers. The way I do leadership is very closely related to
empathy, which is the capacity to put yourself in others shoes and understand their perspectives. It is
the ability to feel with another, not just for them. I believe empathy plays an incredible role when it
comes to understanding others, which in my experiences Ive learned that one must understand others
in order to work with others and lead others. In my HDF 412 course, I explored many new ways to
understand all kinds of people, in all different kinds of cultures. An important piece of content that I
grasped within this course was Bennetts theory of the Platinum Rule, which means to treat others the
way that they would like to be treated. This rule by Bennett proposes that to reach a level of empathy
as well as cultural sympathy, everyone must be treated uniquely. Everyone is different; everyone has
different beliefs, perspectives, and needs that require all kinds of different treatment. Each and every
person is unique, and once I developed this perspective more in depth, I realized that this rule will allow
me to connect more deeply with anyone I may encounter in my lifetime. This rule also allows me to
express a transcendent level of respect and open-mindedness toward others to help broaden my
understanding of all kinds of people, no matter what their background. See Evidence #16
In my HDF 415 class, where I serve as a Peer Leader for the first-year students in the HDF 190 course,
I created a personal code of leadership in which I would serve these students. It was my personal
code that I dedicated myself to the growth and development of my students. I wanted to bring the best
out of my group members by encouraging their strengths and empowering them, as well as bring them
closer together. I ultimately dedicated myself to being their servant; to make them freer, wiser, and
more autonomous and passionate. The way I do this is simple; I start at the root of my students levels
of esteem and confidence. I empower my students by writing them drops of strength! In class I give
my students little notes of encouragement and praise, for example if I saw one of my students do
8.
Student will express a personal values

statement
HDF 190
(HDF 414)
-House Worksheet
-VIA
(-Be Positive Sheet & Happiness
Sheet & Abstract )
something admirable then I wrote them a drop of strength with words of encouragement in a way to
empower my students and encourage them to continue and do more with their feats! This is a simple
and effective method of bringing out the best in my students, and a little goes a long way with them. I
believe this is the most effective way I practice my personal code of ethics as a Peer Leader with my
students. See Evidence # 15 & 17
In my FLITE class, I was given a sheet of paper with a picture of a house on it. I was instructed to write
down my top VIA and then write down characteristics, possessions, people, and organizations I am
involved with that all relate to my top VIA. Since my top VIA is gratitude, I wrote down characteristics
I have that I am grateful for which are trust, happiness, and positivity. I wrote down people that I am
grateful to have in my life, and these people are my friends, family, and role models. I am grateful for
what these people provide for me, such as opportunities, caring, concern, etc. And I wrote down things
that I have and am apart of in my life, which are my opportunities, education, and my fraternity. By
listing my top VIA and then brainstorming all these things that show practice of my value and help
develop that value in me, I have expressed a personal values statement. See evidence #1 and #4.
When creating my social change project for my Activism and Social Change class, I was told that social
change is inspired by personal values. Action designated for change cannot be taken without the
direction of passion and commitment behind it. Therefore my project was driven by my values, in which
my project consisted of creating a mentoring program that would target male adolescents that are
emotionally struggling as described in my abstract for my paper (evidence #3). The goal of my social
change movement was to spread positivity and benefit the lives of others, to mentor others and
creating and inspiring excellence in individuals. When linked to my values, it can be seen that
happiness, positivity, and gratitude are some things that are truly important to me. In one of my
evidence pieces, the description reads I was reminded that my blood type is be positive, which relates
to how much I value spreading joy and happiness in others. The second piece of evidence describes
how happiness is linked to having something to be grateful for, which links to my value of gratitude of
being mentored to become the individual that I am today. It is these two value statements that
propelled my project, and the project as a whole expressed what is truly important to me. See
evidence #3, #5, and #12.
HDF 415
-Servant Leadership Model by

Greenleaf
HDF 412
-Sandy Hook Project
This year in my HDF 415 class, I served as a Peer Leader for the first-year leader course of HDF 190.
As a Peer Leader this year, I grew very attached to the Servant Leadership Model by Greenleaf. The
reason why I grew so attached to this model is because as a Peer Leader I wanted to be a servant for
my students. I like to believe that I am very passionate about leadership here at URI, and if theres
anything I am more passionate about, its living my life for the benefit of others. As a Peer Leader I
always kept this mentality, and one thing I came to value more than anything in the class was the
growth and development of my very own students in the class. In other words, I made it my goal to put
forth my best effort with my students and help them to mature as leaders and take away so much from
the HDF 190 course. I took to heart aspects of the Servant Leadership Model by Greenleaf, such as
the traits Stewardship and Commitment to the Growth of Others. With Stewardship, I acquired a
sense of responsibility and dedication, that I as a Peer Leader am a valuable asset to helping my
students learn as much as possible about leadership theories and life lessons from the course, and
ultimately growing and developing as leaders. By putting first in my values the benefit and
development of my students, I acquired the trait of Commitment to the Growth of Others, where I put
it made my goal as a Servant Leader and a Peer Leader to dedicate myself to helping my students in
this course and as individuals aspiring to be leaders. In conclusion , it was these two traits of the
model that I took to heart and created a personal values statement as a Peer Leader. See Evidence #8
In my HDF 412 course that I took within the Fall of 2014 in my senior year, I was required to do a group
project about analyzing a crisis. The crisis that my group chose to research was the Sandy Hook
9.
10.
Student will demonstrate practice of the

personal values statement

lead a project from start to finish (followthrough)
HDF 190
(
-Thank you letter to reference

(Receipt from card)
HDF 414)
-Becoming a Positive Leader

through Involvement and
Development model by Wilson
(APA paper, Be Positive sheet, &
Happiness sheet)
HDF 190
-Astronomy 108
-Becoming a Positive Leader
through Involvement and
Development model by Wilson
Elementary School Shooting that happened on December 14, 2012. While doing research, I was very
disheartened at the content leading up to the shooting about the culprit as well the crisis itself and what
happened. The shooter was Adam Lanza, and he was someone that was truly influenced by violence
and negativity and truly lacked any confrontation and love from his family or any possible friends.
When he needed it most, he was not given attention and kindness, and his mental health drove him to
a point to commit a crime of indescribable violence. I realized that as I researched this issue with my
group, that kindness is an incredibly big part when it comes to leadership. As a group we concluded in
this project that there is a huge importance when it comes to practicing kindness, and we also found
some quotes to go along with this conclusion. One was from Plato, and it goes Be kind, for everyone
you meet is fighting a hard battle. Doing all this research personally made me realize that the best
way to go forward in everyday life, when working with others, when coping with difficult and depressing
times, when connecting with those you love, kindness is the answer. Kindness can go such a long way,
and I decided after researching this project that Id like to practice kindness more and make myself a
better person. The way I do leadership is through connecting with others and having the strengths to
empower others and make others feel worthwhile and confident to succeed. I personally describe
myself as a coach when it comes to the way I practice leadership, and in many times and occurrences
when I interact and coach others. See Evidence #18
In applying to become a peer leader at the Leadership Institute, I was required to give two references
to support me on my application. My top VIA is gratitude, and I demonstrated practice of this personal
value by purchasing thank you cards for my references, to show them I am grateful for the support I
received from them. By showing my references I am grateful for their work by purchasing them cards
and writing a note inside giving a sincere thank you, I also expressed congruence in practicing my
values statement. To demonstrate this values statement means that I am individually learning about
myself and growing as a leader. Before I can lead others, I must lead myself, and before I can lead
myself, I must know myself, as the Becoming a Positive Leader through Involvement and
Development model by Wilson suggests. See evidence #8 and #24.
In my HDF 414, or Activism and Social Change class, I was asked to really explore my values. It was
clearly identified that what I value most as seen in the Be Positive and Happiness sheet is that I
value spreading positivity and joy to others and making them feel worthwhile. I also value gratitude,
and I am grateful for all my experiences and opportunities Ive had, and that Ive had the privilege of
having a mentor to guide me and show me the ropes of bettering myself as an individual. For my
activism and social change project, I really put these values in action. I devised a mentoring program
that targeted emotionally struggling male adolescents, in which they would be paired with a mentor with
the intention of instilling confidence and positive thoughts into that adolescent. The whole mentoring
program is described in my APA paper that I wrote for my project. I felt that this project exemplified
practice of my personal values statement, because mentoring is something I am very passionate about
as well as practicing kindness. I believe in order to help bring the best qualities out of others is through
empowerment, which I think best comes from showing others a sense of kindness. See evidence #20
& 3.
In my astronomy class, I was given an assignment that consisted of watching the moon for a two-week
period. I had to go to a location of my choice where the moon was visible at the same time of day
every time I made an observation of the moon. Before making any observations, I had to sketch the
environment around me, to show landmarks in order to portray the moons changing position over the
two-week period. As the days passed, the moon not only changed phases but shifted on the horizon.
Every time I made an observation, I made a rough sketch of the moon in the sky, and wrote down the
date of each individual observation, as well as the weather of that night, and the degree (that I
mathematically determined) of the moon from the ground. I put all this information in a table that I
hand-drew. For the assignment I was expected to make at least five observations, in which I made
eight. By the time the project was due, I handed it in and received a grade on my performance. By
completing this project, this is a small step in developing myself as a leader. This shows selforganization and proficiency and signs of leading myself in order to take steps to learning how to lead
others, as the Becoming a Positive Leader through Involvement and Development model by Wilson
suggests. See evidence #8 and #19.
11.
Student will describe goals and objective

statements regarding personal issues,
career issues, and community issues
HDF 415
-Learning Contract
-Leadership Ambassador Power
Point
HDF 190
(HDF 414)
-Writing 104 Annotated Bibliography

(Abstract)
For my HDF 415 class, one of my assignments for the semester was to create a Learning Contract.
This learning contract consisted of a goal, evidence, an activity, and an annotation. The goal that I set
for myself as a Peer Leader was To identify and utilize my Strengths in an organizational/interpersonal
setting related to your role as a HDF 415 Peer Leader. I had to prove this goal with an activity that
pertained to being a Peer Leader, and for that I chose to facilitate a leadership workshop for the firstyear leaders. For evidence I have the power point presentation that I created and used during the
workshop. For my annotation I simply described how I used my strengths in the process of my goal
and activity. Overall, this learning contract is proof of a goal that I set as a Peer Leader at the
beginning of the semester for the course. It is also proof of an assignment or project that I was given to
complete at the beginning of the semester. In conclusion, this learning contract for the course also
demonstrates my ability to complete a project from start to finish, in which I was given a project that
would last over the duration of the semester and I completed it with evidence and a description of how I
used my strengths in the process. See Evidence #
For my writing 104 class in the Fall of my first semester of freshman year, I chose to write a paper
regarding Greek Life at URI. I chose to write about this topic because I didnt like how I constantly saw
students, parents, and staff at URI viewing Greek Life in a negative fashion. Therefore, I made it a goal
of mine to write this paper as a way to convince the public of URI that the Greek system is a positive
organization. I gave reasons why the Greek Community is a positive system on campus and how
Greek houses contribute to campus. I gave examples of active and accomplished members in the
Greek system, and I also interviewed faculty and students on campus and included their opinions in my
paper that would help prove my points in my argument. See evidence #25.
From taking HDF 414, or Activism and Social Change, I realized a lot about myself and my values, as
well as what I want to do for a career. I realized this semester that I want to go into counseling, which
means guiding others, making others feel worthwhile and making them realize their potential, as well as
instilling confidence in a sense of positivity in others. This is my goal and passion to pass onto others.
For my project that I had to create in HDF 414, I devised a mentoring program for emotionally
struggling male adolescents within the community, as described in my abstract for my paper. Taking
my passion and using it to direct this social change movement, I ultimately strived to reach change in
the community, all while realizing my career yet to come. See evidence #3.
HDF 492
-Montclair State University

-Personal Kindness Statement
As I come to the end of my leadership journey and my undergraduate experience at URI, I have finally
deciphered my plans for after I graduate. Continuing in my studies, I will be attending Montclair State
University for graduate school, and I will be aspiring for a masters degree in Educational Leadership
and Counseling. Going forward, I will remember everything I have established with my identity and my
leadership style, and I will bring these beliefs and principles with me in my future. In my graduate
program I will be focusing on counseling others and helping others with their personal development,
and the age group I will be working with is undergraduate college students. In my future I will be
challenged like I never have before, but going forward it is my goal to always bring myself and who I
am as an individual, as well as a strong work ethic, because I will definitely need it going forward. I
wish to work hard so I can establish the groundwork and foundation for a career after I obtain my
masters degree. Also, it is a goal of mine to help others in the community I will be working in, always
giving my best and being dedicated to the growth and development of others. I simply strive to be the
best I can be, be an organized professional, and give my best to help others as a student affairs
professional. See Evidence #2 & 19
12.
Student will show evidence of goals and

objectives that were planned and
achieved
HDF 190
-Yola website (homepageaspirations)

-Congratulatory email for URI 101
mentor
-Congratulatory email for Peer
leader
When I created a website for my HDF 190 class, on my homepage of my website I described basic
information of myself including what University I attend, where I am from, my major, and my
aspirations. I wrote down some goals I had planned on achieving, including becoming a URI 101
mentor and an Institute Peer Leader, and by second semester of my freshman year, I achieved them. I
received congratulatory emails for becoming a URI 101 mentor and an Institute Peer Leader. I wrote
down my aspirations at the beginning of my second semester of freshman year on my yola website,
and by the end of second semester these goals became confirmed. See evidence #27, 28, and 29.
HDF 412
-Expectations & Goals
In my HDF 412 class that I took in the Fall of 2014, I reached the peak of my leadership journey so far
at that point. In this time in my senior year, I came to the capstone stage of my leadership journey, and
at this point and in this course I was required to bring myself to giving the best performance as well as
Critical thinking that Ive ever given in any course. At the beginning of the semester, as a class we all
came up with group expectations and goals that we wanted to meet each and every day of the
semester. These goals were posted after being decided on a powerpoint that was shown in class and
made clear to everyone of our decided expectations. Some of them included being respectful of one
another, always asking questions when seeking answers, holding discussions, and having the courage
to share. Within this course, we all shared a lot of personal information about ourselves in topics such
as culture, privilege, etc. In this course, I gave the best effort Ive ever given in any course and I
showed this by never being absent, always participating, and putting my best effort in my academic
work. In this expectations that we decided as a class, I put my best foot forward with my peers and this
course could not have been as successful for me without everything I learned from them. I gave my
best respect and attention to my peers about their experiences, and as a result I made the most out of
this entire experience. See Evidence #22
As a Peer Leader in my HDF 415 class, I serve as a mentor for students in the first-year leadership
course. As a mentor, I decided to learn this theory by Maslow in order to understand the needs of an
individual in order to effectively understand the development process of my students. According to
Maslow, the Hierachy of Needs theory is like a pyramid, where the individual starts at the bottom and
makes their way up to the top in a process of needs and where the will and needs of an individual will
guide them. Ultimately, Maslow theorized that individuals are motivated to achieve certain needs. The
bottom of the pyramid starts with basic or physiological needs, where an individual will strive to obtain
things such as food, water, shelter, and warmth; the basic needs of survival as their first step in their
journey in the hierarchy of needs. The next level in the pyramid is safety, where individuals will aspire
to meet needs such as security, stability, and freedom from fear. Next in the pyramid is
belonging/love, where after an individual meets basic needs and physiological needs, they will aspire
to find people to support them such as friends, family, or even a love it is in this stage where one
seeks affection. Once an individual has found love and support from others, an individual will strive to
achieve and earn recognition, mastery, and respect it is this stage in the life of an individual where
one aspires to create themselves. The final stage of Maslows theory, after every level of the pyramid
has been reached, is self-actualization. It is this stage of the development of an individual, where one
seeks fulfillment in what they do. It is here where one pursues their inner talent and has realized their
goals, values, and life aspirations. It is here uses their needs they have achieved to make the most of
their lives and themselves. In conclusion, Maslows theory is important to understand especially for me
as a Peer Leader. Through this theory I can understand the cycle of needs that my students go
through as well as what they need in order to grow and develop. See Evidence #24
As a Peer Leader in my HDF 415 class, I serve as a mentor for the students in the HDF 190 first-year
13.
Student will show knowledge of the

Hierarchy of Needs theory by Maslow
HDF 415
-Hierarchy of Needs theory by

Maslow
14.
Student will show application of Maslows
HDF 415
-Challenge & Support Sheets
theory to own life
15.
Student will describe personal leadership

style and/or personality style including
strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., StrengthsQuest,
Type Focus (MBTI), LAMP, and other
career inventories, etc.)
-Hierarchy of Needs
HDF 190
-Leadership Practice Inventory

-Leadership Institute
(HDF 414)
- VIA sheet
leader course. As a Peer Leader, I feel responsible for tending to the needs of my students, so I
implement Maslows Hierarchy of Needs to life each day in class. For this class, I was given challenge
and support sheets for each of my nine students in my small group. It is with these sheets that I can
analyze and identify the specific needs of each of my students. According to Maslows hierarchy of
Needs, the pyramid begins with basic needs, next safety, and then belonging. Safe to say, I begin my
role as a Peer Leader when my students are going through their Belonging phase, where they need
love and affection and people to support them. As a Peer Leader I am one to give my students love
and support and help the group come to together and realize my group members are there to support
each other as well. It is my job to guide my students through this phase, the self-esteem phase, and
then the self-actualization phase. It is with the Challenge And Support Sheets that I keep
documented for each of my students that I can identify what each of my students need in order to grow
and develop and then I can execute the actions and steps needed to be taken with each of my
students. In conclusion, these challenge and support sheets serve as evidence and documentation of
how I implement Maslows Hierarchy of Needs theory, by documenting what I believe each of my
students needs to help guide them through personal development as leaders. See Evidence #23 & 24
When I attended the Leadership Institute in September of 2011, I took a test that determined my
Leadership Practice Inventory (LPI). This characteristic is basically my personality that reflects me as
a leader. My highest LPI was Encourage the Heart, which shows I am highly positive, have a
contagious attitude that encourages others, and I dont like to give up. I approach everything with
optimism and energy, and I am rarely discouraged. However, I can imagine some weaknesses of my
personality are that I could not embrace the full seriousness of a situation. I imagine that there could
be times that I wouldnt think realistically on accomplishing something because of my optimistic attitude
and mind. I can see how I apply this personality every day in my life; simply, for example, in the way I
celebrate every small accomplishment or am quick to give praise and smiles to others. I approach
every obstacle or talk with optimism and enthusiasm and I like to spread my enthusiasm to others. See
evidence #6.
I realized a lot about the leader I am when I took HDF 414, the first semester of my sophomore year.
From retaking my VIAs, my top values in action are love, teamwork, curiosity, gratitude, and
appreciation of beauty and excellence. From identifying these values, I found that the leader I am was
inspired by my love of working with people. Gratitude was once my top value, but after retaking my
VIAs love shot up from my fourth top value to my first because after I realized my growth as an
individual, my love and how much I value others was realized. Now being the realized leader that I am,
I know that I am a mentor, and witnessing joy and progress in whomever I serve as a mentor for is what
drives me, as Ive realized from my value of Appreciation of Beauty and Excellence. Ultimately I truly
value the relationships I have with those that have helped shape me into the person that I am, and I
find purpose in serving others and living with love and gratitude. See evidence # 10.
Outcome Category: Leadership Theories

Outcome
16.
17.
18.

Authority and Bureaucracy theory of
leadership
Student will describe personal application
of the above theory
Target class
19.
20.
21.
22.
23.
24.
25.
Scientific Management theory of

leadership
of the above theory
Management by Objectives theory of
leadership
of the above theory
Student will show knowledge of Theory
X and Theory Y theory of leadership

of the above theory
Servant Leadership theory of leadership
by Greenleaf
HDF 416
-Theory X and Theory Y
This theory of leadership is in regards to management mentality. I learned about this theory in my HDF
416 course Personal and Organizational Leadership while discussing the different between leadership
And management. Theory X implies the mentality that employees are unmotivated and dislike working,
Which encourages an authoritarian management style. It is said that a minority of employees may fall
Into this category, and sometimes it can be unavoidable to come across these kinds of employees as
A manager of any kind. With Theory Y, this is the mentality that workers are motivated, competent, and
enjoy a challenge in the workplace. This theory was created with the purpose of labeling different kinds
of work ethics in people in a work setting. See Evidence #54
HDF 190

Greenleaf
A servant leader is one that serves others, without seeking recognition, but only the development and
good and welfare of others. A servant leader is composed of ten ideal characteristics, according to the
Servant Leadership model by Greenleaf. These traits are listening, empathy, healing, foresight,
awareness, persuasion, stewardship, conceptualization, commitment to the growth of people, and
building community. It is these traits that form an idealistic servant leader. Some traits that really stand
out to me are empathy and commitment to the growth of people. Empathy is also one of my top
strengths, therefore I can relate to it and utilize it; empathy is the ability to feel symmetrically with
another, to feel emotions with someone rather than for someone. With commitment to the growth of
people, I feel that this trait is the required drive or passion that a servant leader possesses. Seeing
people grow is the goal of a servant leader, therefore I feel this trait best reflects servant leadership.
HDF 492
As I come to the end of my undergraduate experience at the University of Rhode Island, and I am en
route to graduating with a minor in Leadership Studies, I feel I have embraced and practiced the
leadership theories that Ive been taught. One leadership theory Ive become very familiar with and
have taken the chance to truly practice and live, is the servant leadership theory by Robert Greenleaf.
This model consists of 10 characteristics that are chosen by Greenleaf, and they are 10 characteristics
that are absolutely needed in order for one to be a servant leader. These qualities are listening,
awareness, empathy, foresight, healing, conceptualization, commitment to the growth of people,
stewardship, persuasion, and building community. When one actively practices these qualities they are
defined as a servant leader, and after all my experiences in my undergraduate years, I feel that I truly
understand what servant leadership means. This form of leadership means to lead others by serving
them; by giving your knowledge, ability, and service to others in order to help others become more free,
wise, and autonomous. Servant leadership means to give what special qualities you possess to others
through service, in order to help others reach personal development and growth. It is the basis of
generosity and leadership, in which one works with all the best intentions to truly help a community
benefit and grow stronger. See Evidence # 17
HDF 190
It is known that a servant leader ideally demonstrates the ten characteristics of the servant leadership
of the above theory
26.
27.

Principle Centered Leadership theory by
Covey
Greenleaf
-Academic Chairman Position
model by Greenleaf. These characteristics are listening, healing, empathy, awareness, persuasion,
conceptualization, foresight, stewardship, commitment to the growth of people, and building community.
In my position as academic chairman in m fraternity, I feel that I demonstrate some of these traits.
From the start, I feel I immediately demonstrated stewardship because I personally felt that I had a
responsibility to help my brothers (regardless of how I help them), therefore I indifferently chose this
position in order to serve them, only with the desire to serve. I show healing because I organize a plan
and methods for brothers to improve their academic standings get the most out of their studying. I
show awareness by keeping note of everyones availability to meet up with me as well as
understanding everyones personal lives and situations in relation to their academics. See evidence #5
and #23.
HDF 415
-Drops of Strength
Greenleaf
In my HDF 415 class that I took as a sophomore during the Spring Semester, I along with five other
peer leaders and our respective professors oversaw two different sections of HDF 190 with 27 students
in each section. Although I was to directly oversee nine specific students, I was free to give these
sheets of paper, known as Drops of Strength to any student that I pleased. I used these constantly as
a tool of Servant Leadership. Whenever I saw a student say something or do something that I
admired, I gave them a drop of strength on which I wrote an uplifting message. I made them personal
and sincere, with the goal of making others feel worthwhile! I believed these to be very resourceful and
resembling of servant leadership. These drops served as empowerment and encouragement for
students to recognize and continue the things that they do well. They work in the direction of the
ultimate goal of servant leadership, which is to enrich the lives of others, make others more caring,
free, wiser, and autonomous. I believe that even the smallest gestures of kindness or praise such as
these drops of strength serve as stepping stones to building an individual to become better, freer, and
wiser, and hopefully for those students to become servants themselves. By using these drops of
strengths for my students in class, I hope for them to grow more than anything, and for me to sustain
and strengthen my position as a servant leader by giving. See Evidence #8
HDF 413

-Final Retreat Agenda
In my HDF 413 Student Organizational Leadership Consultant class, was required to act as a facilitator
and a consultant for groups and organizations on campus. In holding this position, I stepped up to the
plate to exhibit all the values and characteristics of a servant leader. For our final project in HDF 413,
the entire class organized a retreat open to the public regarding effective facilitation, and showing the
community of leaders at URI on what SOLC does to help groups on campus as well as how we do it.
By acting as a facilitator and helping groups and organizations reach their goal - whether it be
community building, conflict resolution, or anything else that a group wants to achieve I displayed the
characteristics of commitment to the growth of people and building community. By acting as a
facilitator and being focused on the participants in a group and concentrating on their actions, words,
and how they can achieve their goals and needs I displayed a sense of awareness and listening. By
helping into organize retreats for groups and organizations on campus and making concrete ways for
these groups to reach their goals, I displayed a sense of conceptualization. Finally by putting myself in
the position of a facilitator and consultant, I demonstrate a sense of stewardship by feeling responsible
of using my abilities to ultimately help make groups and organizations better on campus. These are
some of the ways that through being a consultant coincide with being a servant leader, and one final
point regarding all of this is that in taking this position, it is not one for seeking recognition or glory, but
for personal growth and taking an active and positive role in the student body community. See
Evidence #11 & 17
28.
29.
30.
31.
32.
33.
34.
of the above theory

Student will show knowledge of the 14
Points / TQM theory of leadership by
Deming

of the above theory
Visionary Leadership (now often cited
as Transformational Leadership) theory
by Sashkin
of the above theory
Individuals in Organizations leadership
theory by Argyris
of the above theory
Students will demonstrate knowledge of
the 4 Vs theory of leadership by Grace
(Center for Ethical Leadership)
HDF 417
-14 Points/ TQM theory by Deming
HDF 414
-The 4-V Model of Ethical

Leadership
1.
In the Fall of 2014, I served as a Teachers Assistant for the course HDF 416 Personal
and Organization Leadership. This course had a variety of different content, but one included the
14 Points theorized by Deming. These points were theorized as characteristics of successful
organizations or institutions by Deming that can also be steps to follow and steps to take for
organizations to be viewed as efficient and successful, but can be more appropriately purposed to
maximize the productivity of a company. They are ultimately called Demings 14 Points for Total
Quality Management, and they are; create constancy of purpose for improving products and
services, adopt the new philosophy, cease dependence on inspection to achieve quality, end the
practice of awarding business on price alone; instead, minimize total cost by working with a single
supplier, improve constantly and forever every process for planning, production and service,
institute training on the job, adopt and institute leadership, drive out fear, break down barriers
between staff areas, eliminate slogans, exhortations and targets for the workforce, eliminate
numerical quotas for the workforce and numerical goals for management, remove barriers that rob
people of pride of workmanship, and eliminate the annual rating or merit system, institute a
vigorous program of education and self-improvement for everyone, and put everybody in the
company to work accomplishing the transformation. These points can be a lot to take in, but in
summary, some that speak to me are the importance of delegating roles and essentially giving
members purpose in an organization, as well as driving out fear in an organization and allowing
members to feel safe and empower hard work and the best performances, in final addition to
always and always continuing to improve. These are Demings 14 Points for Total Quality
Management. See Evidence #25.
To be an ethical leader begins with discovering values. An individual must gain an

understanding of their values, of what beliefs they want to subscribe to and
ultimately the kind of character they wish to become, whether it be a humble,
positive, precise, or even empathetic leader the list goes on and on. In the model,
Service is the bridge that connects the values component to Vision. Service is
35.

of the above theory
HDF 190
-4-V model
-Leadership Ambassador
-VIA
HDF 492
-personal statement
the practice of an individuals values through service to others, and when these
values are test enough, a vision is acquired. Vision implies an ethical leaders way of
conceptualizing the outcome of actions. The bridge that fills the gap between vision
and next component, Voice, is the element Polis. Polis implies that when a
leader learns to give their vision a voice in the matter, this leader has engaged
themselves in the art of politics. With voice, a leader preaches their vision to
followers and persuades and encourages others to act alongside them. Renewal is
the third and last element that connects voice with again with the first component,
Values. Renewal means to reflect as a leader on your values, and see if the way you
act is congruent in regards to your own values. If this reflection is true and a leader
acts congruently, then the last component of Virtue is reached. Virtue is the
highpoint of reaching congruency in your values and actions, and then consistently
and continuously practicing these individual values. See evidence #26.
The time I best apply the 4-V Model of Ethical Leadership to life is when I serve as a
Leadership Ambassador around campus. All the components of the model are
fulfilled through my actions; vision, voice, values, and virtue. In this position as an
ambassador, one must be congruent and have an idea of their values in order to
preach leadership and conceptualize an opportunity for other students, to other
students, which demonstrates the components of vision and voice. In this position, I
also talk about the leader that I am and was to others, giving them a connection of
my past and present values and how I practice my values congruently in reference to
how the leadership institute and the leadership program have influenced me as a
person. I personally demonstrate practice of my values of zest, enthusiasm, and
energy, as I speak with others, and loyalty, teamwork, and citizenship by
providing others with the opportunities in the leadership program that I offer. In
the end by preaching this opportunity that is the leadership institute to incoming
freshmen and the leadership program to students and demonstrating vision and
voice, and then representing my values and acting congruently with my values, a
sense of virtue is reached. See evidence #1, 10, and 21.
As I reach the end of my undergraduate experience, and I prepare to graduate I have
done much reflecting of all my leadership experiences. When I think of the 4-V
model of leadership, what comes to mind is that this model expresses to actively and
efficiently live life following personal values and principles. I feel that one way I
have personally exemplified this theory is through my experience with Leadership
Institute. In my final year participating in the program and serving as one of the
programs coordinators, in reflection I realized how all my time and work with the
Institute has exemplified how I practice my values. Looking back, I committed and
stuck to participating in this program each and every year of my college experience
because I value working with others and helping others reach personal
development. I love spreading kindness, wisdom, and empowerment to students I
36.

Situational Leadership theory by
Hershey & Blanchard
HDF 416
-Situational Leadership
theory
37.

of the above theory
HDF 492
-Situational Leadership Model

-SOLC
work with in order to motivate and help others find their best qualities, abilities, and
confidence to go forward in their daily lives and journies. The Institute was the
perfect way for me to expose these qualities of myself to students, and by my senior
year I saw all this happen full circle. While given the opportunity to train the Peer
Leaders to work with first-year students, I had to step up and act as a role model
who practices leadership with congruency and always sticking to my values. I had
to serve as a coordinator that has a vision of what the program should be and what
our purpose as Leadership Institute staff was, and then execute the voice needed to
help those being trained to become the effective leaders and role models required of
them. Ultimately in this program, I served as the example of how I believe
leadership should be practiced, and it was my responsibility to share my vision and
help the Peer leaders understand this vision, and integrate it into their own
leadership styles. See Evidence #19 & 27
The situational leadership theory by Hershey and Blanchard is a theory that I
learned about in my HDF 416 course, Personal and Organizational Leadership. This
theory basically states the different styles of leadership one will undertake based on
specific situations and working in specific groups. There are four different styles
listed in this theory, and they are Telling, Selling, Participating, and Delegating.
With Telling, this implies leaders who take the role of instructing others of what to
do and how to do it. Selling implies leaders who emphasize the message and
some instruction, to ignite purpose and reason into the actions of others.
Participating implies becoming involved in the group decisions that the group
makes, and becoming an active member within a group. Finally, Delegating
implies passing responsibilities around to group members and becoming less
involved in group decisions, and ultimately promoting autonomy in members. This
theory also lists Maturity as well, which is in regards to the level of the group that
a leader will work with. Basically this theory talks about how leaders take these
different roles based on the groups they work with, and the maturity of each group.
See Evidence #51
One way where I can see how I personally apply the Situational Leadership model is
through my involvement in the Student Organization Leadership Consultants
(SOLC). This student group exists for the purpose of organizing leadership retreats
for other student groups on campus in the attempt to help other student groups
reach their goals and ultimately become better performing groups. In this group,
this semester I am the current president of the organization, and although serve in
an executive position, I also have to perform the responsibilities of every other
member. In this organization, every member is responsible for facilitating two
retreats a semester to maintain active membership, and this also includes myself.
Therefore for a huge majority of my role in this organization is to serve as a
facilitator for retreats whenever they approach, on top of serving as a role model and
regulator for the organization. In regards to Hershey and Blanchards theory of
38.
39.

Relational Leadership model by
Komives, McMahon & Lucas

of the above theory
HDF 190
-Relational Leadership Model

by Komives, McMahon &
Lucas
-FLITE Relational Leadership
Assessment
HDF 492
HDF 415
-FLITE current leadership

discussion
Situational Leadership, I work with a competent and mature group where

individuals are capable of being autonomous and being trusted to carry out group
tasks. Also, the role that I take is participating, because I immerse myself in our
groups activities and responsibilities with everyone else. The way the group is run
too, is that decisions are made by group consensus and for the benefit of everyone.
My membership in this organization serves as an example for how I demonstrate
personal application of this theory. See Evidence #31, 38, & 51.
For my first assessment in FLITE, I was tested on my knowledge of the Relational
Leadership Model. For the assessment, I was instructed to name all five components
of the model (Inclusive, Empowerment, Purposeful, Ethical, and Process-Oriented)
and give a definition for each. I also had to give at least one piece of information in
sections titled knowing (knowledge/understanding), Being (Believing that), and
Doing (Skills in). These three sections were under each component, and how it
works is that in each component, a leader must have knowledge or an understanding
of a certain quality, he or she must believe in a certain quality, and a leader must be
skilled in a certain art depending on the component. For example, under the
Inclusive component, I wrote down that a leader must have an understanding of self
and others, a leader must believe that everyone can make a difference, and a leader
must have skills in listening. On the assessment I received a grade of 108/100, which
shows that I have a great understanding of the model. See evidence #7 and #11.
As I get ready to graduate from URI and complete my undergraduate studies with a
minor in Leadership Studies, I feel Ive become very knowledgeable with many
different leadership theories. One theory that Ive truly taken to heart and my own
leadership style and practice is the Relational Leadership model by Komives. This
theory of leadership proposes the idea of putting others first, and looking for the
relational growth within groups. There are five components to this model which
demonstrate the qualities needed to make a leader be a relational leader. These
components are Inclusive, Empowering, Purposeful, Ethical, and ProcessOriented. Each component as well lists qualities that a relational leader believes, is
knowledgeable of, and actively practices under Being, Believing, and Doing. The
model lists all the steps needed to follow the theory of being a relational leader and
practicing relational leadership. From my experiences Ive learned that this theory is
a big part of leadership. It is the process that describes the heart of any group, the
foundation in which a group develops bonds amongst members and builds
community internally which is necessary for groups to communicate, foster
relationships, and eventually reach group success and excellence. Ultimately this
theory is the core of what keeps groups together, happy, and purpose when
members of a group become close-knit. See Evidence # 4
As a Peer Leader taking HDF 415, I practice the relational leadership theory almost
every day in the HDF 190 first-year leader course. As a Peer Leader for this class, I
HDF 412

by Komives
-Bennett
have a small group of nine students in which I am responsible for having group
discussions almost on a daily basis. It is through my facilitation of these nine
students that I practice relational leadership. For example, I facilitated a group
discussion on current leadership issues with my small group. In this discussion, as I
like to in every discussion, I enforce all five components of the relational leadership
model; inclusive, empowering, purposeful, ethical, and process-oriented. In the
discussion, we discussed two different situations about current leadership issues.
One situation was about the basketball coach of Rutgers University getting fired for
abusing his players verbally and physically. The other situation was about a woman
writing an article that stated ivy league girls simply go to college to find a husband.
Some questions that I asked the group were; what leadership issues come to mind?
And then other questions pertaining to each specific situation.
During group discussion, I made sure to enforce each component of the model.
With Inclusive, I believed that everyone could make a difference in introducing
thoughts and ideas, and I actively listened to each contribution made by each
student in the discussion. With Empowering, I believed that everyone had
something to contribute, and I served as a gatekeeper making sure everyone
participated and I gave praise and excitement to those who made a great comment
or statement during the discussion. With Purposeful, I believed in the goal of
having a successful discussion where each member of the group would take
something out of it. I simply facilitated to the best of my abilities and made sure
everyone collaborated and that the discussion flowed smoothly. With Ethical, I
was able to demonstrate the importance of believing in morals and enforcing to my
students to have their own morals, especially with the content of the discussion.
Finally, with Process-Oriented, I instilled the belief that the discussion had a
purpose and that in the process everyone should take something out of the activity.
This activity overall was just an example of how in my facilitation of my small group
I practice the relational leadership model as a peer leader. See Evidence #7 and #9
In my HDF 412 course that I took within the Fall of 2014 in my senior year, I engaged
myself in all kinds of new perspectives in leadership. At this point in my life, I
reached the highest level of leadership ability, discussions, and content than I ever
have worked with in my lifetime, and at many times I changed perspectives on many
different aspects of leadership. One of these aspects included my perspective of
relational leadership. To my understanding, the purpose of this model is to put
others before yourself, where there are five components to the model which include
Inclusive, Empowering, Purposeful, Ethical, and Process-Oriented. In my HDF
412 course, we discussed many different topics which included culture, race,
religion, socioeconomic background, privilege, and cultural sensitivity and
interaction. In class, we had many discussions which I personally shared accounts
regarding these topics and I also listened to many accounts shared by my peers. I
40.

concept of constructivism
HDF 416
-Kolbs Experiential Learning

Model
41.
Students will describe personal examples

of implementing constructivism
HDF 492
-Values-Based Leadership
Conference Workshop
42.

experiential learning in leadership
HDF 413
-Experiential Learning in
Leadership Development
truly learned to apply this model when interacting with my peers and hearing their
stories, and I was able to truly embrace the Inclusive component of the model. This
component also relates to Bennett as well in his studies of cultural sensitivity, which
includes the capacity to embrace other understandings of other cultures and
eventually integrating aspects of other lifestyles into your own, as well as having the
capacity to understand the reasons for others beliefs and lifestyles. I think this
heavily relates to gate keeping in the inclusive component because it requires the
skill to integrate understandings of all sorts in your lifestyle. I practiced gate
keeping by listening to my peers and embracing areas of privilege and differing
beliefs and considering how they apply to our society. For a more thorough
example, I was able to gain a broader understanding of one of my close friends of
color in my class. I was able to better understand her personal struggles of privilege
that she goes through every day as she shared these experiences with the class. As a
white male, I never actually considered how people I know are treated differently
than I am in our society, and by hearing my peers personal accounts of topics such
as privilege, I was able to integrate these ideas and empathize better with my peers
perspectives. See Evidence #4 & 16
The concept of constructivism refers to how people learn. In order for people to
learn, they must gain experiences and practice their skills and leadership styles to
construct some kind of conceptualization and meaning of theory. The concept of
constructivism relates very closely to Kolbs Experiential Learning Cycle, which
labels the steps in which an individual learns. First one goes through a concrete
experience, in which something happens to them. After said experience, one then
goes through reflective observation, where one processes exactly what physically
occurred in their concrete experience. After this stage, one goes through abstract
conceptualization, where one interprets meaning from their experience. After
deciphering meaning and significance from an experience, an individual will then
practice what they learned in the last stage of active experimentation. This cycle
truly describes constructivism and how people learn. See Evidence #28
In my senior year of college I had the great opportunity of being a presenter for a
leadership conference at Providence College. The conference focused on valuesbased leadership, and I had the opportunity to run a workshop regarding the
discovery of purpose through the exploration of personal values. Basically I led
students through the process of critical thinking of what personal values guided
their lives and decisions. From doing this, I helped students go through the concept
of constructivism, where students in my workshop where put in the position to
process information and reflect on themselves. In this position, I allowed for
students to go through this process, with the intent of helping others build selfawareness and purpose. See Evidence #32
In my HDF 413 Student Organization Leadership Consultant class, I was introduced
to Kolbs experiential learning in leadership development theory. The purpose of
(Kolb)
this theory is to explain that learning is a process, and it is a continuous process that
happens in a cycle. How it works is that the cycle begins with an individual or
group being immersed in concrete experiences. This means learning from specific
experiences and then relating to people, seeing how a concept applies in actuality.
The next stage in the cycle is for the subject to observe and watch an environment.
This stage is very deliberate, where a subject analyzes a concept before deciding to
take an action and also looking for meaning in things and seeing how things
connect. The next stage is for a subject to undergo abstract conceptualization, by
experiencing reflection and critical thinking to understand concepts and then
learning to act through intellectual means of an applied and learned concept. At this
point, a subject has learned and gained a good grasp of a concept, and they are
ready to apply the concept and influence and teach others. This theory mainly
applies to an individuals learning, and then for an individual to apply and
education others whatever theyve learned from their experiences. See Evidence #9
HDF 417
-Kolbs Experiential Learning

Model
HDF 413
-Tuckmans Theory of Group

Development
In the Fall of my senior year in 2014, I acted as a Teachers Assistant for the course
HDF 416 Personal and Organizational Leadership. In this course, there was much
content discussed and processed for not only my peers and instructor, but also
myself of course. In reviewing and processing all the content from the semester, I
realized the importance of this model when it comes to applying and processing
content of any sort in day-to-day life. The entire basis of this model is how an
individual goes about learning new concepts and applying them to daily life. A
concrete experience is first necessary to occur to give an individual something to
process and take away significance. Once a concrete experience occurs, an
individual goes through reflective observation, followed by abstract
conceptualization, and then active experimentation in more and more concrete
experiences to come. The entire model translates to What? So what? Now what?
Something that I realized is the core concept of this model throughout my
experiences is the need for reflection. Reflection is what allows individuals to
process information and concepts, and then take away lessons, values, and morals in
order to take deliberative action. See Evidence #28
I was able to apply the theory of Kolbs experiential learning in leadership
development by my experiences in Student Organization Leadership Consultants
with my HDF 413 class. I was able to learn and then apply Tuckmans Theory of
Group Development to real life. I was able to witness and experience on a first-hand
account the process of this theory and how it works, and this happened with the
group SOLC that I was a part of. For this class, every member of the class was to
commit as a facilitator and consultant, meaning that we organized and facilitated
leadership retreats for groups on campus, for the purpose of helping these groups
reach a variety of goals community building within the group, resolving conflict
within a group, etc. As members we all took positions as individual facilitators and
development (Kolb)
43.

of experiential learning in leadership
development (Kolb)
44.

Social Change Model of Leadership
Development by Astin et al
HDF 190
-Martin Luther King Jr. Day

-Social Change Model of
Leadership Development
HDF 492
-Social Change Model
then worked together to hold these retreats. As a class, we all had the assignment of
a final project to organize a retreat open to the public of URI to teach students and
even faculty of effective facilitation tactics. As facilitators we all had to come up with
content for this retreat, delegate roles and tasks amongst a group for this retreat, and
then invite members of the community to attend. In doing this project, I
experienced Tuckmans stages of forming, storming, norming, performing, and
adjourning. In completing this project, we first were given the assignment, and
everyone first had to individually understand what it was. Next, we all experienced
a stage of conflict; where members tried to assume dominance and roles,
miscommunication, and arguments as we debated what kind of content we could
include in the agenda, who would take which part of facilitation in the retreat, and
rejecting and agreeing on ideas. With getting tasks done to prepare for this, there
was conflict that arose. By the time of the retreat, we were able to assume roles with
members being put in specific roles for the retreat, and then were able to perform by
holding the retreat to the public. Afterword we were able to conclude and adjourn,
knowing the group had done its task and then disbanding. Through this final
retreat, I was able to physically experience the theory, now regarding Kolbs theory. I
was able to observe the group and the process of making this retreat, and make
mental connections and judgments before I acted and learned to understand
everything going on before I was able to create change and influence by taking an
active role as a member of SOLC and as a facilitator in the retreat. See Evidence #11
& 29
In February, I attended a leadership event regarding social change and Dr. King,
called MLK Day. At the event I was given a copy of the Social Change Model of
Leadership Development by Astin et al, which consists of three different kinds of
values Group values, individual values, and society/community values. These
three different types of values hold together the seven Cs of social change.
Commitment, Congruence, and Consciousness of self are located in the individual
values these values are needed for an individual to be a part of a group. In group
values, a group must have Controversy with civility, Collaboration, and Common
Purpose, in order to subscribe to the values and beliefs in the Society/Community
category, which holds Citizenship. Along with these seven Cs comes the eighth
C, which is none other than Change, which is hopefully a positive outcome of
the process of an individual coming to be a part of a group, and then that group
coming together to create social change. See evidence #12 and #13.
In my HDF 492 course, which is the final course in my Leadership Studies minor, I
have come to the point in my leadership journey where I am doing much reflecting
as I get ready to graduate college. Thinking about all the leadership theories Ive
learned, social change has been one of the bigger ones that Ive had the privilege of
learning about in my undergraduate experience. Social change is a leadership
45.

of the above theory
HDF 415
-Social Change Lesson Plan

theory that serves as the explanation and reason for how change starts and happens
in a community. The model has three components, which are the Individual,
Group, and Society, and each component has different values regarding steps to
take in order to create change. For example, the first component is the Individual,
which contains three different values; they are commitment, congruence, and
consciousness of self. These three values are theorized for an individual to have in
order to take route in creating change. Once an individual has obtained these
values, one is ready to take part in working with others in the group component. In
the group component, the values here are common purpose, collaboration, and
controversy with civility. A group of people dedicated to a common purpose to
create some sort of positive change in a community must have these values in order
for effective change to happen. Once a group has developed these values, the next
component is societal or community values. The only value in this component is
citizenship, which means that a society must value greater good for everyone within
a community, promoting equity and equality. When all these values within these
components are reached, then positive change is possible within a community. Then
the cycle begins over again, renewing the inspiration for more and more positive
change. To me this model describes the steps and tools needed for change to happen
in a community, as well as the mentality and beliefs individuals, groups, and
communities must develop in order for positive change to occur. See Evidence # 5
In my HDF 415 class, I serve as a Peer Leader for the HDF 190 first-year leader
course. As part of my responsibilities of the course, I help facilitate activities and
group discussions for the students in the class. One day in class, the other Peer
Leaders and I facilitated a Social Change activity that we all put together to teach our
students about the Social Change theory. What the Peer Leaders and I did was first
split up our three small groups so that each of us were supervising our own small
group in the activity. In the room we placed three hula hoops on the ground, in a
triangle formation and each was about 20 ft apart or so from each other. Each hula
hoop on the group was meant to represent one of the components of the Social
Change Model; Individual, Group, and Society. In the start of the activity, each
small group was given three blocks, and they were instructed to use these as
stepping stones, and without touching the ground have each member of the group
reach the next hula hoop, otherwise known as the next component of the social
change model. As the group advanced, they gained more stepping stones, which
represented the Cs of the model and there were eight in total representing all of
the Cs.As the group advanced, they interactively learned the social change model
as a whole, how it is put to use, and in the process they all bonded in a team
building activity. As a Peer Leader I made sure to emphasize that as my group
gained more stepping stones, it shows that to collaborate as a team means that
working together becomes generally easier, as it is easier to reach the next hula hoop
when you have more stepping stones. In conclusion, this was a great interactive
activity to teach and implement the social change model of leadership. See Evidence
#13 and #14
46.

the Leadership Identity Development
Model by Komives et al
HDF 413

HDF 190
-FLITE Retreat Collage

-Wilson Model
In my HDF 413 Student Organization Leadership Consultant class, I had the

opportunity to work with other leaders in the URI student body in organizing and
facilitating retreats for groups and organizations on campus. In this position of
being a facilitator, I am a member of an organization that is directly applying the
theory of Social Change directly in the URI student community. The goal or
outcome of the model is ultimately to create positive change in a community,
because change is a process, not a revolution. When looking at how the process of
change happened in our SOLC group, it started with the individuals. Each member
of SOLC had to learn commitment, congruency, and consciousness of self; meaning
each member had to individually learn their own values, leadership style and apply
these values and commitment with their actions in learning to be a member of a
group. Every member of SOLC had to realize themselves before learning how to
create change, and this was done individually and by becoming immersed in the
group and learning about it. Now as a group, the members of SOLC had to realize
their common purpose, learn to collaborate, and gain a sense of controversy with
civility not wanting to settle with what could be more. As a group, we had to learn
to work together, because if we cant demonstrate collaboration, it would be
impossible to teach other groups on campus of collaboration. We, as a group, came
together and we were able to create a retreat regarding effective facilitation habits
that was open for the public for our final project. In doing so, as a group we were
able to demonstrate citizenship and change; by after going through our experiences
learning of change, we were able to begin spreading our experiences to leaders in the
URI student body. We were able to construct a retreat educating leaders of
important concepts of facilitation that we all learned together, and the positive
change we promoted as a group was teaching leaders how to be more effective
leaders, and how to make more of their individual selves. We helped create change
by making individuals in the community more influential leaders, so that they can
help make their communities better. See Evidence #5 & #11
For HDF 190, I was instructed to make a collage that portrayed me; my personality,
my interests, my views, my values, and strengths, my future, etc. It was an
assignment that allowed us freedom to express ourselves. Looking at the Becoming
a Positive Leader through Involvement and Development model by Wilson, it
indicates that in order to ultimately lead others, you must be able to lead yourself,
but in order to lead yourself, you must know yourself before you get a chance to
develop yourself and work with others. Therefore, with this collage, I achieved the
first step of this model. By putting my top strengths and VIA as well as other
characteristics of mine, it shows that I understand myself, and I expressed what I
know about me on this collage; including my strengths and values in action. See
evidence #18 and #8.
47.
Students will describe personal

application of the above theory.
HDF 414
-Leadership Identity
Development Model
HDF 414
-APA paper
-Leadership Identity
Development Model
-VIA
The Leadership Identity Development Model by Komives is a model that describes

how an individual finds themselves and discovers their own leadership style. In
order for a leader to effectively apply themselves and become a change agent, one
must discover their leadership identity, their best qualities and strengths, their
values, and actively practice how they lead. This model describes this process, and
the first step is awareness in the individual. An individual must become aware of
their personal qualities and strengths and also build confidence, motivation, and
new skills through personal development. This may take some time, and this
process is also never ending. Next comes exploration and engagement, which
implies actively practicing personal leadership through concrete experiences, and
also ties into the self-development aspect. The next stage is Leader identified,
which implies establishing interpersonal efficacy, meaning the ability to work with
others and begin to receive influence from outside sources. This stage is leeway into
Leadership Differentiated, which means learning from others and outside sources
that will begin to influence the mind and leadership style. As one learns from others
and outside sources, they in turn contribute to the education and learning of others,
which leads to the next stage of Generativity. At this point, one can effectively
learn from others and teach others with their established leadership style, which
means the final stage of Integration/Synthesis is reached. This means that an
individual going through this process has created great self-awareness, developed
all kinds of new skills and knowledge in their leadership journey, and has created a
support system in which they can learn from others and inspire others successfully.
This is ultimately the cycle of how individuals embrace leadership and aspire to
become more effective leaders and change agents. And ultimately this process
cannot happen without commitment and dedication from an individual, but also for
outside sources and people to be present to help shape the education process for an
individual. Learning is absolutely vital for the personal development of any leader.
See Evidence #6
In my HDF 414 class, I have heavily demonstrated a personal application of the
Leadership Identity Development Model. As the model reads, one must know
themselves before they lead themselves, and one must have an understanding of
others and a refinement of their strengths before they begin to work with others and
learn from outside sources. I gained a better understanding of myself and how I use
my values to be a leader for others, and I had the opportunity to go in depth with my
personal values in this course. What is most important though, is my application of
my values in my social change project, in which I created a mentoring program for
emotionally struggling male adolescents. By putting together this movement,
described in my APA paper, I generated the idea of leading others by mentoring;
improving the lives of adolescents through mentoring and promoting positivity and
self confidence. By discovering further self-awareness through this course, and

going more in depth with exploration and engagement of values, I was able to put
together this project in reflection of my core values. In my VIA test to decipher my
top 5 values or principles that guide my lifestyle, actions, and beliefs, I found that
these principles match very well with this project. I created this mock mentoring
program in reflection of my values of love and teamwork, as the program focuses on
peer mentors giving guidance to others. One thing I value in leadership is peer
influence and connection, and this program reflects these values as well as my
personal leadership style and vision. Ultimately creating this program and
brainstorming the details were totally parallel with my values that I discovered after
taking this test in this course. From deeply analyzing my personal values and
leadership style and then creating this project, I feel that I have demonstrated the
Leadership Identity Development Theory by Komives. See evidence #3, 6, & 10
48.
49.

the Strengths-Development Model by
Hulme et al
of the above theory
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome
Target class
50.
Student will demonstrate how cultural

anthropology / paradigms relate to
leadership
HDF 412
-Wilson Model
-Bennetts Model for
Intercultural Sensitivity
51.
Student will describe personal example

of using cultural anthropology /
paradigms as a leader
HDF 412
-SOLC
-Bennett
In my HDF 412 course, I took part in my discussions involving culture and learning
to appreciate different views, backgrounds, and cultures. Apart of this course
involved Bennetts Model for Intercultural Sensitivity, which Bennett theorized the
stages in which the individual goes through in learning to appreciate and become
aware of other cultures that differ from their own. An aspect of this entire model
that Bennett includes is empathy, which means the ability to put oneself in the shoes
of another and imagine anothers perspective. It is a capacity that takes time to
develop as a skill as a leader. Bennetts theory is one that aligns very well with the
importance of being able to understand others regardless of background as it relates
to leadership. Alongside the Wilson Model, is set up to describe the process of
becoming a leader, these two models compliment each other very well and
ultimately define how cultural anthropology/paradigms relate to leadership. The
Wilson model theorizes that an individual must begins by knowing oneself and
become aware of strengths, values, and passions. Next, in the progression of
becoming a leader, an individual must manage and lead oneself intrapersonally,
before going on to understanding others. One must understand others before going
on to continue to develop skills and capacities and eventually leading others.
Overall, one must possess the knowledge of other cultures and views and the skills
to interact with different kinds of people in order to gain an understanding of all
sorts of people. It is an essential step along the way in leading others, and therefore
cultural anthropology is a huge part of leadership. See Evidence #16 & 30
After taking HDF 412 in the Fall of 2014 and learning all about cultural anthropology
and how it applies to leadership, I was able to reflect how I personally apply using it
in my life. I connected my use of cultural anthropology/paradigms to being a
consult in Student Organizational Leadership Consultants. As a part of this
organization, I have the opportunity to act as a consultant with many student groups
on campus by organizing and facilitating retreats. I have the opportunity to work
with many students of different backgrounds, experiences, and beliefs, and after
being heavily engaged in discussion about topics such as these in HDF 412 I feel very
confident going forward in working with others. Bennett is one of the big authors
that I studied involving cultural sensitivity and interpersonal communication with
others of different backgrounds. Through SOLC, I have the change to work with
groups in ways that allow me to play a role in making an organization better
through relationship building, conflict resolution, etc. While working with others, I
must be sensitive to the beliefs, customs, and differences of individuals and even
entire groups that I work with. I personally as a consultant have to practice a sense
of being non-biased, being understanding, respectful, etc. Acting as a consultant to
52.

the Cycles of Socialization (Harro)
theory and its uses in leadership
HDF 414
-cycle of socialization
53.
Students will demonstrate personal

application of the Cycles of
Socialization
HDF 492
-Leadership and Values Workshop
54.

the Cycles of Liberation (Harro) theory
and its uses in leadership
HDF 412
-Cycle of Liberation
facilitate retreats for others is one personal example of how I use cultural
anthropology and paradigms as a leader. See evidence #16 & 31
I was introduced to the Cycle of Socialization in my HDF 414 class, when discussing values and how
they are originated. This cycle helps describe just that; the cycle first starts with an individual being
born into the world, where he or she is then introduced to all kinds of beliefs and values in their
surroundings. This includes such things as parents, friends, and all the different aspects of society.
These values are then influenced by institutions and culture on conscious and unconscious level.
Through every individual arises a period of conflict and this comes next on the cycle. This conflict
occurs when one figures out what truly to believe is moral, righteous, and what reflects their values.
This conflict can go one of two ways; it can lead to more conflict or it can lead to creating change,
realizing whats truly important and righteous, and creating excellence. Ultimately an individual will go
through much personal reflection and realization in order to truly discover what beliefs, morals, and
values they hold in their life are legitimate. After reflection is done, an individual will decide what
principles to follow and what values to guide their lives after all the influence they have experienced in
their life. This theory describes the learning process of an individual when it comes to personal values,
as well as the personal development of an individual regarding personal values. See evidence #21.
One amazing experience that I took part in during my senior year in college was being a presenter at
A values-based leadership conference at Providence College. During this conference, I led a workshop
regarding discovering self-purpose through practice and discovery of personal values. Ultimately I led
a workshop that helped students figure out and identify their personal values, with the intent of helping
students realize what actions they are taking in their lives that are corresponding with their values.
After serving in this position, I also had taken part in demonstrating application of the cycle of
socialization theory in leadership. This cycle explains how individuals obtain their values, morals, and
beliefs through the course of their lives. At some point in the life of a person, an individual will
experience a point of personal decision. Over the course of ones life, one will reach a point where they
may question their values as well as everything they think is moral. Ultimately one goes through a
period of self-reflection where one explores personal values and morals and attempts to solidify
concrete principles to guide their lives. As a presenter for this program, I believe I took part in helping
students identify the steps in deciphering their top personal values, and ultimately helped others in
going through their cycles of socialization in deciphering what beliefs and values to guide their lives. I
played a role in helping others become established and self-aware leaders to go forward in their own
leadership journeys. See Evidence #32
In my HDF 412 course, in our second module of the course which was titled Cultural Anthropology and
Inclusive Leadership, we covered Harros Cycle of Liberation. I learned all about this cycle and how it
closely applies to social change. Harro defines liberation as critical transformation, and his cycle
outlines to the very beginning of an issue from before it becomes known and labeled as an issue, to the
steps it takes to start creating positive social change, to actually creating change and then continuing
the cycle. In this cycle, there are seven different steps; and they are Waking up, Getting Ready,
Reaching out, Building community, Coalescing, Creating change, and Maintaining. At the start of the
cycle, it begins with Waking up, which calls for a concrete experience to occur to make a community
become aware of an issue that exists and is present within a community. A concrete experience could
trigger a number of different issues that inspire action for people in a community to fight some sort of
injustice. Once this step has been done, it transitions into the Getting Ready phase of the cycle,
where awareness of an issue, that is triggered from some sort of experience, begins. This is a
recruitment process where individuals come together to form a group and as well as reach out to others
to join the cause. This phase ties into the Reaching Out phase, but once followers assemble and a
group is made that share a passion to change some sort of injustice within a community, that is when
Building community begins. Members begin to know one another, and form levels of teamwork and
communication to solve injustices. Once community members work to become an effective and
56.
Student will demonstrate personal

application of the Cycles of Liberation
(Harro)
HDF 417
-Personal Values Workshop

-Harros Cycle of Liberation
57.

the Configuration of Power (Franklin)
and its relationship to leadership
HDF 412
-Franklins Configuration of Power
collaborating unit, that is when Coalescing begins. This is the step where action starts; whether its
action-planning, educating, organizing, fundraising, etc within members inspired to create change to
people in the community that are continuing to become aware of injustices. When actions are made
over a period of time, change will occur, which is in the next stage Creating change. This is when
policies, rules, and definitions as well as culture changes once injustices begin to be solved and
corrected. This entire cycle is a process, and could take quite some time for change to occur. When it
finally does occur, the next step is Maintaining positive change in a community, and this includes
modeling authenticity and passing on traditions, as well as integrating and spreading hope for the
continuation of what was change and now culture and policy. These are the stages of Harros cycle for
liberation, and one more important aspect to consider is that in the center of all these stages lies the
core which includes self-love, self-esteem, balance, joy, and support. These are the aspects that will
hold these stages to remain strong and success, and are the brace for the succession of each stage.
See Evidence #33
In the Fall of 2014, I personally devised a workshop revolving around understand values and purpose
that is titled Exploring Your Why. The workshop allows others that are new to concepts of VIA and
leadership to understand more about themselves, their passions, and why they behave certain ways
and engage in the activities that they do. I recently conducted this workshop for a fourth time to a
student group on campus called the Big Thinkers on December 5, 2014. The group at this time is
very new and going through all kinds of forming processes. They are currently recruiting members and
establishing goals and direction. In connection with Harros cycle of Liberation, they are at the Getting
Ready and Community Building phase. When I worked with them I noticed they were currently
looking for members and establishing a direction, for they have many to choose from. I was personally
asked to come in, and I personally did this workshop that closely worked with VIA to help members
understand their passions, values, as well as helping them personally reflect in ways that they can take
action to reinforce their values and beliefs. In these two phases from Harros cycle, in reaching out
members are seeking purpose, causes, or injustices to speak against and take action against. It is a
phase of exploration and deciding where to take stands, and this is followed with members going
through building coalitions and seeking support through recruiting through the community building
phase. I personally was able to come in and lead a workshop for a group that is currently reaching out
in Harros cycle, and I was personally able to fuel the fire in an organization on campus that is hungry to
create positive change in some way shape or form by helping others understand their passions and
values as individuals and as a group. I helped a group better understand where they would like to take
stands and what actions to take in speaking out against certain injustices. See Evidence #32 & 33
In my HDF 412 course, under the module Cultural Anthropology and Inclusive Leadership, I learned
about Franklins Configuration of Power. I learned that this model is meant to describe how power and
even privilege is analyzed and applied within a community or geographical region. This model
designed by Franklin includes multiple circles that create a ripple of layers to describe the different
levels of power assigned to different sorts of groups. To begin, the very center circle within the layers
of circles is titled Economics, which contains those with the power to control the wealth and means of
production in a community. As well as who has the power to employ and fire others, who controls land,
and who controls resources. The next layer is Politics, which includes those who protect economic
interests. This includes politicians, who are those that manage conflict and issues within a community.
The next layer is Bureaucratic Management, which includes law enforcement and those that support
the penal systems in place to enforce policies and rules set forth by politicians in a community. The
final layer is Controllers of symbols, which includes education, media, religion, culture, etc. These are
basically anything involving the spread of knowledge and norms within a community to enforce what is
right and what is wrong in society. On the outside layers of the circle are those that are usually
excluded and disproportionately assigned power within a region or community. For example the
outskirts include women, minorities, gays/lesbians, etc. These are also usually the categories that
58.

application of the Configuration of
Power (Franklin)
59.

racial identity development via the Cross
& Helms models
application of Cross and/or Helms
models
McIntoshs theory of privilege and its
relationship to leadership
60.
61.
62.

application of McIntoshs theory
63.
Student will describe the differences and

similarities of individual and institutional
oppression and relationships to
leadership
Student will show knowledge of effective
leadership as it relates to change agency
64.
HDF 412
-Configuration of Power
-Ferguson, MO
HDF 412
-McIntoshs theory of privilege
HDF 412
-McIntoshs theory of privilege

-SOLC
HDF 414
-VIA sheet
-APA paper
attempt to dismantle oppression within institutions and rightfully fight for power, privilege, and rights.
Typically it is these levels that question the existing configurations of power. See Evidence #34
In my HDF 412 class, I was educated about Franklins configuration of power. As I took this course in
the Fall of 2014, an issue arose within America that really made me think of this model, and I saw how
it plays a role within our country. In August of 2014, in Ferguson, MO a teenager named Michael
Brown was shot in killed in a very controversial manner. Michael was a teenager of color in the town of
Ferguson, and he was not the first of color to be killed by law enforcement within the community.
Michaels death sparked the community of Ferguson to protest for the sake of changing the way that
law enforcement treats those in the colored community. The connection I made with this entire
situation occurring in the country with Franklins configuration of power is that it is the colored
community in Ferguson that started a protest that is making itself known around the country. It is a
category on the outer levels that are excluded within the levels of the configurations of power that are
questioning the current existing configurations. A community that mostly consists of blacks is
attempting to question bureaucratic management, politics, and ultimately economics (the configuration
that influences all configurations). This issue mainly concerns the bureaucratic management and
minorities; and how minorities in Ferguson feel they are unfairly treated by law enforcement, up to a
point where lives are at stake. I saw this issue as example of how Franklin theorized that it is typically
those outside the configurations of power that question the configurations, and attempt to gain rights,
privilege, and respectful power. See Evidence #34 & 36
In my HDF 412 Leadership Capstone course, I participated in much discussion revolving around
privilege and leadership. Reading about McIntoshs theory of privilege, I learned that ones
background, skin color, gender, and many more different things play a role in privilege and how one is
treated by society. Ultimately, it is white males that are predicted to have the most privilege, meaning
those who are of this orientation receive the most benefits from society. Although there are many
different aspects that play a role in how one is treated and viewed by society, this is a very crucial topic
pertaining to leadership because it implies the probability of how success and opportunities occur for
those of specific orientation. Ultimately, those of less privilege have a harder time reaching success in
their lives, as predicted by society. See Evidence #55
One group that I am actively involved with at URI is the Student Organization Leadership Consultants.
We are a student group that puts together leadership retreats for student groups on campus with the
intention of helping student groups reach their goals. Individually I participate as a facilitator to help put
together retreat agendas and then facilitate the retreats for student groups. As a member, Ive
facilitated retreats for all kinds of student groups with members of all different kinds of backgrounds and
privileges. Regardless of students and their privilege, I play the role of a facilitator to encourage
participation and success for any group that I have the chance to work with. Ultimately, I play a role in
helping others find the encouragement they need to strive to build success within themselves and their
groups regardless of what obstacles they may face in their lives. See Evidence # 31 & 55
In my HDF 414 class, I have the opportunity to go into great depth in studying how values dictate the
lives and actions of leaders and also the theory of social change. From this course Ive learned that in
65.
66.
Student will describe personal examples

of being a change agent
Student will create a personal code of

inclusive leadership
order to be an effective change agent, one must develop a great consciousness of self, or an
understanding of who you are as a leader involving ones personal values and strengths. This is the
first step to effective leadership; knowing how to utilize values and strengths to create change. After
understanding my own values, as seen in my VIA, I wanted to put this understanding of myself to
create effective leadership, and I did this in my HDF 414 class. In final paper, I described that I created
a social change movement of a mentoring program that targets emotionally struggling male
adolescents. By understanding myself and my values, I realized what I wanted to do for a project,
which resulted in this mock mentoring program for struggling adolescents. By gaining knowledge of
social change and the steps to take to create social change, I was able to explore how positive change
happens through this project. Most importantly what I learned, is that after exploring my own personal
values through VIA, I was able to associate my personal values into the idea of creating a mock
mentoring program for struggling adolescents. I took the VIA test in order to decipher my top values
and principles that I follow in my life, and I learned that Love is my top value. I created this project in
total association to my top value, and I realized in conclusion of this project that effective leadership
and change agency is absolutely guided by values. Values can be described as qualities that one
aspires to have, and looking at social change, all kinds of positive change occurs because certain
values are desired to be achieved within a community. I learned from this whole course that every
change movement is guided by values, which serves as the fuel and passion to reach success and
positive change. See evidence #3, 5, & 10
In my HDF 414 class, I was given a sheet of characteristics that describe a change agent. The sheet
describes what is needed in a change agent, such as knowledge of sustaining leadership in a
community, an understanding of personal values, and skills in being a change agent. I was instructed
to circle one of those adjectives that I thought best described me, and I circled the word committed. I
believe this describes me as an individual, and it is also one of the characteristics required in an
individual to start a social change movement. It is one of the seven Cs on the model, and it is what
describes me as an individual, as well as the change agent that I believe I am and value myself as.
See evidence #7
HDF 414
-Change Agent Abilities
HDF 413
-Chi Omega Retreat

-Tuckmans Theory of Group
Development
For my HDF 413 Student Organizational Leadership Consultant Class, I was required to shadow and
facilitate two different retreats. Basically this class had me be a consultant and an agent for change by
Being an active member in the URI community helping all kinds of organizations on campus reach
Whatever goals they had through facilitating retreats. It was essentially my job as a consultant to help
Make groups become better internally. My best experience in doing so was serving as a facilitator for
The sorority Chi Omega on campus, where I worked with a team of other classmates and SOLC
members to help the sorority overcome the storming stage according to Tuckmans Theory of Group
Development.
What I personally did to contribute in the retreat was I facilitated a few different activities such as the
group contract (a community building and inclusivity activity), Pulse (a team building activity),
boundary breaking (emotional support building activity), and then with debriefing these activities for the
group. How the retreat worked was that the large masses of 60 or so members were divided into small
groups where I had to facilitate a small group through these activities with other consultants. By
facilitating these activities for the group, I was able to help bring out the best abilities, efforts, and
attitudes in the group and encouraging the group to perform more optimistically, confidently,
communicatively, and ultimately help the group overcome their storming stage. See Evidence #11 & 29
HDF 190
-Writing 104 Project

-Relational Leadership model
In my writing 104 class of first semester of freshman year, I wrote many papers in which the same
process occurred. I wrote a rough draft, brought it to class and had a few of my peers look over it while
I looked over their papers and then went with these corrections to write my final copy. In the editing
process, I feel I developed a personal code of inclusive leadership through giving and accepting
feedback. From the start, I had to start believing that everyone can make it a difference - in reference
to the Relational Leadership model by Komives, McMahon and Lucas when it came to accepting
feedback by my peers suggesting something like elaborating on an idea, adding a specific idea to my
paper, getting rid of a phrase or passage, etc. I needed to take their opinions into consideration and
not just shrug them off and take them for granted, I needed to develop a belief of fairness and equality
and learn to value their different thoughts and viewpoints. Finally, I certainly learned skills in listening
and building coalitions. When taking feedback from my peers, I always gave nods and gestures which
gave signs that I was interested in their opinions on my work, and sometimes I asked my peers
questions such as to elaborate more on what they said that I should improve on if I didnt fully
understand. And of course, ultimately throughout my semester I built coalitions and became friendly
and comfortable working with my peers, which in retrospect made working with them easier and more
comprehendible. I feel that from working with others in a process like this, one goal is to become
friendly with each other along the way of achieving another defined goal. See evidence #20 and #7.
67.

the Model of Intercultural Sensitivity by
Bennett and its uses in leadership
HDF 415
-Challenge & Support Sheets
HDF 413
-SOLC Retreat Contract
HDF 412
-Bennetts Model of Intercultural

Sensitivity
For HDF 415 class, I am responsible as a Peer Leader for overseeing nine specific students in HDF
190. With these nine specific students, I am responsible for facilitating discussions and activities, as
well as identifying with each one their terms of development; what is being done and what needs to be
done for each of my students to reach progress. For my students, I was given Challenge and Support
sheets, where I document the personal aspects of each of my students. On these sheets I can gather
my thoughts and identify what needs to be done to challenge the student and what needs to be done to
support the student, as well as how each particular student behaves. It is through these sheets that I
can document to myself a code of inclusive leadership. It is in the best interest of being a Peer Leader
that I care for all of the students, especially the ones I am responsible for. It is in my best interest that I
do whatever I can for each one of them to reach progress and grow and develop as leaders and
individuals, and these sheets are a symbol of my goal as a Peer Leader. It is my goal to help my
students prosper, and these sheets portray how much I care for my students as well as the steps that I
take particularly for each of my students. It is with these that I care for all of my students and contribute
my focus and time to all of my students; they all deserve a piece of my time as their Peer Leader and
they deserve my efforts to keep them all included as a part of my group. See Evidence #4
At the beginning of the semester for my HDF 413 Student Organizational Leadership Consultant Class,
I had the opportunity to attend a retreat specially made for my class. The purpose of the retreat was to
inform the class how a retreat happens, what goes into a retreat, the processes of group development,
and finally for the purpose of showing the class of facilitators that its not possible to facilitate a group
and instigate group development if it hasnt personally been experienced. During this retreat, as a
group we all signed a poster board that read SOLC, writing down one word describing what we want
to get out of SOLC, then one word representing what SOLC can give to us, and then one word for what
we bring to SOLC. This activity was the first step to creating an inclusive environment amongst our
class; by having each member of the class what qualities and leadership styles everyone else brings to
the class and as a consultant, what everyone expects from one another, and how everyone wants to
grow. This exercise was great to have everyone be on the same page and understand each other,
promoting community building and inclusivity. In the end, everyone signed their names on the poster
symbolizing the action of signing a contract to uphold and understand being inclusive and
understanding one another as a member of the group. See Evidence #46
In my HDF 412 course, the second module of the course was Cultural Anthropology and Inclusive
Leadership. This module focused on the awareness of diversity, cultures, and backgrounds that differ
from our own, and one piece of content that was covered was Bennetts Model of Intercultural
Sensitivity. This model describes the framework of how others react to cultural differences, and it is
layed out as scale with 6 different parts with two different domains. The first domain is titled
Ethnocentric Stages, with three different parts. The scales starts at the first part of this domain, and it
68.
Students will demonstrate personal

application of the Model of Intercultural
Sensitivity by Bennett
HDF 412
-Boys Dont Cry (1999)

-Bennetts Model of Intercultural
Sensitivity
is titled Denial. Looking at the view of an individual, this is the bottom of the scale where someone
has not yet been made aware of views or cultures that are different from their own. They are simply
ignorant of the existence other views. The second stage in this domain is Defense, which means that
after other views have been made aware, only their own culture as the best way. The last part of this
domain is Minimization, which means that other views are more recognized, but are unimportant in
comparison to an individuals own culture. Now in the scale, the domain switches; now are the parts of
the Ethnorelative side. First comes Acceptance, which is respectful recognition of other cultures as
well as an approval for them. Second comes Adaptation, which sparks the commencement of
implicating other practices from other cultures into ones own culture. Finally comes Integration,
which is having the capacity to understand other cultures, reasons for other cultures, and ultimately
developing a sense of empathizing with other cultural perspectives. These are the stages of Bennetts
Model of Intercultural Sensitivity. See Evidence # 16
In my HDF 412 course that I took in the Fall of 2014 in my senior year, we discussed in class many
different topics including sex, gender, culture, privilege, race, etc. For one of the projects that I
personally had to do, I was instructed to watch a movie and reflect on it in essay form. The movie I
chose was Boys Dont Cry, which focused around the topic of transgender, and the movie focused on
a character named Brandon Teena whom had gone through a sex change. The movie ended on a very
somber note with Brandon going through much abuse in the movie and eventually being killed.
Bennetts model gives a frame of how others begin to recognize, understand, appreciate, and then
integrate other understanding, cultures, and beliefs. From watching this movie and witnessing the true
story of Brandon Teena undergo much adversity from society for his actions and being labeled as
someone who is transgender, I realized the importance of Bennetts model. Watching this movie made
me realize that without Intercultural Sensitivity, there is a great potential for malice, violence,
discrimination, and many more negative things that can be cause from a lack of intercultural sensitivity.
Because people chose not to empathize with Brandon for why he made his decisions, and people
chose not to try and understand him, and respect his beliefs and actions that ultimately did others no
harm, the result was indescribable violence and death. After watching this movie, I was able to grasp
from this personal account of the need to recognize, appreciate, and understand others and their
personal choices and beliefs because that allows diversity to flow and positively influence the world.
See Evidence #16 & 35
Outcome Category: Critical Thinking
69.
Outcome
Target class
Student will show knowledge of principles of

critical thinking (logic is used in this minor)
HDF 415
-Leadership Formula
-Robert Vincents Card
-Gallup Top strengths
One of my mentors and instructors that works in the Center for Student Leadership Development at
URI is Robert Vincent, who works as a coordinator for the center. One day he instructed me of his idea
of a Leadership Formula. This formula consists of how an individual practices leadership in a group,
plus an individuals innate talent in leading a group, plus what an individual values of himself or herself.
These factors summed up together construct a leadership formula, and ultimately form the components
of being an exceptional leader. When it comes to these factors, there also comes a lot of critical
thinking and reflecting in helping to identify the strength of your leadership formula. For me, with each
component I can identify factors for each. Personally I believe the way I practice leadership in a group
is very relational. I strongly believe in putting others first, and based on my Gallup Top Strength of
Positivity, I am also quick to praise and empower others. I feel the best way to empower others is
through encouragement and through necessary support. When it comes to my innate talent of leading
70.
71.
72.
73.
74.
Student will demonstrate proficiency of

critical thinking
Student will show knowledge of at least five

decision making methods
Student will describe personal examples of
having used five decision making methods
Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts
Student will describe personal examples of
having used five problem solving / conflict
management methods (if student has been
HDF 414
-Synthesis Chart
HDF 412
-Franklins Configuration of Power

-Ferguson, MO
a group, my strengths or natural talents are associated mostly with relationship building, so I am
basically the glue that holds the team together. As a leader I try to maintain harmony and promote
bonding in a group, wherever that may be. Lastly what I value in myself is that I am approachable and
kind, that I create a harmonic and positive atmosphere around others and I am talented at bringing
others together. I value my instinctual knowledge of situations and my passion for whatever I put my
mind to. I believe it is important to identify what I value in myself so I can continue to build on these
factors that give me drive and motivation. Ultimately it is these three things of this leadership formula
that help in my personal development and leadership style. See Evidence #47 & 48
For my HDF 414, or Activism and Social Change class, I was instructed to create a social change
movement for a project. The project had to be practical, and the social change movement had to
revolve around what gives me passion and purpose. To help me critically think about what kind of topic
I would like to have for my project, such as the audience I want to target and what I was going to do for
a social change movement, I used a synthesis chart. This chart helped me organize and construct my
thoughts; such as my target group, the audience I am reaching, resources I have, moral and ethical
perspectives and leadership structures to consider for references. This chart served as a catalyst for
getting my thoughts together, and identifying what I chose to do for a project. Ultimately I decided to
create a hypothetical mentoring program that targets emotionally struggling male adolescents.
Although the chart didnt give the complete details of my project, but it helped me organize and identify
my thoughts. See evidence #8.
During my senior year, I realized during my enrollment in HDF 412 of the importance of being able to
connect the leadership I learn in the classroom and through my involvement with events going on in the
world today. To me, this is true critical thinking. The reason I think this is because something that I
have noticed that has greatly affected America was the shooting of Michael Brown in Ferguson, MO in
August of 2014. I connected this event to Franklins Configuration of Power, which essentially
describes how those in our society that are unfairly and unproportionately excluded from types of
power (such as privilege) are typically those to question configurations of power in our society. I made
this connection with the Ferguson shooting because it involves the unfortunate death of a teenager
named Michael Brown who was controversionally killed. Brown was a teenager of color, and this
situation caused members of the Ferguson community of color to protest against law enforcement
because many feel they are unfairly treated and at times unjustly killed in the face of law enforcement
In the community. These sequences of circumstances have sparked all sorts of discussion and actions
Around the country, so much so that as an American citizen I cant but become involved in the issue.
Ive realized that by being able to make this connection, Ive been able to keep an educated and nonbiased view in the situation and be more connected to being an ally for change. Ive found that having
the ability to think critically is incredibly important when needing to direct passion for anything into an
efficient purpose, as Ive been able to study this issue and use it as a precedent for context when I go
forward in my studies and future. See Evidence #34 & 36
75.
76.
trained in mediation, that information goes

here)
Student will describe what it means to
analyze, criticize, synthesize and utilize
information as a leader

leadership that is used in crisis
HDF 414
-APA paper
-VIA sheet
From reassessing my VIA for my HDF 414 class, I was able to realize what drives and what gives me
passion, and use that to make a social change movement. From realizing what I most value, which is
the good and welfare of others, I analyzed myself and utilized the knowledge of myself to construct this
project. My project, as described in my APA paper, was a mentoring program targeting emotionally
struggling male adolescents. By finding what fuels my desire to be a leader, I converted this emotion
into this project that really defines me as a person and how I do leadership. It is when an individual
realizes what they can do, how they can utilize what they learn to create change, and knows what they
are truly passionate about, can they understand what it means to analyze, criticize, synthesize, and
utilize information as a leader. See evidence #4 and #13.
HDF 417
-Kolbs Experiential Learning Model

-Personal Lesson plan
HDF 412
-Crucial Conversations
In the Fall of 2014 in my senior year, I acted as a Teachers Assistant for the course HDF 416 Personal
and Organizational Leadership. In this course at the end of the semester I had the chance to present a
lesson plan to the class for Kolbs Experiential Learning Cycle. The entire semester, the class learned
a lot of content involving group processes and personal management, and it had a been a long
semester for the class. On the final day I presented this lesson plan of Kolbs Cycle, which essentially
gives a frame for learning new concepts and applying them to real life. The cycle has four different
aspects that closely relate to analyzing, criticizing, synthesizing, and utilizing information as a leader.
The stages of the cycle are concrete experience, reflective observation, active experimentation, and
then active experimentation. What happens in this model is that it describes an individual going
through some sort of concrete experience that arouses new concepts and perspectives in the reflective
observation phase. In this phase, leaders reflect and process the significance of meaning of anything
that occurred in a concrete experience, where much analyzing and criticizing is done mentally of
concepts. Once processing has been done, and meaning and actions to take are identified, individuals
begin to actively experiment and really synthesize and utilize new concepts and apply them to life.
Kolbs cycle really relates to these four aspects of processing information as a leader, and this cycle
really expresses the importance of each when it comes to applying positive change in the individual, in
groups, and ultimately in the community. Any kind of change cannot happen with these aspects, all are
important involving experience, reflection, and then utilization. These actions inspire change to
happen, and this is what it means to analyze, criticize, synthesize, and utilize information as a leader.
In HDF 412, as a part of the course I was instructed to read a book called Crucial
Conversations, which is all about being able to handle yourself and take the right
steps whenever finding yourself having a crucial conversation. What defines if a
conversation is crucial is when there are at least two people communicating and that
emotions are high, stakes are high, and opinions vary. The author describes that in
times of crucial conversations, the situation can get intense and what many people
revert to are either silence (withdrawing, avoiding, and masking in a situation) or
violence (labeling, controlling, or attacking in a situation). These two immature
forms of communicating are what cause harm in any crucial conversation, and either
reject adding dialogue or force dialogue into a conversation. Dialogue is considered
a pool of meaning by the author; a free flow of meaning between at least two people.
It is dialogue that leads to solving crucial conversations, and the goal is of a crucial
conversation is to make others feel comfortable and un-judged to be able to add
dialogue that is honest and respectful on your end and the other person(s). Creating
77.
78.
Student will describe examples of

leadership in crisis situations
Student will describe how power applies to

leadership
HDF 190
-employment as a lifeguard at
town beach(news article)
by Komives, McMahon and
Lucas
HDF 415
-Photo
HDF 414
-Energetic Self Perception

Sheet
-VIA sheet
free flow of meaning is the key to having any effective crucial conversation with
anyone. This way discussion can get to higher places; understanding and
compromise between two or more people. Another important thing to consider
when finding yourself in a crucial conversation is to look at three factors; what do
you want to get out of the conversation? What do you want for the other person?
And what do you want in the relationship? These three questions will have anyone
prepared to what the goal of a tough conversation is and serves as guidance to
handling a tough conversation maturely and effectively. See Evidence # 38
Over the summer when I worked as a lifeguard, I experienced a time of crisis where
I had to act as a leader. This time of crisis was a little boy drowning, and I acting as
the guard on duty had to take action. I found that in this crisis I demonstrated skills
in decision making under the ethical component of the Relational Leadership Model
by Komives, McMahon, and Lucas; I had to quickly decide the kind of action to take
in order to save this little boy. Immediately I blew the air horn, grabbed the rescue
device, and sprinted to the water and saved the little boys life. Although I was not
yet enrolled in HDF 190 before that moment, I had demonstrated an aspect of
leadership in a crisis situation. See evidence #31 and #7.
During my sophomore year here at URI, we had a threat of a possible gun man on
campus. During this time, I was locked in the Memorial Union lounge with a large
group of panicking people. The University during this time took safety precautions
and instructed students to stay at their current locations or evacuate to a safer one.
Being locked in this location, in order to help people feel a little more relieved and
take their minds off of the situation, I began to play the violin in public. By doing
this people became less focused on the possible looming danger and I ultimately was
able to spread a little joy and happiness into the lives of others. I learned from this
situation that in a time of crisis like this one, making a decision and executing it is
the right step to take. In a time of crisis, its best to take some kind of action instead
of doing nothing and letting the situation grow into an even worse one. So in this
particular situation, I took the action of encouraging peoples hopeful spirits.
See Evidence #37
From taking HDF 414, I truly witnesses firsthand and realized that once a leader
realizes their own values and strengths, they truly have power and potential to
create change and excel as an individual. From realizing my personal VIAs, I have
experienced this on a firsthand account and as well from my energetic self
perception sheet. The sheet describes the process of growth; first starting with the
needing and growing self. Through having, awareness, faith, compassion, and
service can the self reach self mastery. Then through being, creation, wisdom,
passion, and joy can one reach self transcendence, otherwise known as the cycle to
gaining power in yourself as a leader. By knowing yourself and having control and
power over yourself, you practice leadership. See evidence #4 and #9.
HDF 412
-Leadership by Northouse
In my HDF 412 class, I was instructed for an assignment to read an article titled
Leadership, the Theory and Practice written by a man named Peter Northouse. In this
article, Northouse describes the many uses of power in leadership. Northouse
describes power as the capacity or potential to influence, and believes that it is linked
to leadership because both power and leadership are tied to influence processes.
Northouse states that a big component of power is organizational power, and within
this power there are two kinds; position power (derived from a rank or position) and
personal power (derived from being seen by followers as likable and
knowledgeable). These two kinds of power apply only to those within a working
and collaborating organization; and within these two types of organizational power
come the 5 methods of power that increase a leaders capacity to influence attitudes,
values, or behaviors of others. These methods are Reward, Coercive, Legitimate
(which fall under position power), Referent, and Expert (Which fall under personal
power). These 5 methods describe the types of power members have in an
organization depending on members having a specific officer position or if they are
seen as personally powerful. But conclusively, these are the many aspects in which
Northouse theorizes that power applies to leadership. See Evidence #39
Outcome Category: Interpersonal and Organizational Concepts & Skills
79.
Outcome
Target
class
Additional
Experiences
Student will
demonstrate
knowledge of active
listening techniques
HDF 415
-Orientation
Reflection Sheet
As an orientation leader, I participate in weekly trainings for the position. After every session, every orientation leader receives a reflection worksheet to reflect
on what was taught in training each session. This specific reflection regards to communication skills, to which I learned a very effective communication skill to
apply to anytime in my daily life. How it goes is simple, when having a conversation with anyone, you simply listen closely and then repeat what the person
said back to them when they finish speaking. This way, you repeat it back to the person how you interpreted what they said, and now the person you are
speaking to has the chance to tell you if you interpreted what they said to you correctly, or they have the chance to correct you if you interpreted the information
incorrectly. It is a very simple and effective technique which helps greatly with communication and staying on the same page as others. See Evidence #5
HDF 450
-Basic Listening
Sequence
During the second semester of my senior year, I took the course HDF 450, which is Introduction to Counseling. In this course I explore methods and theories
Of counseling, and I get to practice counseling skills with my peers. One huge aspect of being a counselor or therapist, is the ability to listen. In this course,
A guideline that I was taught when it comes to active listening techniques is called the Basic Listening Sequence, which describes great listening techniques.
There are six parts to this sequence in regards to being a counselor with the goal of healing a client. When starting the listening process, it is best to first
Establish some kind of rapport or relationship with a client in order to build up to a client opening up about their thoughts, feelings, and life situations. So the
Sequence begins with open and close-ended questions, usually regarding general people, hobbies, likes and dislikes, etc. in the life of a client. Once rapport
Starts to become established, questions become more in depth so a client will open up and begin to speak about problems and obstacles in their life. This is
When encouragers should begin to be used, and these can be verbal and nonverbal. For example, just a simple head nod, or a Mmhmm while listening to
80.
81.
Student will describe

examples of using
active listening skills
Student will show

knowledge of
techniques regarding
giving and accepting of
feedback
HDF 190
-French 207Song
Worksheet
-Relational
Leadership Model
-Servant
Leadership
Model
HDF 417
-Emotional
Intelligence
-SOLC
HDF 412
-Bennett
Someone speak. Paraphrasing is next in the sequence, and this means to reiterate what a client has told you in your own words for the purpose of confirming
How the client is feeling. So for example, a client might speak for a while speaking about different obstacles in their life and how they feel. When a counselor
Gets the chance to do so in a conversation, they will respond by saying something like; So after all this happened to you recently, now you feel this way about
Everything and youre struggling to figure out what to do next. This is to confirm to the client that you are actively listening. Next on the sequence is Reflection
Of Feeling, which is very similar to paraphrasing, although this regards feelings of the client. So for example, a therapist might say during a session, It sounds
Like after all this has happened to you that you feel scared of moving on, because you dont know how. This is a way to verify the thoughts and emotions of
A client and also confirm to a client that you are listening and that you understand how they are feeling. Once all these techniques have been used in a
Session, and enough information has been collected from a client regarding their thoughts, emotions, and life situations, is when a summary can be given. The
Purpose of a summary is to identify all the positive aspects of a clients situation. It is not a way to give advice, but to simply point out the things a client is doing
Right so they reform their story and change their perspective of their life situation to a more optimistic lens. Ive learned from my HDF 450 course this great
Listening technique, and Ive also had the chance to practice it and see the great results it has when being a counselor and seeing its effect on clients. See
Evidence #8
In my French 207 class, I work on a lot of public speaking and listening in regards to the French language. One exercise that I have often been subject to is
when I am given a sheet of lyrics of a French pop song with some words in the songs taken out and replaced with blanks. I then had to listen to the entire song
and determine what the words that fit in the blanks. I find this exercise very helpful in developing careful listening skills, especially for another language.
According to the relational leadership model, developing these careful listening skills is great for learning to listen when it comes to being inclusive. As a
relational leader, one must have the skill to listen to others. Although this exercise in my French class helps more with learning language, it also helps build the
ability to be aware and attentive whichdefinitely makes a more effective listener; a step in becoming an effective inclusive leader. Developing skills in listening
also helps me develop as a servantleader. Listening is one of the ten characteristics a servant leader has in the purpose of helping and serving others,
and also allowing others to develop. See evidence #5, 7, and 14.
In the Fall of 2014 during my senior year at URI, I served as the Teachers Assistant for the course HDF 416 Personal and Organizational Leadership. In this
Course I helped teach content along with my fellow instructor to our students, and I was able to take the lead on some of the content and had the opportunity
To facilitate activities and discussions. One of the pieces of content included something called Emotional Intelligence, which basically refers to the
Capacity and competence of individually managing emotions and interacting with others. It can be described in laymans terms as street smarts. In this
Article that I found, it lists 14 reasons or so on signs of being emotionally intelligent. One of these signs is You Know How to Pay Attention, which really
Speaks to me in terms of the importance to paying attention as well as its direct link with values and emotional intelligence. The important thing to realize is
That emotional intelligence, including this fact of knowing how to pay attention and be able to listen, is something that can be learned and developed.
When it comes to implicating active listening skills in my personal life, I would say I demonstrate them quite well as a consultant in SOLC. As a consultant in
This organization I personally have the opportunity to help organize and facilitate retreats for all kinds of student groups on campus at URI. As a consultant,
I learned that there is much more to listening than hearing. Listening includes paying attention, as hinted in emotional intelligence, but it includes being able
To intuitively read people, groups, situations, etc. As a consultant, I get to participate in retreats with groups for the purpose of all kinds of things such as
Relationship building, conflict resolution, values, etc. When facilitating retreats revolving around conflict resolution, it takes a lot more paying attention because
It requires a lot more analysis on why conflict is occurring, who is causing the conflict, who is attempting to resolve the conflict, how does the group function,
And many other questions. These are just some examples of aspects to consider as a consultant, but its crucial to be able to really listen and pay attention
Because the success of retreats and the improvement of groups on our campus is dependent on the ability to do so. Being a consultant is I personally
Use active listening skills, as well as connecting to emotional intelligence and the capacity to pay attention when needed. See Evidence # 31 & 40
In my HDF 412 course, the second module of the course was titled Cultural Anthropology and Inclusive Leadership. In this module, I learned about
Something called intercultural sensitivity which is content that is greatly covered by Bennett. I feel this ties very well with giving and accepting feedback,
Because Bennett covers many areas in interpersonal communication with others of different cultures and backgrounds. Bennett covers aspects such as
Sympathy and empathy, and with these traits he goes into something called the Golden Rule and Platinum Rule. The golden rule is that one must treat
Others the way that one would want to be treated. Bennett theorized that this rule ties more into sympathy, but there is an urge and push to practice more of a
Sense of empathy, which means not to feel for someone in an act of sympathy, but to feel with someone in empathy; to empathize with others. This ties into
The platinum rule which means to treat others the way that they want to be treated. Everyone is unique, everyone is different, and everyone has different
Needs and prefer different kinds of treatment. When it comes to interpersonal communication and being able to give feedback, using the platinum rule can
Be effective when communicating with others because it sheds a sense of respect as well as talent and skill. By being able to empathize with others and
Imagine their perspectives from their own shoes, than a better understanding of others can be developed as well as better connections. When it comes to
Accepting feedback, its important to realize that empathy is something that can be more difficult for some to demonstrate, and others may often not practice
82.
83.

examples of giving and
accepting feedback.
Student will
demonstrate
knowledge of
facilitation and debriefing techniques
HDF 190
-Writing 104
Peer editing
-Relational
Leadership Model
HDF 412
-Configuration of
Power
-Tracking
HDF 415
-Understanding
the Group
Process
HDF 413
-Final Retreat
Agenda
-Challenge &
Support
The platinum rule when confronted. Overall, its important to not take anything personally and always continue to empathize with others and practice Bennetts
Platinum Rule. See Evidence #16
For my writing 104 class that I took in my first semester of freshman year, I frequently wrote papers that first required a rough draft and then a final copy. Every
paper I had to write, I had to bring in my rough drafts to class where then I would be put into tiny groups with my other peers and we would exchange papers
and read them. I had to give my opinion of my peers papers; if I didnt think a phrase or passage in the paper supported the thesis, I spoke up. I often made
suggestions of what would my peers could include in their papers that they didnt think of adding, and I also made corrections in mistakes in grammar,
punctuation, literary elements, etc. Of course while I edited my peers papers, my papers would be edited by my peers. I was also subject to receiving
feedback instead of only giving it. My peers would do exactly what I did, give suggestions, their general opinions of my papers, and make corrections in my tiny
grammatical mistakes. With each rough draft paper I wrote, I received feedback from usually three to four of my peers, and likewise I gave my
feedback to three to four of my peers. For a relational leader, when it comes to giving and accepting feedback, advising and trust is essential in order to help
develop in character and also to personally develop in character, a fundamental role of relational leadership (according to the model by Komives) and
servant leadership as well when it comes to developing others. See evidence #5, 7 and 20.
In my HDF 412 course, the second module of the course was titled Cultural Anthropology and Inclusive Leadership. In this module, I heard many personal
Accounts from my peers as well as instructors about topics such as privilege, sexual-orientation, gender, sex, socioeconomic background, and many other
Factors that influence how society is run. I linked many of the content and activity that was done in this module with Franklins Configuration of Power, which
Describes how power and privilege is assigned and divided in our society. With politicians, followed by bureaucratic management and law enforcement,
followed by influence from media and Education systems surrounding the very center of the circle which is societys economics, or those that control land,
resources, wealth, and have the power to control workers. This configuration defines the levels of power in our society, and by hearing personal accounts
and experiences from my peers of all different levels of privilege, backgrounds, and configurations I was able to gain a broader understanding of how this
model defines the community I live in, the country I live in, the world I live in, and see how all this plays a role in society. The personal accounts that my peers
and I discussed were experiences of privilege directly involving ourselves or observations of complete strangers this sort of discussion we called Tracking.
For example, one of my peers shared an account of how in New York City, in a certain fast food restaurant, as he walked inside he observed that it was only
populated by people of a certain ethnicity. Another example included how one of my peers who is female shared a story of how she was treated by strangers
walking around New York City. From this module, I learned so much about how all kinds of demographics play into privilege as well as how people treat others.
From my peers, I was able to gain a much better understanding of this entire topic, and I was able to gain a better understanding of the importance of being
Aware of all this content in this module as well as how it plays a role in my life. By being able to give my own feedback and experiences and accept feedback
From my peers, I was able to really grasp the content in this module and make the most out of everything. I was able to learn so much from my peers and in
Turn I was able to education my peers of my own observations, experiences, and knowledge. See Evidence # 34
For HDF 415 I was given a packet titled Understanding the Group Process. This packet focuses on how groups effectively and successfully work together,
basically giving knowledge on facilitation techniques. The factors stated in this packet that associate with group process are observation, participation,
decision making, and organizational roles. With observation, some things to consider are who talks in the group, for how long, and how often. Body language
should also be observed, such as where people are positioned routinely, and what styles of communication are used throughout the group all kinds of things
to be looking for as a facilitator. With participation, some things to look for are who the high participants are and who the low participants are, how the group
members treat each other, and who keeps the ball rolling in the group. With decision making, points are made to observe who makes decisions in the group
and how decisions are carried out; what is the process like? How does the group meet consensus? Lastly is organizational roles, where you observe who in
the group assumes which role, and there are three different roles. Who falls under Task, where these group members focus on getting objectives done, getting
initiator. Who falls under maintenance, where these group members strengthen relationships among the group, they are the glue that keeps the team
together. Finally who falls under Self-Oriented, where these people are aggressors, blockers, and seek personal needs regardless of group concerns. With
all this information given in this packet, it is very important to always keep in mind as a facilitator and a group mentor. You must be able to recognize all of
these signs in order to understand how a group will flow and collaborate, as well as understanding the specific members of the group down to their personalities.
The packet leaves room for interpretation about personal facilitation and leadership style. See Evidence #3
For my HDF 413 Student Organization Leadership Consultant class, I took a role as a facilitator and consultant in the group SOLC and I took part in helping to
Organize and facilitate leadership retreats for groups and organizations on campus for the ultimate purpose of helping these groups become better. For this
Role, I was educated on facilitation and debriefing techniques. For our final project, as a class we had to organize and facilitate a retreat for the public on the
Topic of effective facilitation techniques; and the basis of the retreat was Sanfords Theory of Challenge & Support. This theory is designed for college
Students, and whats important to know as a facilitator is to apply concepts, ideas, and challenges to a group that is being facilitated in a leadership retreat that
Will be challenging for a group to complete, but also to empower, encourage, and inspire excellence in completion for the group. The key is to give a balance
84.
Student will
demonstrate
proficiency of
facilitation and debriefing techniques
HDF 413
85.
Student will show

knowledge of
organizing meetings /
setting agendas / and
leading meetings
HDF 413
86.

personal examples of
organizing meetings /
setting agendas /
leading meetings
HDF 415
-Chi Omega
Retreat
-Tuckmans
Theory of Group
Development
-SOLC Agenda
-Leadership
Ambassador
Workshop/
Power point
Of framing an activity, element, or challenge to be an exercise that will be experience-worthy and making it accomplishable at the same time in order for a group
To experience growth. This is truly the general idea for effective facilitation, because the purpose of facilitating groups in our retreats is to help groups reach
Their goals, but also to have the group reach their goals themselves with SOLC there as facilitators to simply guide the group on the right track, not to do it for
Them. It is also important as a facilitator to realize readiness in a group another component of Sanfords theory that simply indicates presenting groups
With challenges, elements, or tasks that they are physically and mentally prepared to overcome. In our final retreat we explained this theory first thing to the
Group of leaders and students that we facilitated for, and as facilitators we made sure to debrief each lesson and activity we did. What debriefing is, is simply
Discussing a group activity after it happens, to give meaning to the activity whatever the meaning may be- and allow the members of a group to understand
The purpose of the activity. With debriefing its important to help a group realize what their experiences mean and make emotional and metaphorical
Connections. This is some knowledge of effective facilitation and debriefing techniques. See Evidence #11 & 23
For my HDF 413 Student Organization Leadership Consultant class, I was put in the position of a facilitator along with the rest of my class. I was required to
Work with my classmates on facilitating leadership retreats for groups and organizations on campus that requested our group, SOLC, to help them. Through
My experiences, I gained confidence and valuable skills as a facilitator. The one retreat that I assisted in facilitating that made me feel like I was an effective
And influential facilitator was a retreat with the Chi Omega Greek sorority on campus. With this retreat, I worked with a team of facilitators from my SOLC class
In assisting this sorority overcome their storming or group conflict stage and I helped with community building with the new members of the sorority. For the
Retreat we planned team building activities, group discussions, and conflict resolution activities for the girls. I contributed by facilitating some activities and
Some debriefing of the activities; so I presented an activity for the girls to take part in and I mediated the activity to make sure that it flowed well and it
Happened to its best extent and purpose. With debriefing I led discussions regarding what happened immediately after an activity to instill meaning and
Significance of the activities in the members of the sororitys minds. When facilitating activities and debriefing, I noticed that I had to demonstrate strong and
Clear public speaking skills. As a facilitator, its very important to be clear, disciplined, friendly, and relatable for the group being facilitated in order for the group
Understand whats happening in the retreat and to maintain credibility as a consultant. A facilitator must have these qualities so that the group will respect,
Understand, and listen to the facilitator so that the facilitator can bring the best out of the participants and make the best of the retreat that is happening. Put
In this position, I had to maintain a sense of vigilance and awareness in what was happening so I could read the situation and make sure the activities being
Facilitated flowed in the correct direction. When debriefing activities to a group, I had to be attentive and listen to the responses of participants in the group
So I could understand as a consultant what was happening in the group, how the members were feeling, and how the group was feeling as a whole. With this
Retreat I truly had to demonstrate these qualities of a facilitator, and ultimately demonstrate proficiency in facilitation techniques. See Evidence #29 & 41
For my HDF 413 Student Organization Leadership Consultant class, I participated in a group of student leaders known SOLC that actively helped groups and
Organizations reach their goals of internally making their organizations better. As a member of this organization, I took an active role of being a facilitator and
Working with other members of SOLC to plan retreats. As a member, I attended weekly meetings to discuss business; upcoming retreats and discussing past
Retreats and progress of the organization. As a member I saw the importance of having weekly meetings for the purpose of keeping members connected,
Promoting communication in the group, and to keep organized for our business and activities we engage in on campus and in the community. During our
Weekly meetings, if ever a retreat is scheduled to happen with a group on campus, we discuss which members will take part in the retreat through volunteering,
And these members will also come together to plan what activities, resources, and anything else that will go into the upcoming retreat. When all this is happens,
Our secretary documents which members volunteered, when they decide to meet to make the agenda, and also gives a date when the agenda is due in
Advance before the retreat. When volunteers for a retreat meet outside of class to plan the agenda, they look at the request for retreat that a group on campus
Submitted and look at what the group on campus wants to get out of the retreat. For example, if a group on campus wants to have a three-hour retreat
Regarding community building, then the volunteering facilitators will include activities, elements, and exercises in the retreat that will accommodate this goal,
As well as deciding what resources they will need for the retreat in advance. This meeting to plan the agenda is entirely led by the secretary, who mediates
The conversation and is present to ensure that the agenda is made and all volunteering members are present. It is for the purpose of holding members
Accountable for their actions of volunteering to assist in facilitating and organizing the retreat, making sure the job of setting the agenda gets done, and also for
The purpose of mediating the conversation and making sure no conflict erupts during planning a retreat. When setting an agenda, our members have to be
Wary of how long the retreat is, how many people they will be facilitating for, and what resources will be needed in advance before the retreat. These is some
Knowledge regarding organizing meetings, setting agendas, and leading meetings. See Evidence #42
For my HDF 415 class, I decided for my Learning Contract that I wanted to lead an educational workshop for all leadership ambassadors that volunteered to
take part in representing the Center of Student Leadership Development during Welcome Day when all the incoming accepted freshman come and tour the
University. For my workshop, I reserved a room in the union and created a power point slide show to educate students on how to be an effective leadership
ambassador. I sent out emails to every student participating making them aware of when and where the workshop would take place. In my power point slide
show I included information on what to wear to the event, what to do and what not to do when it comes to talking to incoming freshman and parents, how to
handle different scenarios, etc. I encouraged students to promote the leadership studies minor by talking about their personal experiences as well as speaking
about what they personally get out of being involved in the minor. I also emphasized to students that they are representing an organization that is bigger then
87.
Student will show

knowledge of
Parliamentary
Procedure
HDF 416
-Parliamentary
Procedure
88.
Student will show

knowledge of
techniques for working
with difficult people
HDF 190
Welcome Day
Training
Powerpoint
HDF 412
-Crucial
Conversations
HDF 415
-Challenge vs
Support Sheets
HDF 412
-SOLC,
Privilege& Being
an Ally
89.

using techniques to
work effectively with
difficult people
them, and that their actions will reflect upon the Center of Student Leadership Development. I also gave some last insightful advice to students, such as to not
be discouraged if you talk to students who are simply not interested in what youre representing. From leading this workshop, I am confident to say I left my
students prepared to go through the URI welcome days representing the Center of Student Leadership Development. See evidence # 43
Parliamentary procedure is a process I learned about in my HDF 416 course Personal and Organizational Leadership. To my knowledge, this procedure is
Also called Roberts Rules of Order, and they associate with the proper guidelines of how group meetings are run. The purpose of these rules is to create
Structure as well as democracy for groups and how they run. These rules are designed so that every member of a group can speak and contribute towards
Group decisions, and they are also designed so that each member of a group has equal time to speak. They are designed so that rules can be effectively
Followed and enforced. They inspire not only structure, but professionalism between group members. See Evidence #53
In my campus involvement, I participate as a leadership ambassador to recruit students into the leadership minor at events such as Welcome Day. During the
Welcome day event, incoming freshman tour our school and get to see all the different colleges and organizations that our university has to provide, including
the leadership minor and leadership institute. To prepare for being a leadership ambassador for this day, I received some training. I was educated from an
FLITE peer leader and a power point slideshow of the aspects of being an ambassador, and also of different scenarios that could occur. Most of the scenarios
focused on experiencing difficult people, and the right actions to take when dealing with certain people. For example, one scenario described an eager
incoming freshman asking about the residential life. In this situation, I learned that a great solution is to say, well if you apply to the leadership institute, you
get to move into the dorms a week early and avoid the chaos of everyone moving in at the same time. This solution provides a method of avoidance and
persuasion. Another scenario described incoming freshmen asking about a different college at the university than the one youre selling. In this case, a great
solution is to provide information and reason of how the leadership minor fits in with their intended major. When it comes to working with difficult people in
general to a leader, this is necessary knowledge. It is inevitable that difficult people will come in the way of a leaders intentions, therefore a leader must know
how to deal with difficult people and be experienced for different situations that could arise. See evidence #32.
In my HDF 412 class, I was instructed to read a book called Crucial Conversations. The book focuses on being knowledgeable about having crucial and
Difficult conversations as well as the right steps to take in any tough conversation. What defines if a conversation is crucial is that it must be between at least
Two people, and opinions vary, emotions are high, and stakes are high. In the book, it describes that what many people do when conversations become
Crucial and difficult is that they resort to silence (withdrawing, masking, or avoiding a situation) or they become violent (controlling, labeling, or attacking others
In a situation). These two factors of how people will immaturely deal with a tough situation or conversation serves as an obstacle and can make others
Difficult to work with. The book provides techniques to deal with situations like these when others can become silent or violent. First, the book describes
Something called dialogue; which is a pool of meaning between two people. It is a free flow of meaning in which meaning is contributing by communication,
By the dialogue and words shared between at least two people. The book states that the goal of any crucial conversation is to always keep the pool open;
You want others to feel comfortable, safe, and un-judged so that they feel they can always add to the pool of meaning. When handling a crucial conversation,
You ALWAYS want to remain honest and respectful; giving the truth and delivering it in manner that will do the least harm and create understanding. When
Conversations can get difficult, the questions to fall back on yourself are what do I want to get out of this? What do I want for others? And what do I want of
The relationship? These questions serve as guidelines so that when a conversations get heated or difficult, one can remind themselves what the desired
Outcome is in resulting from a crucial conversation. The book states that constantly reminding yourself of these three questions will keep you calm and
Focused in any difficult conversation. Most importantly, the book emphasizes that the most important thing you can do in a crucial conversation when working
In a difficult situation or with difficult people is to look at yourself. Are you creating a comfortable environment enough so others can add dialogue? Are you
Remaining focuses on your goals on what you want to get out of this situation? Am I reverting to violence or silence? And so on. These are just some
Techniques provided from this book about working with difficult people and situations. See Evidence # 38
In HDF 415, I participate with a few other HDF 190 Peer Leaders in a small class setting to discuss working with students in HDF 190 or FLITE. We discuss
Many things, such as lesson plans, assignments, as well as working with students. I am of course an asset for every student in the HDF 190 class, however
I am the first hand peer leader for 9 specific students. It is with these students that I watch more closely than the rest of the class and I identify the best ways
To work with these students as a group and individually. It is for these purposes that peer leaders are given Challenge and Support sheets to help keep our
Thoughts organized for each student, as well as to identify how much challenge vs. how much support a specific students needs. Ultimately these sheets help
Organize our thoughts on how to challenge, support, and optimize each students growth as a leader, of course with the feedback from my instructors and
Fellow peer leaders. See Evidence #4
In my HDF 412 class, the second module of the course was Cultural Anthropology and Inclusive Leadership. In this module, I learned all about the
Importance of being educated and aware of the importance of diversity, privilege, and culture and how these play a role in our society. I learned how
All about how privilege is something that is influenced by a number of different demographical information; such as socioeconomic background, gender, race,
Etc. I also was able to hear personal experiences and backgrounds from my peers in the course and see how privilege applies directly to people I know. I
Became aware of my own privilege in society, and I uneasily learned that because I am white male with a good socioeconomic background that I have
More privilege than some of my own peers and colleagues, and many more people in my own country that might be of color, different gender, and lower
Socioeconomic background. In my own opinion, many people in this country and society arent aware of how privilege plays a role in our society, as I feel
I wasnt entirely aware before taking this course, observing personal examples, and hearing personal accounts from my peers. Overall I became aware that it
Can be very difficult to lead a successful life when there are privileges one doesnt have, and that people who arent completely aware of differences in our
Own humanity in our own society as well as those who are unaware of the role privilege takes in our society can be classified as difficult people to work with.
90.
Student will show

knowledge of the
stages of group
development
(Tuckman, Bennis or
others)
I also learned about the concept of being an ally in my HDF 412 course, and this is someone who challenges oppression. An ally is someone who is acts
Against social justice, and I think from taking this course Ive habited myself to become more of an ally. In my extracurricular time, I take the role of Vice
President in the Student Organization Leadership Consultants (SOLC) on campus. In this organization, I serve on the executive board to a group of leaders
That construct leadership retreats for any kind of student group on campus, whether these groups are Greek-affiliated, dance groups, and cultural groups too.
I personally have the opportunity to facilitate exercises and activities in retreats, many of which are activities that empower and inspire groups and their
Members. I feel my connection with being involved in SOLC and being an ally is that I get the chance to work with many kinds of students in their respective
Groups. I get the chance to facilitate activities for all kinds of students, many of which are those that have less privilege than myself whether if they are
Female, of color, of lower socioeconomic background, etc. I get the chance to play a role in helping individuals become inspired, empowered, and motivated
To make change and progress individually or as groups. I have the chance to work with many students with less privilege in our society than I do, and by
Doing so I believe I make in different in helping others combat difficult people. When it comes to difficult people who might enforce societys standards of
Privilege and participate in oppressing others, I serve as an ally to others in a way to give to them the confidence and will power to be able to stand up for
Themselves and aspire to be successful and fight any kind of personal or group oppression they might face. I might play a small role as a consultant in this
Organization, but I firmly believe I do play a role as an ally and someone who demonstrates working with difficult people. See Evidence #31 & 44
In my HDF 414 class, I was given an Intrapersonal Chart, a sheet of paper describing the growth of the individual and the growth of others. To get a better
Understanding of this kind of development, this chart came in handy. Although personally I believe witnessing development in a group in person is more
Educational, this chart did help clarify the process of group development in terms of leadership and social change. The chart starts with the individual
waking up, or realizing an urge to take action in taking the steps through leadership. The individual then is getting ready, gaining inspiration, education, and
consciousness through a process of self empowerment. An individual then reaches out and interacts with others, seeking experience and exposure,
speaking out and taking stands regarding moral beliefs. When others join and work together they build community, they have initiated creating social change.
A group then goes through a process of organizing, and identifying a plan of action and purpose, called coalescing. The next step is actually creating
change, by influencing policy, healing,, definitions and rules, and structures to the community. The next step to take is none other than maintaining, or
sustaining this leadership and carrying it out over and over routinely, and starting the cycle over again in this perpetual process of social change and group
development. See evidence #14.
HDF 414
-Intrapersonal
chart
HDF 415
-Understanding
the Group
Process
In my HDF 415 class, I was given a packet titled Understanding the Group Process. The packet addresses steps to take as a Peer Leader while advising and
facilitating a group. The packet suggests, as a Peer Leader, to observe specific factors in a group as a group goes about itself. Some things to observe in a
group are who the participants are and how much they participate, how the group reaches consensus, how decisions are made, what styles of communication
are used, how the group interacts, etc. This packet implies all kinds of factors like these to observe for as a Peer Leader in order to understand the group
process and step in and facilitate as a Peer Leader when needed to. The packet also gives steps to take as a Peer Leader in order to promote effective group
and individual development. For example, the packet insists that as a Peer Leader it is important to provide encouragement to creativity and ideas contributed
by group members and offer praise when necessary. This way individuals are instilled with empowerment and confidence and become more likely to contribute
and contribute more confidently and less hesitantly. Another thing suggested to enforce as a Peer Leader is that every accomplishment or task a group
completes is a team effort. It is very important to emphasize the importance of the group collaborating and giving praise when positive results and progress is
shown and demonstrated. In conclusion, this packet offers insight to a Peer Leader with important aspects to recognize in the process of a group and how to
effectively promote the positive stages of development of individuals and the group as a whole. See Evidence #3
HDF 413
-Tuckmans
Theory of Group
Development
For my HDF 413 Student Organizational Leadership Consultant Class, I became educated and experienced in facilitating retreats for organizations and groups
On campus. An important aspect about facilitating retreats and working with groups in general on campus is understanding the group process. For HDF 413,
We became educated on Tuckmans Theory of Group Development, with the five stages of forming, storming, norming, performing and adjourning. How the
Process works when groups first come together is the forming stage, where all the members of the group begin to mix energies, build community, and establish
Becoming a group in general. Shortly after this stage comes storming, where the group experiences conflict. Within this conflict, member argue and struggle to
Perform tasks, displaying symptoms of frustration, miscommunication, gossip, and many other possible obstacles for the group to overcome. Primarily as a
Consultant, I became educated on how to help groups resolve conflicts and overcome the stage of storming. I learned that experiencing conflict is beneficial,
91.
92.

group development in
use.
Student will show

knowledge of group
dynamics and group
roles
HDF 190
Day of Discovery
FLITE Retreat
(Hands)
HDF 413
-Social Change
Model
-SOLC
HDF 415
-Understanding
the Group
Process
HDF 413
-Tuckmans
Theory of Group
Development
Natural, and essential for the group to experience for its benefit. Eventually when this stage is overcome, the norming stage comes into play. In this stage,
Members clarify their individual roles and begin to understand how individually they contribute to the group and how everyone else contributes to the group in
Their respective roles. Once roles are established within the group, each member begins to gain experience and knowledge in their roles and begin to
Successfully perform their roles in the Performing stage, displaying successive contribution, communication, and teamwork. In this stage conflict begins to
Settle and harmony in the group starts to develop as well as morale. Finally once the groups time must come to an end by any means, this is the adjourning
Stage where members retire and next time the group forms, will begin the cycle again. See Evidence #29
During the Day of Discovery for my HDF 190 class, I was separated into a group and my group participated in my different activities that were designed to
Develop our group as a team and become closer with one another. In one exercise our group took part in, every individual placed their hand on a sheet of
paper and traced it. Inside their hand, each person wrote something that they would like to change about themselves, and then each person said what they
would like to change aloud to everyone. In this activity, everyone showed a sense of trust and emotional acceptance to share personal information about
themselves to others. By showing individual trust all around, the team grew and developed as a whole. In my eyes, to become close with your team or your
group is key when it comes to strengthening the process. The process is just as important as the outcome, or the teams goal or final destination. To know
your team and become friendly with them, and then develop individually alongside them while ultimately developing as a group is a sign of success when it
comes to group development. See evidence #17.
For my HDF 413 Student Organization Leadership Consultant class, I learned all about group development and experienced it first-hand with the group of 18
Leaders that made up our class. As a group who made up Student Organization Leadership Consultants on campus, we contributed to the community by
Organizing and facilitating leadership retreats for group and organizations on campus for the purpose of helping to make these groups better organizations. As
We helped develop groups on campus at their request, we also were able to experience group development in our very own group. From the start of the
Semester, I was able to witness how the theory of Social Change came to life in SOLC. I saw how a group of leaders were introduced to SOLC and its goals
And values which consist of ultimately making groups on campus better organizations and making our community better. With our group and this model,
I saw our group go through the first stage of social change, The Individual, very briefly. I saw how each member of SOLC, after just being immersed in the
Group, had to adjust and individually gain a sense of commitment, consciousness of self, and congruency. Each member had to become actively involved and
Passionate of participating in the organization, and each member had to make sure their values were in line with their actions ultimately each individual had
To manage themselves before being an effective member of the organization and getting on board with the groups direction and goals. The next stage of the
Model focused on the group; where our group had to learn collaboration, controversy with civility, and a common goal. Essentially our group as a whole had
To realize what were trying to achieve as an organization and gain a sense of wanting to make our community better. We also of course had to learn to
Work together in achieving our common goal and ultimately create positive change in our community. We were able to meet the expectations of the group
Stage in the model by being involved in group scenarios and experiences. We became personal with each other and learned of each others strengths and
Weaknesses as well as everyone gaining a sense of support. Through our self-disclosure, time spent together, and challenges we went through as a group
Such as facilitating retreats together and doing group activities inside and outside of class we were able to bond and learn effective collaboration. Working
Together as leaders, we were able to encourage each other and help make more of each other; I personally was inspired on a daily basis to make more of
Myself as a leader and a person based on the people I was working closely with every day. I saw that with members growing individually, it also contributed
To the groups development by making everyone more empowered, confident, and experienced. I saw that in our goal of wanting to create positive change in
The community by helping groups on campus, and instilling a sense of citizenship in the members individually and as a whole. This is my first-hand account
Of group development in our SOLC group. See Evidence #5 & 31
For my HDF 415 class I was given a packet titled Understanding the Group Process. This packet focuses on points to observe in a group as they function.
Some things listed are points regarding how the group meets consensus, the individuals who participate and the amount which they do, decision making
amongst the group, and different roles within a group. This packet makes it clear in how to define how people in a group take up three different roles listed.
These roles listed are Task, Maintenance, and Self-Oriented. With Task, these people are set accomplishing tasks for the group. They contribute, seek inform
energize the group. Maintenance group members are encouraging, compromising, and generally keep harmony in the group. They bring the group together
and promote close relationships in the group. Self-Oriented people are the group members that will seek self-recognition, try and dominate in the group, are
blockers, and will focus on their personal needs regardless of the groups concerns. These are the three different roles that will always appear in a group, and
through the process of a group, roles will identify themselves more clearly. See Evidence #3
After taking HDF 413, I gained a great understanding of group dynamics and roles through my experiences. In this course I learned a very crucial theory when
It comes to understanding how groups function and the process for how groups develop. After analyzing different student groups on campus and how this
Theory applies, Ive had the opportunity to see this theory in action. This theory begins when groups form, which is usually seen at the beginning of the
Academic year when members come together and go through recruitment processes to find new members. When new and old members of a group come
93.

group dynamics and
group roles
HDF 413
-Tuckmans
Theory of Group
Development
-Final Retreat
Agenda
94.
Student will show

knowledge of effective
memberships skills in
groups
HDF 415
-Understanding
the Group
Process
95.

membership skills in
use
HDF 190
-Wiggio post
-Zeta Beta Tau
Fraternity
-Institute Leader
-URI 101 Mentor
Together, this is the first stage of this process which is called Forming. Shortly after this stage, conflict in a group is quick to follow in the stage called
Storming. This is when a group begins to argue, bicker, and struggle to complete group tasks. This is because roles of the group are being deciphered, and
Members are going through the process of finding their niche and how they can individually contribute in the group. Storming leads into the stage of Norming,
When finally members begin to overcome conflict and reach a point where members find how they individually contribute. Once members get used to their
Individual niches and are able to practice how they contribute, that is when the Performing stage is reached, and a group becomes successful and effective
When it comes to completing tasks and working together. Once the performing stage is reached, a group has reached their peak in regards to group success.
Then, when it comes for a group to disband, which is usually at the end of the academic school year for student groups when members graduate or leave,
This is the stage called Adjourning, when celebrations and congratulations are held and given. This is when the process recycles and starts over again as
The next stage for new members to join occurs again. In conclusion, this theory by Tuckman describes the dynamic of how groups function and develop,
Including when and how roles are formed within a group. See Evidence # 29
For my HDF 413 Student Organizational Leadership Consultant class, I had the opportunity to become immersed in leadership by working in groups to
Understand concepts, theories, and personally learn about group dynamics and roles. I was able to work with a team of facilitators and consultants in
Organizing and facilitating leadership retreats for groups and organizations on campus, and by planning these retreats to introduce and promote good
Leadership practices to groups on campus, I saw the dynamics of how our group of SOLC worked. From the start of the semester, I saw how a group of 18
Leaders came together and bonded and went through group development processes in order to work as a team and hold all kinds of retreats. For example,
As a class we had to all work together to complete a final project of facilitating a retreat open to the public regarding the topic of effective facilitation techniques.
I saw how our group went through the stages of Tuckmans theory of Group Development, which truly defines how a group learns to come together and
Collaborate effectively. With this project, I witnessed our group of educated and experienced leaders form together for this assignment, and then quickly
Emerge into the storming stage of Tuckmans theory by undergoing a scramble for group roles, arguments between members of how the project should be
Done and what content to include in the retreat, and constant disagreements that led to unproductive bickering. The storming stage of Tuckmans theory is
Very true and very essential, with the idea that a group will benefit from overcoming the conflict as a whole. This happened with our group of SOLC, up to the
End when the agenda for the retreat was painfully completed and the day we had to facilitate the retreat. After the conflict had fallen, group roles were
Established; regarding how members would contribute in preparing for the retreat and during the retreat. It was apparent which leaders among the group of
Leaders became more prominent in taking charge of creating the retreat and making it happen as well as which leaders would fall as followers. Roles fell into
Place in regards to individual talent and confidence among our SOLC group, and this is known as the norming stage of Tuckmans theory. During the retreat
We were able to perform successfully and give a meaningful, engaging, and entertaining final retreat for the public of students at URI. In con clusion, I was
Able to witness how Tuckmans theory portrayed the assembly of group roles and group dynamics through his stages. See Evidence #11 & 29
In my HDF 415 class, I was given a packet titled Understanding the Group Process. The packet includes a lot of great information about different factors to
Observe in how a group functions, such as how the group reaches consensus, who participates in the group, who contributes in the group, how decisions are
made in the group, how the group interacts with each other, etc. When it comes to membership in the group, the packet mentions three different roles that
members will take as being a part of a group. The three different roles given are Task, Maintenance, and Self-Oriented. Members who fall under Task are
those in the group that are focused on completing tasks and objectives for the group; they contribute, find and give information, document information, and
keep the group energized. Members who fall under Maintenance are those in a group that promote close relationships in the group; they are harmonizers
and bring love and positivity to a group and ultimately keep the group together. The last role, Self-Oriented, describes the members of the group that seek
recognition, focus on their personal needs despite the groups concerns, and are aggressors and blockers. With these three different roles that will appear in a
group, it is important to realize the role you will fall under and how you can be an effective group member. It is important for group members to realize the role
they fall under and then continue to build off of it. For members who would fall under Self-Oriented,it is important to let them realize their role in the group
and how they can change themselves to help benefit the group rather than burden it. In conclusion, group membership skills are left to the interpretation of
each individual as a leader. No instructions can be given on how to be oneself, this packet simply gives in detail the three different roles that appear in a group,
but leaves room for interpretation on how to go about being oneself according to each role. This packet emphasizes that it is important to realize specific roles
as group members, and then to build and strengthen oneself as a leader according to that role. See Evidence #7
To me, being a part of an organization is more than just being a name on a roster. To be a part of an organization or a group of people means that an individual
should participate and try the best they can to make a difference in and for their group. In my fraternity, as the Academics Chairman I hold a position in order to
make a difference for the group and help the members within the group. To be specific I help brothers who struggle academically by putting posts on our
fraternity thread titled wiggio and I announce the times of mandatory study hours. I then run these mandatory study hours twice a week where I monitor their
study habits and work progress, and I find ways of encouraging my brothers to improve. I personally try and bring the best out of the other members in my
fraternity, and I also am involved in other organizations around campus in order to vouch for my fraternity and demonstrate that I as a member of Zeta Beta Tau
am accomplished and set myself as a role model for not only my brothers, but other students. I am involved now as a Leadership Institute Peer Leader and a
URI 101 Mentor, not to seek recognition but to inspire members of my fraternity to apply themselves and get involved and ultimately help them develop as
human beings. See evidence #30, 28, and 29.
96.
97.
Student will show

knowledge of the
Challenge and Support
theory by Sanford, and
its relationship to
organizations

using the theory of
Challenge and Support
HDF 492
-SOLC
-Retreat Agenda
HDF 415
Challenge and
Support theory by
Sanford
HDF 413
-Challenge &
Support
HDF 415
-Challenge and
Support Sheet
In my HDF 492 Leadership Portfolio course during the last semester of my college experience, I think that I have at this point learned a great deal of myself
And all sorts of leadership theory. One thing that Ive definitely been involved with is all kinds of extracurricular student organizations in college, and I have
Demonstrated the skills of being a member of a group. Personally, Ive found that with any group Ive been involved with, Ive always wanted to make the best
Out of my experience with being a member. The best example I can think of is my membership in SOLC, the student organization leadership consultants. This
Group is responsible for organizing leadership retreats for other student groups on campus in efforts for helping other groups reach all sorts of goals and help
Them better themselves. I became a member of SOLC in my junior year, and since then I have thoroughly enjoyed being a member and facilitating retreats
For other groups on campus while working alongside other leaders. I believe to be an effective member in a group, individual participation and commitment is
Absolutely required. Being involved in SOLC I can confidently say Ive participated a great amount and put my best effort in my involvement. Ive taken part
In helping facilitate some of the more difficult retreats, such as greek organizations that bring over 100 members to retreats. Ive also worked my way up in
SOLC and in my senior year I became the president of the organization! I believe with being a member of a group, one must simply be passionate and
Participating actively within the group, which I can confidently say that Ive demonstrated with my membership in SOLC. See Evidence #31 & 41
The Challenge and Support theory is an important theory that relates closely with college students, and it is an important theory to grasp for my HDF 415
course. For this course in the minor, I am responsible for helping a group of 9 students experience individual growth and development as well as growth and
development as a team. What Sanfords theory of Challenge and Support educates is the steps and signs needed for an individual to experience personal
growth. What Sanford theorized that for an individual to experience personal growth is a balance between challenge and support, and that an individuals .
personal growth is a process. A challenge to an individual could be taking on tasks or responsibility that will help test him or her, it could even be experiencing
failure. However too much challenge on an individual can result in frustration and quitting. Support is the encouragement given in a positive shape or form by
another, possibly a mentor or a coach, that is helping an individual to personally develop; it will come from a lot of places, but mostly people. Support, like
challenge, is absolutely necessary but too much of this category can result in an individual not learning anything and having everything done for them.
Therefore, it is a proper balance of these two that will inspire a positive trend in the life of an individual. A third and last factor that Sanford theorized was
readiness; an individual must be ready to take on a task and go through the whole process of challenge and support.
So this theory can be related to the Center of Student Leadership Development here on campus. This organization implements many leadership theory,
Including Sanfords Challenge and Support theory. Through my HDF 415 class I can see how this is implemented because as a Peer Leader I am
Responsible for analyzing each one of my nine students individual processes of challenge and support. My position is to help students keep on the right
Track of reaching progress as leaders on campus and in their daily lives. See Evidence #4
For my HDF 413 Student Organization Leadership Consultant class, I was educated and experienced firsthand Sanfords theory of Challenge and Support.
This class required me to act as a facilitator and consultant along with my classmates during leadership retreats on campus that we would hold for groups and
Organizations on campus if they ever requested for a retreat to happen. The ultimate purpose of the retreats that happened was to help groups on campus
Reach their goals of somehow making their organization better through a variety of ways possibly by building community in the group, encouraging team
Building, helping resolve a conflict in the group, etc. As a facilitator for any retreat for a group on campus, we all had to heavily take in account Sanfords
Theory and how it applies to organizations. The concept of the theory, is that by giving a balance of challenge and support to a subject, they will experience
Growth. So for example when planning retreats for organizations, we would include exercises, challenges, or activities that will as obstacles for the group to
Overcome. So if the group wants to achieve conflict resolution amongst themselves, we as facilitators plan activities around this for the group to experience,
And then accomplish for themselves with us as facilitators simply guiding them to achieve it, not to do it for them. So if a group wants to find conflict resolution
For themselves, we as facilitators include activities that will serve as a challenge for them to overcome, in a way that it is challenge but also achievable. It is the
Mixture of support as well that gives the group empowerment, encouragement, and makes the activities and tasks actually achievable. When organizations
Overcome exercises during retreats this way, they experience challenge and support which leads to growth within the organization. It will become stronger
And more successful by overcoming challenges. One thing a facilitator has to keep in account for all this is also the last concept of Sanfords theory which is
Readiness; a facilitator has to analyze if a group is physically and mentally ready to overcome a challenge or exercise that is presented to them. Sanfords
Theory is very effective as a facilitator because it is designed for college students and accommodates to their growth and development. See Evidence #23
For my HDF 415, I am responsible for facilitating a small group of nine students as their Peer Leader. In this class, for each student I received a Challenge
and Support Sheet for each student to organize my thoughts on what each student needs from me as their Peer Leader to offer them to help them best
develop as individuals and as a team. With each sheet, and each of my students, I can determine how they go about as leaders in class, and through their
assignments and other aspects about themselves. I can identify the type of leader they are, and I can also determine how much support each student
receives from me as a Peer Leader, as well as how much challenge each student receives from me as their Peer Leader. With these sheets I can determine
the steps needed to be taken in order for each student develop. I can determine if a student needs more support, or needs to be challenged more. I can
determine what a student does well, and what areas a student can perform better in; perhaps they arent performing up to their best abilities or arent using
their strengths to their best abilities. I fill out one of these for each of my students in my small group, because it is in my best interest and goal as a Peer
Leader for each of my students to find progress and development in themselves as leaders and as a group. See Evidence #4
98.
Student will show

knowledge of the
construction / elements
of informative and
persuasive speeches
HDF 413
-Challenge &
Support Group
Project
HDF 190
-Public Speaking
Basics (Under
Social Change in
book)
HDF 492
-Personal Lesson
Plan for Values
Workshop
-Sandy Hook
Project
99.
Student will
demonstrate
proficiency in
informative and
persuasive public
speaking
HDF 412
100.
Student will show

knowledge of planning
and conducting
interviews (as the
HDF 492
For my HDF 413 Student Organization Leadership Consultant class, I was instructed to do a group project with two other classmates regarding the topic of
Challenge and Support by Sanford. We had to design a lesson plan, a paper handout to give to each class mate we were presenting to, a group activity to
Facilitate to the class, and then debriefing questions to discuss the activity afterward. So for our presentation, we explained the basics of the theory and how
Its used, as well as then demonstrating how as a facilitator the theory is used. For demonstrating this, we designed an activity where the class became a
Group and they were given the task of taking a golf ball and then using each member holding a pipe in their hands to get the ball into a barrel. We gave the
Class two trials; on the first trial we made the challenge exceptionally easy and the class completed the task very easily. The next trial my group members and
I made the task very difficult; we blindfolded one person and made it so only the blindfolded person could speak. The group could not complete the task this
Time, and by having the class engage in this activity, we introduced this theory through a concrete experience. We educated our classmates on the importance
Of the theory and how a healthy and necessary balance of challenge and support will help a group prosper and grow by completing tasks. Too much of one
Can result in the other lacking and no substantial growth in the group will occur. By educating this theory to my classmates, I also able to provide an example
Of how I have used it for the benefit of my peers. See Evidence #23
In my book for HDF 190, there is a page dedicated to knowledge regarding public speaking. The page is titled Public Speaking Basics, and it gives
information about Delivery and Organization and Effectiveness of a Formal Speech. Under Delivery is listed several factors that strengthen the perception
of a speech to the audience, and they are Tone, Diction, Volume, Rate, Intonation pattern, Avoidance of filler words, Dress, Posture, Eye contact,
Expressiveness, and Appropriate Gestures. These factors are used in order for a public speaker to formally and efficiently present a speech. The section titled
Organization and Effectiveness of a Formal Speech gives instructions when talking about an intro, the main points, and the conclusion of a topic or argument.
of public speaking for a leader a leader speaks for itself; when talking to multiple people in a small or large group, a leader must follow these points for
effective public speaking in order to give others a reason to be led by a particular leader. Words from a leaders mouth must be effective and confident
in order to gain trust and reliability from their group. See evidence #15.
In my senior year of college, I had the incredible opportunity to be a presenter for a leadership and values conference at Providence College. For the
Conference I led a workshop regarding finding individual purpose through discovery in personal values. Of course, as a presenter I had to publicly speak at
This conference for both undergraduate and graduate students from colleges all over Rhode Island. In all my experiences in my undergraduate years, Ive had
Many opportunities where I had to speak publicly, so I had gained much practice. I believe the biggest thing Ive learned when it comes to effective public
Speaking is how important preparation is. So for this workshop, I had to design a lesson plan that served as a guide for what I would say during the workshop,
As well as activities and exercises I would lead students through. The lesson plan lists what to do, what to say, and also the chronological order of when
Everything happened in the workshop. On top of preparation, in my lesson plan I also made sure at the end of the workshop and my lesson plan to emphasize
The main points of the workshop to participants. Because in addition to being prepared and organized in public speaking, the order of what you say as well
As how and when you say your main points makes a big difference for how the audience will interpret and remember these points. From this whole experience
And lesson plan, I believe that I demonstrated knowledge of the construction of informative and persuasive speeches. See Evidence #32
In my HDF 412 course that I took in the Fall of 2014 in my senior year, I was instructed to do a group project that called for analyzing a specific crisis. The crisis
That we chose to analyze as a group was the Sandy Hook Elementary School shooting which occurred on December 14, 2012. As a group we researched
The pre-crisis, the crisis, leaders during the crisis, the aftermath, and our concluding thoughts. As a group we had a maximum of 14 minutes to present
Between seven of us. This meant that we had an average of two minutes each to speak on our content, and some content had more length than others. This
Meant that some of us would speak longer than others and some would not have as much time to speak. As a group we presented in just under 14 minutes
With all our content delivered and an outline made. In this project, I played a role in researching, being a team player, and presenting content verbally in an
Informative and persuasive manner. For the presentation, we altogether informed the class of what happened in the crisis. We informed the class how the
Crisis was caused by a 20-year old named Adam Lanza who came into Sandy Hook Elementary school and tragically killed six adults and 20 children in all
Under 10 minutes. It was very disheartening to do the research for this project, as well as present the project to the class of this unsettling crisis that occurred.
In conclusion, we expressed persuasively the need and concern to practice kindness individually to make the world a brighter place in doing so.
See Evidence #18
101.
interviewer)
planning and
conducting interviews
(as the interviewer)
HDF 415
-One-on-one
meetings
For my HDF 415 class, I serve as a Peer Leader for the HDF 190 course. I am assigned to be the mentor for nine specific students in a small group. It is my
responsibility as a Peer Leader to make sure each of my students reaches progress and develops as a leader and an individual. To keep up with my nine
students and make sure they are getting what they are supposed to from the course, I scheduled to have one-on-one meetings with each of my students. This
way I could speak privately with each of my students, with just me as their mentor creating an open and trustful environment. I prepared a time sheet for my
students to pass around and fill in their name under a time that they could meet, that matched with my own schedule. I also prepared questions for all of my
students; I asked each and every one of them what they think of the class, how they are handling the material, how their assignments are coming, and then I
asked them if they have any questions for me. Usually after I introduced all these topics of the assignments for the class, questions would almost always be
asked by my students. After questions I would then offer specific suggestions to each of my students, in order for them to perform better in class or reach
their highest potential. I would try and connect with my students on a personal level, and speak about other topics with my students, such as what else is going
on in their lives, or telling them what they do well. I would try to connect with my student as well as check in with them of how their assignments and
understanding of the material was going. I would try my best to have each of my students leave the interview feeling empowered and determined to do well in
the class! It was for the purpose of checking in on each of my students that I took the role as an interviewer and prepared questions to ask each
of my students. See Evidence #
HDF 492
-Leadership
Institute
One experience that I had in my senior year of college was serving as the coordinator for the Leadership Institute at URI. As coordinator, I was responsible
For assisting in interviewing applicants for the position of being a peer leader, or staff to work with first year students at this program. I took part in interviewing
50 applicants in the first round of interviews, then assisting the other two coordinators in narrowing down the pool to decide applicants to return for the second
Round of interviews. After this, I was responsible for assisting in deciding the team of peer leaders that would serve as staff for the program. Not only did I
Serve as an interviewer, but also for constructing my own content for the interviews. For the first round, we simply just asked our applicants questions
Regarding their personality and experiences, to get an idea of everyones personality, work ethic, and experiences that made them suitable or not for the
Position. The second round consisted of putting applicants in group exercises to observe their work ethic while working with others in a group, and also to
See how they performed individually with their abilities and knowledge. I was personally responsible for constructing a group exercise for applicants to
Perform during the second round.
What was interesting in serving in this position was that I was trusted by my fellow coordinators with my judgement. There were times where it was only me
interviewing applicants, and after completing rounds of interviews I was responsible for giving my insight and feedback of applicants while trying to decide the
team of peer leaders for the program. Ultimately this was an experience that I learned greatly from, and gained much professional credibility!
See Evidence #27
102.
Student will show

knowledge of preparing
for and effective
answers in interviews
(as the interviewee)
103.

preparing for and being
interviewed
HDF 190
Institute Leader
Interview
Preparation
This semester I applied to be a peer leader at the Leadership Institute this coming Summer. To prepare for the interview process, I reviewed the questions on
the applications over and over. Some of the questions (offered on the application) were Describe 3 Skills and 3 Characteristics and how would they help you
to measure success in this position? and How would your strengths help you measure success in this position? To help prepare for these questions, I
brainstormed on a sheet of paper some of my characteristics, skills, and strengths (all of which I really discovered the past two semesters in college) and of
course I wrote down how I feel these three aspects would help me measure success as a peer leader at the institute. I felt that brainstorming my thoughts
onto paper really helped me collect my ideas and was also a great way of critically thinking and reflecting on who I am as a person. Doing this also really made m
feel prepared and collected for the interview. See evidence #26.
HDF 492
-Graduate School
Assistantships
As I prepare to graduate from college, during my second semester of my senior year I spent a lot of time with all kinds of work while applying to graduate
School. For the field that I wish to go into, I had to also apply for assistantships in addition to admission to graduate school. One school I applied to was
San Diego State University, and I was considered to interview for three different assistantships in addition to admission to the program. These positions were
For Greek life, Community Service, and within the Leadership Department at SDSU. For these interviews I had to organize times on the dates specified to
104.
105.
Student will show

knowledge of effective
collaboration / coalition
building

working in
collaboratives/coalitions
HDF 415
-Understanding
the Group
Process
Worksheet
HDF 412
-Harros Cycle of
Liberation
HDF 190
-Tour Guide
Interview and
group project
HDF 413
-Final Retreat
Agenda
-Tuckmans
Theory of Group
Development
Prepare skype interviews. I prepared for these interviews by researching the different programs at SDSU and their mission statements. I researched as well
All the different staff within the departments to get an idea of what these programs wish to accomplish with working with students, the kind of work they do, and
What they are looking for in a graduate student. I also did a lot of self-reflection, because in any interview that Ive been a part of, there are always personal
Questions regarding goals, experiences, and aspirations in the applicant. I prepared this way so I would feel confident knowing what the programs were
Looking for in an applicant, and also to solidify what I would say in regards to my goals, strengths, and other aspects of myself. See Evidence #52.
In HDF 415 we were given an informational packet that discusses the process of a group. The packet addresses what to observe in a group, such as who
participates the most, where group members sit, etc. The packet also addresses questions such as how are decisions made in the group? and who takes
Organizational roles? This packet does give a lot of useful information on what to observe in how a group operates, and ultimately gives suggestions for
Handling situations in a group. What this packet really preaches to do as a group, is to give everyone a role in a group; a team is not one individual doing
Everything for the group, it is a team that is collaborating effectively. Another motif that is preached is promoting constructive criticism in a group; this way
Ways of improvement can be identified for everyone while maintaining harmony between group members. Another thing is promoting praise and
Encouragement! What should be encouraged is the sharing of ideas and contributing to the group, as well as praising collective accomplishments in a group. I
Truly believe these are useful pieces of information to building effective collaboration and coalition building in a group. See Evidence #3
In my HDF 412 class, the second module of the course was titled Cultural Anthropology and Inclusive Leadership. In this module I looked at Harros Cycle of
Liberation, which refers to how social change is ultimately made in society. Ultimately this model reflects on how change is made, but to me I also took away
That is model reflects on the importance of effective collaboration and coalition building. With the seven stages of this model, it does include stages called
Reaching Out, Building Community, and Coalescing. These stages describe how people come together to share a passion and purpose to fix injustices in
Society and form social change. In the Reaching out stage, those who recognize injustice in society come together and branch out to the rest of society and
Gather followers and engage in recruitment for their cause or purpose to change some sort of injustice. After this process of recruiting, members of this group
With a shared vision must build community and establish a sense of bonding and relationship building to become a team. This is the pre-requisite stage to
Coalescing, where groups begin to take action. In this stage, some steps that are taken are Action Planning, Organizing, Fundraising, Lobbying, Educating,
Renaming Reality, Refusing to Collude or Take Privilege, Becoming a Role Model and Ally, Transforming Anger, and Moving into Action. These are some
Steps that are generally taken when coalescing and really taking action for a group to start creating change in this cycle. Ultimately, these stages in this cycle
Must happen for this cycle to be successful and for change to happen. Change cannot happen without coalescing. Change cannot happen without the
Unification of people with purpose. This cycle speaks to me when it comes to coalition building and collaboration because it speaks about the importance
Of them in order for any kind of change to happen. See Evidence #33
When I applied to be a Tour Guide in my second semester of freshman year, during my interview I was thrown a box of arts and crafts supplies and I was told to
create something that represents URI with the other interviewees around me. As a group, our first instinct was to jump on the first thing that came to our
minds. Someone suggested that the rim of a paper plate looked like the horns of the Rhody Ram, our university mascot, therefore we decided to make a
duplicate of the Rhody Ram. Once we found this rough idea that we all agreed upon, we built off of that. During the process, everyone had something to
contribute to the project. I made sure of myself not to dominate the flow of ideas but to be a part of them and see the creative ideas and outcomes that arose
from the groups collaboration. In the end we each tied a ribbon to the rams horns and wrote down personal values or beliefs on them. That was how the
process worked; the base of the foundation was a collaborated idea and then each of us had an opportunity to add a splash of ourselves into the project, a
taste of our individualization. In my eyes, this project represented a typical situation of working in coalitions; the outcome can never be expected or predicted
exactly, and many diverse ideas and points of view arise. In the end, the process is highly important that will reflect the quality of the result, and the result is a
combination of ideas with a portion of everyones individual contribution. See evidence #34.
For my HDF 413 Student Organization Leadership Consultant class, I was required to act as a facilitator and consultant by participating in leadership retreats
With all kinds of groups and organizations on campus. It is our goal as an organization to find ways through the retreats we organize and hold to help groups
And organizations reach their goals, whatever they may be; such as community building, conflict resolution, communication, etc. In order to do this, the class
And I had to collaborate and come together as a team to serve other organizations. For example, for our final project, the entire class had to organize a retreat
Regarding the topic of effective facilitation. It was open to the public, and as members we had to create an invitation, send them out to students and leaders in
The URI community, and then create an agenda for the retreat with topics, activities, and then assigning which members would be responsible for facilitating
Each part in the retreat. As a group we created the agenda and decided which topics we should address that can best describe effective facilitation. Every
Task and role was delegated by means of social media and actual meetings with all the members. The retreat ran accordingly and successfully, however there
Was natural and painful conflict that occurred in the process of creating the retreat. Based on Tuckmans theory of group development, our class did experience
Storming; meaning frustration with each other, miscommunication, stress, and conflict with creating this retreat and who would take which roles in the final
Project. With any extended and meaningful group experience, there will be storming that occurs which is completely natural and essential for the groups
106.
107.
108.
109.
Student will show

knowledge of
Intercultural
communication
considerations
HDF 412
-Bennetts Model
for Intercultural
Sensitivity

ways to maintain
accountability in
leadership / member
relationships
HDF
413
-Final Retreat
Agenda
-SOLC meeting
agenda

personal examples
related to maintaining
accountability as a
leader
HDF
190
-Facebook
-Institute
Leader
-URI 101
Mentor
HDF
492
-Leadership
Institute
Development and success as it was for our group in completing this final project as a team. Once we were able to lift our conflict, we were then able to
Assume roles and perform in those roles as Tuckmans theory also specifies. Working with SOLC is a huge personal example of working with a coalition.
See Evidence # 11 & 29
In my HDF 412 Leadership Capstone course, I had the opportunity to explore the views and perspectives of all different kinds of leaders and populations. This
Course focused a great deal on privilege as well as effective collaboration and understanding in leadership. One theory that I took to heart was Bennetts
Model for Intercultural Sensitivity, which labels both the incorrect and correct approaches to understanding the perspectives and cultures of others. Bennetts
Model has six stages, and two different categories for these six stages. The first category houses the Ethnocentric stages of the model, which labels the
Incorrect approaches to intercultural communication. These stages include viewing different perspectives and cultures in a sense of believing that ones own
Beliefs and culture are superior to others. The other category, on the other hand, are the ethnorelative stages which houses stages of the model that label
The correct way to go about intercultural communication. These stages label the correct steps to take when it comes to understanding different viewpoints,
And even integrating different beliefs and perspectives into ones own lifestyle and culture. The ethnorelative stages label a peaceful and open-minded
Approach to understanding others and their beliefs and perspectives. Ultimately this model is something I will always take into consideration when I come
Across others of different backgrounds, beliefs, morals, and cultures. See Evidence #16
In my HDF 413 Student Organization Leadership Consultant class, I along with the rest of the class was required to participate in
Working with a team of facilitators in organizing and facilitating retreats on campus for all kinds of clubs, groups, or organizations
On campus. At our meetings for SOLC class, whenever groups requested for retreats and then picked a date for the retreat, the
Executive members would then call for volunteers to help facilitate and organize the retreat, and the number of facilitators needed
Was specified by the secretary in charge. The secretary would then specify a date that the retreat agenda had to be submitted to the
Executive board, and at the meeting the secretary would have the members that volunteered to decide a day and time for everyone
To get together and create the agenda for the retreat. The secretary would be present at the meeting as well to monitor. This is how
Accountability is instilled in SOLC. Tasks are delegated from the executive board to the secretary, who delegates roles to
members in SOLC. The executive board and president holds the secretary accountable for their actions and responsibilities, and
then the board holds the members accountable for their participation and responsibilities. Ultimately all members hold each other
accountable, however a system, like this one described, must be put in place to ensure accountability and participation for all the
members. See Evidence #11 & 42
As a future Institute Leader and URI 101 Mentor, I know that I represent an organization bigger than me. One way that I must
Maintain my accountability as a leader is through my personal Facebook account. I know that soiling my name puts the
organization I represent on the line. As a future Institute Leader and URI 101 mentor, I have to keep my Facebook page
clean and free of any kind of harmful comment, posts, videos, etc. Any kind of harmful activity on my personal Facebook account
hurts my credibility as a leader, therefore I have to constantly regulate and police my page and ultimately my personal image and
the image of the organizations that I represent. See evidence #33, 28, and 29.
As I approach the end of my undergraduate experience in college, one principle that Ive always held myself to over the years is
Personal accountability. When it comes to leadership, something Ive always practiced is holding myself accountable, and the my
Main belief with this principle is that I always strive to hold myself accountable with practicing leadership. Ive greatly valued
Everything Ive learned and continue to learn within the Leadership Studies minor, and therefore I hold myself accountable to go
Out and practice what Im learning inside the classroom. The best way Ive held myself accountable for making the most of my
Education is through my involvement outside the classroom, in student organizations. One program that Ive stuck to all these
Years has been the Leadership Institute at URI, which serves as a gateway for first year students to become involved in leadership.
Over the years Ive served as a peer leader for two years, being a mentor for first year students, and then in my senior year I was
One of the coordinators for the program. Not only did I hold myself personally accountable to make the most of my experiences,
But by also putting myself in this position of great responsibility. As a coordinator as well, I was responsible for holding training
110.
111.

ways to build
relationships between
leaders and members

building relationships
with members as a
leader
HDF
190
-Leadership
Institute
Training
Powerpoint
Congratulator
y Letter for
Institute
Leader
-Servant
Leadership
Model by
Greenleaf
HDF
412
-Bennetts
Model for
Intercultural
Sensitivity
HDF
415
-Orientation
Say cheese
Sessions for the peer leaders to prepare them to work with first year students at the program. Therefore I was held accountable in
Carrying out this responsibility, otherwise my peer leaders would have been unprepared and the first year students would have
Suffered in receiving the best experience possible. It was my responsibility to carry out my responsibility, and then hold my peer
Leaders accountable to learn, prosper, and give their best to the first year students so they would receive the best experience
Possible. This experience serves as an example of maintaining accountability as a leader. See Evidence #27
After being accepted as a peer leader to the Leadership Institute for the summer of 2012, the peer leader team and I received some
training for our position. In our first training, we received a power point presentation that focused on how to act around the
incoming freshmen and how to convert the idea of college leadership to incoming freshmen. We were also warned that the
weekend of institute would fly by, and before we will know, the school year will start and these incoming freshmen will be our
students and our friends. Therefore the principals we were told to adopt for the institute in order to build relationships with the
members is to simply be yourself. By acting like yourself, you are honest and trustworthy, which are two crucial characteristics in
building a successful and meaningful relationship. Also as leaders, we must adopt traits that a servant leader contains. In order to
help and serve others in the attempt of developing the character and autonomy of others, a servant leader must have the
characteristics of listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to the
growth of people, and building community. These traits must also be practiced and developed with individuality in order to
help and serve others at the leadership institute and in life in general. See evidence #28, 29, and 16.
In my HDF 412 class that I took in the Fall of 2014 of my senior year, I explored ways to build relationships between leaders by
Discussing culture, privilege, race, gender, etc in class. One model that I think heavily correlates to this is Bennetts Model for
Intercultural Sensitivity, which gives a frame for how people begin to become aware of different cultures, and then understand,
Appreciate, and integrate ideas and beliefs. Bennetts model calls for the importance to accepting the different beliefs and cultures
Of others, and in doing so a transcendent sense of understanding between people can be created and serve as an incredible way
To build relationships. Bennetts model has two different domains and six different stages. In the first domain titled Ethnocentric
Stages, these are three different phases that are more negative and include ways to recognize but not appreciate others and their
Differences to ones own. The second domain labels 3 phases that are great strategies for relationship building, and these are
Acceptance, Adaptation, and Integration. Acceptance deals with action such as beginning to appreciate the differences in others
And begin to value others for their differences. Adaptation involves implementing new concepts and beliefs learned from others
Into lifestyle. So far these two describe appreciation and having the capacity to be influenced positively by others, ultimately
Showing others of caring for and valuing them. Finally integrating deals with having multiple frames and experiences from
Being immersed in different beliefs, cultures, and backgrounds. This model, if practiced in succession, can be a gateway to be
Open with others that differ from oneself in any kind of way, and serve as a great catalyst for relationship building when the
Drive to follow this model in an individual is met. See Evidence #16
As an orientation leader, I attend weekly training sessions to prepare for this position to take place during the month of June. To
Help prepare me, as well as all the other orientation leaders, we are encouraged to become close with another in order to help
Become a more effective team. One way to help the leaders become close with one another, is literally being assigned to spend
Time with each other outside of training. For one assignment, I was paired with three other orientation leaders, and we were
Instructed to take pictures of us all around Rhode Island, in an activity called Say Cheese, and spend time together as team in
order to become closer . The four of us decided to go to lunch together, and being assigned into small groups like this, we were
able to share with each other our personal stories, interests, and other things about ourselves that gave us simple chance to get to
know each other more. What I found is that in outside of the classroom or workplace, in a more relaxed setting is when you get to
know things about others you would not normally have the chance to learn. I also thoroughly enjoy these ways of having the
orientation leaders grow close withone another.
112.

how credibility applies
to leadership, as well
as the characteristics
and skills of a credible
leader
HDF
413
-SOLC retreat
HDF
190
-Talk with
Robert Vincent
(Business
Card)
-Facebook
-Relational
Leadership
Model
HDF
412
-James &
Wooten
-Stephen M. R.
Covey
For my HDF 413 Student Organization Leadership Consultant class, I was put in the position where I worked with other leaders
In the URI student community as facilitators and consultants of leadership retreats for groups on campus. In our roles as
Consultants and in SOLC, it is our goal and contribution to this community and university to make groups and organizations on
Campus better. As a group, at the start of the semester we were required to attend a mandatory overnight leadership retreat, for
The purpose of building community and relationships in the group. The concept of building relationships in our group of SOLC
Was so that our consultants could learn to understand building relationships and teamwork as leaders so that we can effectively
Teach other groups on campus this concept. For this retreat, we had many team exercises and activities that helped us learn about
Each other as members and gave us the opportunity to self disclose personal information to each other. One activity we
Participated in was a team contract; as a group we took a large piece of paper that read SOLC in huge letters on it. We were then
Instructed to individually write one word that describes what we bring to the organization, then a word for what wed like to
Receive from participating in the organization, and then we all signed our names for the significance of signing the contract and
Each member personally upholding its standards. With this we were able to learn what best qualities each member possesses as
Well as everyones expectations. We did some other activities that included group collaboration and teamwork in order to
Complete a challenge or exercise through completing conflict and adversity, we learned that relationships strengthen through
The bond that is formed in order to complete a challenge. What I learned from coming together as a team and forming relations
With team members as a leader, is that creating a support system is absolutely necessary for any leader. It is necessary for the
Purpose of having an outlet to receive energy and inspiration from, as well as working with leaders that understand you, make
You feel loved and worthwhile, and serve as a great resource to learn from. The people one surrounds themselves with truly do
Make an impact on personal development. See Evidence #31 & 41
Credibility is a very crucial characteristic of a leader. In a conversation with my HDF 190 professor, Robert Vincent, we discussed
how credibility applies to leadership. It was stressed to me that as a leader, your name is a fragile thing. I was told to never let
anyone ruin my name, especially through communication tools such as Facebook. In this communication site, friends can tag you
in videos, photos, or comments that can potentially be harmful to your credibility in general and ultimately to your credibility as a
leader and the organization you represent. The people who see your Facebook are unknown to you, and are limitless. To control
your credibility is essential and demonstrates the skills of a credible leader; for example, looking at Facebook, the skill that is
demonstrated is gatekeeping. This skill is one possessed by a relational leader, according to the relational leadership model by
Komives, McMahon, and Lucas. To control and regulate your Facebook is to mind the flow and gate keep your credibility. See
Evidence #22, 33, and 7.
In my HDF 412 course, the third module of this course was titled Crisis Management, in which I was able to analyze how leaders
Go about managing crisis. One thing that I realized from studying examples of crisis that happened in the past is that how an
Institution goes about handling a situation greatly affects its credibility. James & Wooten theorized in Competence in Times of
Crisis that public trust and perception is greatly influenced by handling crisis. For example, in a general sense if an institution is
Known to handle conflict in an effective and appropriate manner, then this institution can be positively viewed overall. If an
Institution is struck by an unexpected and extreme setback or crisis, and the institution in the aftermath manages to retaliate and
Recover well from trauma and the crisis that occurred, then this institution can be viewed as competent and positively perceived
By the public. An unexpected crisis or setback could occur by any means to any institution, and does not necessarily reflect on the
Institution, but the actions taken in handling the issue greatly reflect on its competence as a whole.
113.

building, maintaining,
and repairing his/her
own credibility as a
leader
HDF
412
-Linkedin
profile
114.

principles of effective
mentoring, as well as
problems particular to
the mentoring
relationship
HDF
414
-APA paper
115.
HDF
-Inclusion
Another philosopher of crisis management is Stephen M. R. Covey who listed some key characteristics of leaders when it comes to
Handling crisis. Covey theorized that some competent behaviors to take during and after a crisis are Delivering results, Getting
Better, Confront Reality, Clarify Expectations, and Practice Accountability. It is these behaviors that I personally took to heart
From Covey that really reflect on the credibility of an organization and how it relates to leadership. These characteristics reflect on
Actions to take before, during, and after crisis that occur, and ultimately it is actions taken that can greatly define any individual,
Organization, institution, etc. Actions define identity, therefore actions can define if an identity of any kind of entity is credible,
Ethical, positively perceived, etc. And finally, actions taken also define characteristics. See Evidence #49 & 50
For my HDF 412 course that I took in the Fall of 2014 in my senior year, I realized that at this stage in my life I had to really become
Proactive in being and maintaining myself as a credible leader. At this point of my life, I had to start to organize myself and begin
To assemble my professional image as a leader. In this stage of my life, where Ive built myself and my experiences and skills as a
Leader, I found that I need to reflect on my experiences and professionally establish my credibility and identity. I chose help
Enforce these urges with a method that many leaders do, which is by the professional social media site called Linkedin. This
Site allows people to present an image of themselves, their skills, their experiences, and many more personal aspects to friends,
Colleagues, and potential employers. With the world today that is highly associated with social media, virtual communication,
And many more aspects of technology, I felt that doing this for me was a huge step in building my own credibility by showing
My connection with the world and staying up to date with these important ways of connecting. I created and thoroughly
Developed my profile, portraying my experiences in an online resume form, and have connected with many colleagues and even
Potential employers on the site. Ive built some sense of credibility by connecting myself and letting others know via this site of
My experiences and credibility, and by continuing to connect with others and build my experiences and profile, I am maintaining
My credibility as a leader in this sense. In the sense of repairing my credibility as a leader, updating and monitoring my site
Is always essential as well as monitoring other forms of social media that friends and colleagues and even potential employers
Can view. With a very virtual world that exists today, there are many benefits with connecting as well as downsides. These
Downsides include the increased risk of negative self-image on social media that can harm your image as a leader, whether it be
Any kind of photos, posts, etc. on social media that could occur without even your truthful consent or association, but can be
Interpreted so by others anyway. In conclusion, my Linkedin site for me gives a great personal example of how I build, maintain,
And repair my own credibility as a leader. See Evidence #9
For my HDF 414 class, I was instructed to create a social change movement for the Fall semester of my sophomore year. For my
Project, I designed a mentoring program that targeted emotionally struggling male adolescents, and in my research I learned a lot
Of effective mentoring principles. The most important face that arose, was the problem that many people confuse mentoring with
Friendship. To be a mentor is more than being a friend, to be a mentor is to benefit the lives of others, by making a mentee realize
Their potential and showing them all the different paths they can take to reaching success and grow as an individual. To mentor
Is to educate, to empower, and develop another. To mentor is to be congruent, and practice what you preach, and not to educate
Something that a mentor doesnt follow themselves. To be a mentor is to be reliable, available, committed, knowledgeable,
genuine, and honest. These are the qualities that I believe are necessary as I envisioned my final project for my HDF 414 class.
I based this mock mentoring program around the idea of helping struggling adolescents receive validation and find empowerment
Through having peer mentors to serve as role models. I did this project and formulated this program with the idea of effective
Mentorship and how important it is for leaders to have people to look up, people to guide them, and ultimately people to help
Foster potential in mentees. See evidence #3.
For my HDF 413 Student Organization Leadership Consultant class, I was put in a small discussion-based leadership course with
mentoring and being
mentored
413
-Challenge &
Support
116.

principles of effective
peer leadership, as well
as problems particular
to peer leadership
HDF
415
Understanding
The Group
Process
117.

personal examples
related to being a peer
leader and being led by
peers
HDF
492
-Leadership
Institute
10 or so other student leaders in the student community. As a class, we were all educated of effective facilitation of student groups
On campus, and put in real life experiences as well. During the semester in class, members of the class were also put in positions
So that we would all participate in mentoring each other and in turn having the change to mentor and be mentored. One way this
Happened throughout the semester was through presenting group projects to the class, and educating each other of effective and
Significant facilitation tactics and theories. So more specifically, I was put in a group of two other students in my class, and we
Constructed a presentation regarding Sanfords theory of Challenge & Support. We constructed a lesson plan; including content,
A group activity to facilitate to the class, a paper handout for each classmate, and debriefing questions. Five other groups had to do
The same; one group presented on the topic of inclusion to the class, and they also created content, a handout, a group activity, and
Debriefing questions. By doing this all semester, we all helped each other explain concepts of leadership, techniques in facilitation,
And much more regarding relationships and supporting each other as classmates and team mates in the organization of SOLC.
For my HDF 415 class, I was given a packet titled Understanding the Group Process. This packet addresses many important
factors to observe for while facilitating a group as a Peer leader. An important role as a Peer Leader is to be able to observe what
goes on a group that you serve as a leader for. This packet entails all kinds of things to be wary of as your group goes about with
themselves. For example, some things to observe for are; who are the members that participate regularly in the group? Who are the
members that contribute? What styles of communication are used? How does the group make decisions? How does the group
reach consensus? Is there a split in the group? These are some things to observe as a Peer Leader in order to be able to facilitate
group discussion as well as serve as a gatekeeper and try to let everyone participate. As a Peer Leader you can also come to terms
in why and how the group interaction is the way in which you observed it to be, and be able to step in during a decision process
when you need to. Its suggested that as a Peer Leader that you encourage creativity and participation through everyone, as well
as make the group acknowledge the downsides of a split group. Its also important to enforce that every member of the group
reflects on themselves as well as the team during the group process. The packet also addresses the different group roles to
observe for as a Peer Leader. These three different roles are Task, Maintenance, and Self-Oriented. Members who fall under
Task are focused on completing the groups tasks as well as seeking and giving information, documentation, and energizing the
group. Members who fall under Maintenance are those who promote close relationships among the group and serve as the
harmonizers, encouragers, and compromisers; otherwise known as the glue that keeps the team together. The last role,
Self-Oriented, describes those members that are aggressors, blockers, and dominators. These are the members that seek
Self-recognition and focus on their own personal needs despite the groups concerns. As a Peer Leader, it is these members of a
group to be wary of . In my opinion, it is these members of the group that will serve as a problem pertaining to a group and peer
leadership, and one that must be addressed and solved during the group process. With these members, I believe as a peer leader,
it is important for these members to try and realize this as the group goes about itself, and only to step in when appropriate as a
peer leader. The packet suggests to encourage and praise group accomplishments in order to enforce the belief and value of
teamwork within a group. In conclusion, with effective peer leadership comes a lot of attentiveness and observation of all these
different factors; of who makes up a group and the group goes about itself. With problems that arise as a group leader, they will
start with the group roles, and to address these problems requires facilitation when needed and encouraging and enforcing a sense
of team spirit, commitment, and collaboration. See Evidence #7
One wonderful experience that I had the privilege of being involved with in my time at URI was the Leadership Institute. This
Program is a three-day overnight retreat for first year students that serves as a gateway to get involved in leadership studies, and
Also for recognizing potential and igniting opportunities for personal development. In this program, I had the opportunity as well
To be the coordinator in my senior year, and serve as a mentor to peer leaders that were upper classman and preparing to work
With first year students during the time of the program. One thing that Ive learned in my undergraduate experience is that peers
And colleagues play a huge role in shaping each other. There is so much that others can teach you through working together, and
I definitely learned so much from my peers during this program. During the year I coordinated the program, I was able to observe
All my peer leaders in action with working with their specific and unique groups of first year students. I was able to observe
Everyones own leadership style, and I learned so much from everyone and all the different ways leadership can be practiced and
Be successful. In turn, I also served as a mentor and guide for my peer leaders in their personal development and leadership
Styles, so as I learned a great deal from my peers they also learned from me. It was truly an amazing experience that Ill never
Forget, and it will always serve as reminder to me of how much there is to learn from the people you work with.
See Evidence #27

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LEADERSHIP

Leadership Inventory Revised 1/25/2010

MINOR IN LEADERSHIP STUDIES

GENERAL INFORMATION FOR STUDENTS

CORE REQUIREMENTS- 9 Credits

One introductory course (3 credits):

MINOR ELECTIVES-9 credits

COM 407: Political Communication

PHL 212: Ethics

Leadership Inventory Revised 1/25/2010

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Phone: (401) 874-2726

Fax: (401) 874-5317

Leadership Inventory Revised 1/25/2010

c. development (skill improvement)

Leadership Inventory Revised 1/25/2010

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

4. Develop and Refine

Leadership theory and

3. Broaden Your Perspectives

Outcome Category: Self-Leadership

Descriptive notes regarding learning and practice

Student will demonstrate autonomy and a

-Academic Chairman Position

-Act, Plan, Do, Study Sheet

Student will demonstrate personal,

Student will demonstrate the ability to

-Mental health sheet

-Sandy Hook Project

Student will demonstrate knowledge of

Student will demonstrate the ability to

-Robert Vincents Personal Card

Student will express a personal code of

Student will demonstrate practice of the

-Servant Leadership Model

-Servant Leadership Model

Student will express a personal values

-Servant Leadership Model by

-Sandy Hook Project

Student will demonstrate practice of the

Student will demonstrate the ability to

-Thank you letter to reference

-Becoming a Positive Leader

Student will describe goals and objective

-Writing 104 Annotated Bibliography

-Montclair State University

professional. See Evidence #2 & 19

Student will show evidence of goals and

-Yola website (homepageaspirations)

-Expectations & Goals

Student will show knowledge of the

-Hierarchy of Needs theory by

Student will show application of Maslows

-Challenge & Support Sheets

theory to own life

Student will describe personal leadership

-Leadership Practice Inventory

Outcome Category: Leadership Theories

Student will show knowledge of the

Descriptive notes regarding learning and practice

Scientific Management theory of

Student will describe personal application