2018 Final 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 08/22/2017 1

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

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

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

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

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

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

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

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

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

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

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a
minimized need for approval
2. Student will demonstrate personal,

organizational, and academic examples of
self-discipline
3. Student will demonstrate the ability to
manage emotions
4. Student will demonstrate knowledge of Kin 123 URI Facitelli Gym College students face a lot of stressors that they must learn how to overcome. Everyone has different
stress management methods ways to manage stress; however, it is important that everyone finds one way that suits them and is the
most effective. Coming into college, I already knew a lot about stress from personal experience as well
as from learning about it in various classes such as health or psychology classes. Although, I definitely
learned more about stress and how to manage it in my KIN 123 class that I took my 2017 spring
semester. One of the topics we talked about was stress and the specific things you could do. I learned
some ways to manage it such as using medication, using service animals and several behavioral
therapies. I learned effective cognitive techniques such as focusing on the important things, and
staying positive. One of the biggest things that I learned was how to effectively relax by using yoga or
exercise. In my KIN class I learned that through exercise, emotional stress mobilizes the energy
reserves in your body, and to complete the cycle we need to get rid of the excess energy, which can be
done through exercise. I learned more about managing my stress through exercise by actually going to
the gym to work out. I wanted to learn if exercise would be beneficial for me. For one week in February,
I went to the gym every single day after my classes were over. I wanted to go every single day in order
to see the difference in the amount of stress I felt from a full week of exercise compared to a week of
no exercise. I learned that exercise is something that puts me in a better mood and makes me feel
more calm. Through attending the gym, along with the knowledge that I gained in class, I was able to
learn the ways that I could personally manage my stress. In the future I plan to continue my
commitment to going to the gym as much as possible. I think that it will create positive long-term and
short-term, mental and physical health. Even if I don’t go to the gym every day, I can continue to apply
this by changing some everyday lifestyle decisions such as taking the stairs instead of the elevator,
walking the long route to class or doing small exercises in my room.

manage stress
6. Student will express a personal code of
leadership / membership ethics
7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values HDF 190 Student Entertainment Committee In my HDF 190 class, we learned about the 4 V’s theory of leadership by Dr. Bill Grace. I learned that
statement (Sources = VIA, values Ethical leadership means learning, understanding, and applying the 4 V’s in your life. The 4 V’s stand
clarification exercises, etc.) for Values, Vision, Voice, and Virtue. Values are core principles that people base their lives and
identities around. Vision is the ability to visualize the big picture and frame their actions on their goals.
Voice is the process of articulating our vision in a way that convinces others to act. And Virtue is the
process of understanding that we need to live up to our word and that we become what we practice,
meaning we become the person that we present ourselves to be. All 4 of these ideas are connected to
each other, sharing characteristics that are key in the roles they play in peoples’ lives. All of these

things are very heavily connected to our Values. In HDF 190, we were able to take the VIA strengths
test to see what our values strengths were. After taking the test I found out that my strengths were
Fairness, Kindness, Love, Leadership, and Gratitude. Fairness is treating all people the same despite
differences, Kindness is doing favors and good deeds for others, Love is valuing relationships with
others, Leadership is being able to guide and organize a group, and Gratitude is being aware and
thankful for the good things in your life. After learning our core values, in class we were given a
“Leadership Crest” in which we were able to write out our own personal values statement. A personal
values statement is something that you will base your life around, depicting your top values and how
you plan to apply them and always practice them in your life. For my personal values statement, I
decided to focus it around one of my strengths, Gratitude. It reads, “My top values are Fairness,
Kindness, Leadership, Love, and Gratitude. All of these values are important to me because they relate
to every aspect of my life. Gratitude is one of my personal most important values because I like to be
thankful for everything in my life. I plan to utilize this in the future by being aware of all of the little things
and not taking them for granted.” Within one of the clubs that I do, the Student Entertainment
Committee, we did something similar to this. At the beginning of the fall semester, our graduate student
asked us to draw on a card one personal statement that we want to be something we follow the whole
year. I decided to write, “Be Yourself” as my personal statement because I think that it is important to
live life as your own person, without fearing judgement from others. Being yourself connects to my
values because by being myself, I am sticking to what I believe it and the principles I have close to my
heart.
Grace, Bill. “4-V Model.” The Center for Ethical Leadership.
(See Evidence # )
9. Student will demonstrate practice of the HDF 190 Relay for Life In my HDF 190 class, we learned about our core values and were able to create a personal values
personal values statement statement. My statement was focused on my value of Gratitude. It reads, “My top values are Fairness,
Kindness, Leadership, Love, and Gratitude. All of these values are important to me because they relate
to every aspect of my life. Gratitude is one of my personal most important values because I like to be
thankful for everything in my life. I plan to utilize this in the future by being aware of all of the little things
and not taking them for granted.” I wanted to focus on Gratitude because it’s definitely the one that I
base my entire life around. When I learned that my club, the Student Entertainment Committee, was
participating in Relay for Life, I was so excited. I wanted to be able to raise money for a great cause
and support people who have fought cancer or who have experienced it in their lives. At Relay I was
able to walk around the track, participate in games, and even talk to one of the survivors herself. I love
this event so much because cancer has been something that has directly impacted my family. I wanted
to go out and support the foundation, the cause, the people battling, and the survivors because I am
grateful for the support that my family received and want others to feel the same way. Doing this also
makes me feel grateful for the things I have, especially my health and the opportunities I get to have,
because there are some people who do not have it as good as I do. My gratitude for life has pushed
me to want to do positive things for others. I would not say that there is one, specific, stand-out target
class in which I have demonstrated this value of mine. Because it is a value that I use to base my
actions upon, everything I do is with my gratitude in mind. I have participated in the blood drive in order
to donate blood for people who need it more than I do, I have donated bags of my clothes, and have
done small things such as giving someone who is hungry a part of my lunch because they did not have
anything. I do these things that have become such second-nature to me because of how it makes other
people feel. I am so grateful for every opportunity and everything I have in my life because I realize that
not everyone has the opportunities that I do.
(See Evidence # )

lead a project from start to finish (follow-
through)
11. Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
12. Student will show evidence of goals and HDF 190 Student Entertainment Committee The last week of March was a very busy week for me. It seemed as though I had to do at least 5 things
objectives that were planned and HDF413 every single day. It was a week that I knew was going to test me both mentally and emotionally. Before
achieved this week, I decided to write out everything I had to get done, goals I wanted to reach, and things I had
to attend. Over the week, I had two meetings for the Student Entertainment Committee, had 3 exams,
had to complete 4 office hours, 1 promo booth, had multiple assignments due, and had to fit in sleep
somewhere among all of those things. I knew that I would not know what things I had to get done if I
did not write them down. The list that I produced was an organized way of showing me every one of my
tasks for each day of the school week. I divided the lists into two different categories; events and goals.
Before I listed each event/task, I made sure that I put the day of the week it needed to be done by on
top of it. I listed them in both chronologically and in order of importance. After each thing was
accomplished, I made sure to cross it off with a bold marker. This made me stay motivated because
every time I was able to achieve one of my objectives/goals and were able to cross it off, I would get
more and more determined to be able to cross off more. Also, by using a dark marker to cross the
things out with I was able to vividly and directly see how many things I accomplished. It was also able
to show me how many things I had left to do. By the end of the week, I am gladly able to say that I was
able to accomplish every single thing on the list and cross it off. I can connect this back to my HDF 190
class because in my FLITE class I became more aware of my top strengths. After taking the strengths
test I was able to find out that two of my top strengths were Analytical and Responsibility. As soon as I
saw the results I knew that they were accurate because those two strengths are things that are a part
of who I am. My Analytical strength connects to my goal and objective planning because I evaluate
which goals/objectives are the most important and need to get done first. My Responsibility strengths
connects to my goal and objective planning because I know that as a student and a leader on campus I
need to fulfill everything that I need to. This was also reinforced when we did the activity in class in
which we broke up into groups based on having the majority of strengths being in either the Executing,
Strategic Thinking, Relationship Building, or Influencing domains. I instantly knew that I would be in the
Executing domain because of how I like to know my goals, have a set list, understand how I am going
to achieve them, accomplish them, and then cross them off the list. These specific strengths as a
leader and as a person help me fulfill my everyday objectives.
At the beginning of the semester in my HDF413: Advanced Facilitation and Consulting Skills
class, the Student Organizational Leadership Consultants decided to collectively create their
very own full-values contract, which is a written down contract stating the goals, values,
strengths and more that people are going to bring into the class. On the front of the contract,
we wrote about the tone we wanted to set in the organization. We mentioned the things we
wanted to bring into the group, and what we wanted to take out of it. Then, on the back, we
decided that we would all write down a goal of ours for the semester in which we would hold
ourselves accountable to accomplish. By writing down a concrete and realistic goal, we were
able to gear our actions towards completing it. I wrote down the goal, that I wanted to become a
better facilitator. All semester all I made sure to stay focused and present in every activity in
order to pick up new tips and tricks. By the time I had my first shadow, I was able to
successfully facilitate my own debrief with a group of students. Now at the end of the semester,
I feel very well-rounded in my facilitating abilities, and I know that I have achieved my goal.
After reflecting on the usefulness of this activity, I thought that it would be a perfect thing to
bring into one of my other organizations, the Student Entertainment Committee. I thought that
the perfect time to facilitate it would be during a retreat that one of my fellow members was
putting on. I decided to have everyone do the same thing I did in SOLC. Everyone traced their
hands on a piece of paper, and wrote what they wanted to bring into SEC and what they wanted
to take out. Then, on separate pieces of paper, I had everyone write down a concrete goal that
they could work towards in the organization. Both of these things are goals that they can keep
in mind while going through the year. I had two goals for this year: to make my meetings more
general member focused, and to do things that my committee has not done before. I achieved
the first goal because of the way I changed how I ran my meetings. I made it more general
member-focused by having everyone sit at one table, allow them to pick the events we plan, and
have them facilitate the conversations. This made them more willing to talk and participate
during the meetings and even made them more excited to show up. We made shirts, planned
general member parties and had outings to go get lunch. That is something we failed to do this
year. I achieved my second goal because I implemented new things that we have never done.
One new thing I made was trivia before our movies, which people were very excited for. Also, at
the movies I opened it up for general members to host it, which made them all very excited to
be a part of the group.
(See evidence # )
13. Student will show knowledge of the AP Psychology PSY 113 In my AP Psychology class in high school, one of our chapters was on Emotions and Motivations.
“Hierarchy of Needs” theory by Maslow Under theories of motivation, one of the things we learned about was Maslow’s “Hierarchy of Needs.”
This was Abraham Maslow’s theory that we as humans act on our most pressing needs, which occur
on a scale in order of importance. It explains that there are things that we must meet before other
things can be fulfilled. Some of these needs include: biological needs, safety needs, affiliation needs,
esteem needs, and self-actualization. Biological needs include things such as food, water, air, sleep,
and warmth. Safety needs refer to the need for security and protection. People want to make sure that
they are safe from pain and danger. Affiliation needs include belongingness and relationships. These
could include groups and organizations, as well as intimate relationships and friendships. People have
the desire for a sense of involvement and belonging. Esteem needs refers to the need for respect, self-
confidence, and self-respect. It means that people have the need to be accepted by others and
themselves. Self-actualization refers to the need for personal growth and development, and the strive
to fulfill one’s potential. All of these needs stand on a “hierarchy” which means that it shows which
needs are most important to meet first, and which ones must come later because they are not the most
pressing. For example, it is important that you meet your biological needs before your esteem needs. It
is more crucial that you make sure that you have water, food, and sleep before you have confidence
because if you don’t keep your body healthy your brain will not function correctly. Also, it is more
important to fulfill your safety needs before your self-actualization needs because being in danger will
prohibit you from completing tasks to meet your goals. Maslow was a Humanist Psychologist, which
means that he believed in the Humanistic View. The Humanistic view stated that our actions are largely
influenced by our self-concept (our idea about yourself based on your own and others beliefs) and by
our need for personal growth. This Humanistic view is shown in this model of the “Hierarchy of Needs”
because each of the categories of needs that you must fill are influenced by the human’s want for
personal growth. They want to grow physically, mentally, spiritually and emotionally and can do that by
fulfilling each of the levels of needs in order. I also learned this in my PSY 113 class. One of the
additional pieces of information I learned about Humanism was that humans have an innate drive
toward personal growth. This reinforces this hierarchy because it is instinctive for people to want to
fulfill the most basic needs for a human to survive.

McLeod, S. (2018). Maslow’s Hierarchy of Needs. Retrived from
https://www.simplypsychology.org/maslow.html
(See evidence # ).
14. Student will show application of Maslow’s HDF 190 Varsity Soccer Team I have applied Maslow’s theory about the “Hierarchy of Needs” in many aspects of my life. One of the
theory to own life HDF413 URI Athletics Internship most direct examples of this would have to be when I was on my school’s varsity soccer team. As one
of the captains, I had to make sure that everyone on the team was participating, doing their job, and
were being respectful and supportive. I wanted to make sure we performed well and got a good
outcome each game. However, that esteem that we would gain as a group from winning, would not be
possible if the previous needs were not met. Before you can gain group praise, you must actually be a
group. You must have people who actually want to be there and who want to work for their other
teammates. In order to create this team unity, we decided to host pasta parties once or twice a month
where the team could get together and bond. It is a lot easier to work to reach a goal if everyone is
friends with the people they are working next to. However, before everyone could work well as a group,
I had to make sure that everyone feels safe. For the team, this had two meanings: that everyone felt
welcome in the environment, and that everyone was healthy. I wanted to make sure everyone felt safe
and welcomed on and off the field because if someone does not feel comfortable with people in the
group, then they would want to be a part of the group. I also made sure that people were safe in the
sense that they were healthy. I made sure that people were treating their injuries, and performing the
necessary precautions to prevent injuries. People will not be able to perform well in a group if they are
not in good physical shape. However, all of this couldn’t have been accomplished unless the group
tended to their biological needs. This meant insuring that my teammates drank a lot of water, had a
sufficient amount of food, and had a good night’s rest. Completing each step in this hierarchy is very
important because each subsequent step of needs relies on the fulfillment of the last step. I have also
applied this theory more broadly in my HDF 190 class. At the beginning of the semester in HDF 190, I
wasn’t exactly sure who I was as a leader. I knew what my everyday actions tended to be however I
didn’t know the reasons behind it. Although, as the semester continued and I learned my top strengths
as a leader, I began to find who I am as a leader, and what strengths/values I based my actions on. I
started to figure out where I fit in, and I therefore found my esteem as a leader. I know that this is very
important because knowing who you are as a leader, can help set the basis for your life. It will help you
in your career, in school, or with service. It was important that I fulfilled this need before I could feel
self-fulfillment as a leader.
For a group or organization to run effectively, you must meet specific needs. This is one of the
most necessary objectives because members want to feel like they are being satisfied or
fulfilled in order to stay in the group. When certain needs are not met, they feel as though they
need to leave and find a place where they can be met. It is also important to note that certain
needs must be met before others. This concept is thoroughly described in Maslow’s Hierarchy
of needs theory, which explains the importance we put on meeting certain needs. We tend to
see this in organizations. This also connects to Bolman and Deal’s concept of the four frames
of organizations. One of the four frames is the Human Resource frame. This frame states than
an organization is made up individuals with different values, needs and attitudes. Members
choose a group of people if they feel as though they meet what they want. Organizations cannot
function without the people that make up them and when their needs are not met, they are less
passionate. Each person and each organization has their own separate set of essential needs
that must be met before others in order to flourish. This junior year, I am currently an intern in
the URI Athletics Department. As an intern, there are certain needs that I need and want met
before others, in order for me to be happy in the position. The first is safety and comfortability.
This is at the utmost importance to me because I will not put myself in a position where I feel
unwelcome, in any way. My second personal need was that there was a takeaway. Meaning, that
there is a purpose for me being there or that there will be something I will get from. At my
internship I feel both comfortable and experienced, so I know my needs are met. The
organization, meaning the Marketing department where I do my internship, also has needs and
requirements in regards to the interns. Before anything else, they hard work and dedication.
They want their interns to have the drive to work hard. This is something that they look for first,
before something like past experience. They are looking for their interns to be motivated to
work hard for them, whether or not they have past experience. This ensures the productivity of
the department. The next need that must be met is to be friendly and keep a positive attitude.
This is something more important than other things because you need to be able to get along
with the people you work with. Similar to Maslow’s Hierarchy of needs, the Human Resources
frame states that there are important needs that must be met to succeed. In order to succeed in
my internship, collectively, all of these needs must be met.
Bolman,L.G. & Deal,T.E.(2013).Reframing organizations: Artistry, choice & leadership. (5th ed).
San Francisco, CA: Jossey-Bass
McLeod, S. (2018). Maslow’s Hierarchy of Needs. Retrived from

https://www.simplypsychology.org/maslow.html
(See evidence # )
15. Student will show knowledge of the theory
of Superleadership by Manz & Sims
16. Student will show application of Manz &
Sim’s theory to own life
17. Student will describe StrengthsQuest
Signature Themes, shadow side of
Strengths and/or weaknesses, and
examples of application (Source = Gallup)
18. Student will describe personal leadership HDF 190 The 2016 Leadership Institute In my HDF 190 class, we took the Strengths Quest test to find out our top strengths. My top strengths
style and/or personality style including in order were: Developer, Relator, Arranger, Analytical, and Responsibility. Each of these strengths of
strengths and weaknesses and examples mine were evident and were further developed at the Leadership Institute. As a developer, I like to find
of application (Sources = Leadership style the potential in others and encourage them to grow themselves. I see the small improvements that
inventories, the L.P.I., Type Focus myself and my group members make and praise these improvements. I utilized my strength as a
(MBTI), LAMP, DISC, and other career Developer at the Leadership Institute because in the group activities, even if my group was not
inventories, etc.) performing well at the time, I would notice the little improvements that we had each time we ran
through it, and so the next time we did, we knew what we had to do. For example, one of the activities
we had to do was carry a golf ball on a series of strings we also had to hold. We failed at first, however,
as we continued we started to noticed improvements because we did it faster each time we went.
Because I noticed many improvements, I became more encouraging for my group members. As a
Relator, I enjoy having close bonds with people and like to work with other people to accomplish things.
I utilized this strength at the Leadership Institute because I was able to make deep connections with
the people in my group in a short amount of time, and it therefore made it easier and more enjoyable to
work together. As an Arranger, I like to get things done in the most productive way possible. I used this
at the institute during a specific activity where we had to transfer water from bucket to bucket, because
I helped come up with the fastest and easiest way to finish. We accomplished this by filling as much of
the bucket with water as we could and not worrying about covering the holes, but instead worry about
running quickly. Having the Analytical strength, I like to look for reasons and causes. I used this at the
Institute when after the activities we had to figure out why we couldn’t accomplish the activity’s goal.
For example, when we could not accomplish the balancing activity on the Northwoods Challenge
course, we all came up with different reasons as to why we could not do it. After examining what we
did, I realized that our negative outcome could have been because we did not have the correct order of
people who stepped on. Lastly, having the strength of Responsibility means that I like to take
ownership of what I say and do, and value honesty and loyalty. This was utilized at the Institute when
my teammates relied on me to catch them or support them during the challenge course. Within our
HDF 190 class, I also like to try and use these strengths to the best of my ability whether we are
problem-solving in our groups, doing team-building activities or are being relied on to finish
assignments. I continue to try and use these strengths in my everyday life. By persistently using them, I
will be able to develop them for the future, for my continued leadership endeavors.
(See evidence # )
Outcome Category: Leadership Theories
19. Student will show knowledge of the
“Authority and Bureaucracy” theory of
leadership Weber
20. Student will describe personal application
of the above theory (Weber)
“Scientific Management” theory of
leadership by Taylor
of the above theory (Taylor)
“Management by Objectives” theory of
leadership by Drucker
of the above theory (Drucker)
25. Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
MacGregor
of the above theory (MacGregor)
27. Student will show knowledge of the HDF 190 Servant Leadership Speech in In my HDF 190 class, we learned all about the Servant Leadership theory of leadership, developed my
“Servant Leadership” theory of leadership HDF190 Robert K. Greenleaf. Servant Leadership starts with the idea of having the conscious and natural
by Greenleaf feeling to serve others. It is about having the want to help others who are less fortunate than you and
not expecting anything in return. By being a servant and not just participating in service you can learn
about yourself and strengths, and can learn how your actions can create positive change. To do this,
you must put everyone else’s needs before yours. Service Leadership can act as a sort of umbrella
which encompasses many different other types of leadership such as Ethical and Relational. Servant
Leadership encompasses Ethical Leadership because you must put your values into action by helping
others. Servant Leadership encompasses Relational Leadership because you must be purposeful
when servicing others; you must have a clear awareness of your duties and commitments. Within
Servant Leadership, there are 10 characteristics that are critical for each servant leader to possess. 3
characteristics that a servant should possess Listening, Empathy and Healing. Listening refers to
communicating and hearing the opinions of the group, understanding the needs of the person who are
servicing and making decisions, and understanding that inner voice telling you what is right and wrong.
Empathy refers to understanding and making important other people who have unique ideas and skills.
An empathetic person assumes the best out of every person. Healing refers to helping out people who
have been physically or emotionally hurt and making them feel whole again. The 4 characteristics that
every leader should possess are Awareness, Persuasion, Conceptualization, and Foresight.
Awareness refers to being in-tune with problems and solutions, and understanding power, values, and
ethics. Persuasion refers to a person’s ability to influence or convince others to make decisions.
Conceptualization refers to thinking broadly about long-term goals and looking at different things and
visualizing them in the future. Foresight is the ability to see the past, present, and future, and
understand how they are connected to each other. Stewardship is the idea that every member in a
group has the responsibility of creating change. Commitment to the Growth of People refers to being
dedicated to help people flourish within their community or organization. And lastly, Building
Community refers to leaders being devoted to helping form strong relationships in a community by
bringing people together. I showed my knowledge of this model through the speech that I had to do
that encompassed everything about servant leadership. In this speech, I had to include a quote that
tied into it, the elements of the model, the originator of the model, how it connected to my major and
how I utilize it in my life. After doing this, I feel as though I have a better understanding of Servant
Leadership.
Greenleaf, Robert K. (2016). “What is Servant Leadership?” Retrieved from:
https://www.greenleaf.org/what-is-servant-leadership/
(See Evidence # )
28. Student will describe personal application HDF 190 Safe Zone Training I try to utilize this Servant Leadership Model, created by Robert K. Greenleaf, as much as I can in my
of the above theory (Greenleaf) HDF413 Student Entertainment Committee life. There are many ways in which I show it, that range from very small things, to much bigger acts of
Rotaract service. After a very interesting and informative panel discussion in my HDF 190 class, from students
who use the servant leadership model in their lives every single day, I learned many key points about
servant leadership. One of the things I learned was that servant leadership can be about small acts of
service; that it doesn’t always have to be huge, noticeable acts. One way in which I showed a small,
yet important act of servant leadership was when I partook in Safe Zone Training. Safe Zone Training
is a training program in which students are educated on the LGBTQ community in order to create a
safer and welcoming environment on campus for those students. I look at this as an act of servant
leadership because I wanted to put others’ needs and beliefs before mine, in order to create a place
where everyone feels welcome. This relates to the Building Community characteristic of the model
because by understanding pronouns, specific vocabulary, and the things we can do to help, we can be
more successful in bringing people together to form a unified community. This connects to my
responsibility strength because I felt as though it was my duty to understand the people who are too
often prejudiced or misunderstood in today’s society. This act of service can also relate to the
Awareness characteristic because of how the group facilitators as well as the attendees were in-tune
with the problems that many LGBTQ individuals face on a day-to-day basis, which is what fueled our
desire to become Safe Zone Trained. During my time here at The University of Rhode Island, I have
also provided much bigger and long-term acts of service. Although I have never built a house or done
much volunteering, I still associate many of the things I do, as acts of servant leadership. One thing I
am very involved in, is the Student Entertainment Committee. As a committee, we bring musicians,
comedians, magicians, speakers and movies to campus for everyone to enjoy. This also is an example
of Building Community because we bring groups of people together with similar interests, and allow
them to create relationships with each other. This relates to my Responsibility strength because I feel
as though it is my duty to bring this people together. I can also relate this to the Listening characteristic
of the model because we must pay attention to who the students want to see, or what type of events
they want, because ultimately they are the ones who will be going. This connects to my Fairness VIA
strength because I want to make sure that everyone’s voices are heard before any decision is made. In
the future, I plan to use everything I learned from this model to further push my servant leadership
endeavors.
Throughout my college career, I have always tried to push myself to be the best person that I
can be. Recently, one way that I have learned to do this is not by helping myself, but by helping
others. I learned that helping others is the best way to learn about yourself and learn about the
impact you can have on someone else. That is what Servant Leadership is all about. It is about
putting others before yourself in order to leave a greater impact. The best way to learn how you
can impact someone, is to take time to learn about them. This semester in HDF413, I
participated in an insightful Disability training, intended to teach me the limitations,
misconceptions and much more about living with a disability. Whether or not it was during
class time, I 100% wanted to talk part in it. Servant leadership doesn’t always have to be able to
physically helping others, it can be educating yourself so that you can understand and
empathize with others. Sometimes, that’s all a person really wants. All of the things I learned in
this training I can bring into my everyday life. I am positive that I will be able to utilize this
information throughout my life to help others. However, I also knew that not only did I want to
educate myself, but I actually want to physically help others and participate in service. That is
why I joined the Rotaract club this year. Rotaract is a national student organization focused on
serving those in your community. I was so excited to start participating in events that help the
community that I know so well. One of the events that I attended was the Peacedale Elementary
School “Monster Bash,” which was a day filled with fun Halloween games, foods, music and
much more at the school. It was my job to help make this the best event ever, so all of the little
kids running around in costumes had the best time ever. I helped in the set-up and take-down,
running the donut eating contest, and facilitating the gourd bowling activity. I had the best time
ever seeing all the smiles on the children’s’ and even the adults’ faces the entire event. It was
the best feeling knowing I made someone’s day.
(See Evidence # )
“Principle Centered Leadership” theory by
Covey
of the above theory (Covey)
31. Student will show knowledge of the “14
Points / TQM” theory of leadership by
Deming
of the above theory (Deming)
“Visionary Leadership” (now often cited
as “Transformational Leadership”) theory
by Sashkin
of the above theory (Sashkin)
“Individuals in Organizations” leadership
theory by Argyris
of the above theory (Argyris)
37. Students will demonstrate knowledge of HDF 190 Safe Zone Training In my HDF 190 class, we learned about the 4 V’s theory of leadership by Dr. Bill Grace. We learned
the “4 V’s” theory of leadership by Grace how this theory is prevalent to succeeding in leadership and how we should make it a central model in
(Center for Ethical Leadership) our lives. The 4 V’s that embody what it means to practice ethical leadership are: Values, Vision, Voice
and Virtue. These four components are all connected to each other and play a pivotal role in
leadership. Values consist of what we believe at our core is right. It is ones’ judgement on what is
important to them or the standards to which they believe they should live up to. Having a vision means
that you have a plan in which you intend to carry out, and you have a picture of what you think your
leadership can do for others. Voice consists of letting other people know what you intend to do. Voice
is the process of expressing our vision to others, which in turn can persuade them to find their voice
and vision. Virtue is what we show to others; it is our morality and really practicing the things that we
support and believe in. Virtue is a combination of the other three V’s; values, vision and voice. When
you have certain values, and your vision matches up with those values, then your voice will be a
correct and good representation of who you are. Virtue is at the center of the model because it is the
thing that every leader is striving for. It is the reason why people want to make sure their Values and
Voice match. Each of these 4 V’s are connected by subcomponents. These subcomponents are: Polis,
Service, and Renewal. Polis is the subcomponent that connects Voice to Vision. When we put our
Voice onto our Vision, we are able to further understand what our goal is and how we intend to
accomplish it. It shows that we are engaged in the art of politics. Service is the subcomponent that
connects Values to Vision. When our values are tested/put to use, often times our overall vision for our
future will shine through. Renewal is the subcomponent that connects Voice to Values. If you are able
to voice what your values are, then you won’t have to stop and question whether or not you are living
congruently to your values. When I took part in Safe Zone Training, I learned a lot of these same ideas.
We learned about how different types of people have different Values, Visions, Voices, and therefore
Virtue. I learned that people with various sexual identities, genders, or orientations may have a different
vision than other people. They may have a plan they want to accomplish such as getting more rights,
making sure their voices are heard, or establishing their important place in society. I also learned that
there are other people who do not share the same values as those people, and who decide to
constantly speak out about them. I intend to keep practicing this ethical type of leadership by revolving
my life around the 4 V’s. I plan to continue to actively practice living up to my word, and making sure
my actions match my values.
Grace, Bill. (1991). “4-V Model.” The Center for Ethical Leadership. Retrieved from:
http://www.ethicalleadership.org/concepts-and-philosophies.html
(See evidence # )
of the above theory (Grace)

“Situational Leadership” theory by Hersey
& Blanchard
of the above theory (Hersey & Blanchard)
41. Student will show knowledge of the HDF 190 The Relational Leadership model by Komives, McMahon & Lucas explain the importance of
“Relational Leadership” model by relationships and how to act in those relationships. It shows how your different values, beliefs, and your
Komives, McMahon & Lucas character influence how to interact with people. In HDF 190, we learned about this leadership model
and how you can apply it to your life. First, there are 3 basic principles of the relational leadership
model: Knowing, Being, Doing. These three principles state how you should base your decisions, how
to have a good character, and how you should act. “Knowing” is about knowing your values as well as
how other peoples’ values differ from yours. “Being” refers to making sure your values are ethical and
that you are an ethical person. It also refers to being open-minded, inclusive, and positive. “Doing”
refers to making sure your actions are congruent with those values. It means doing and acting
responsibly and sticking to your word. With these three principles as a basis, the relational leadership
model has created four characteristics that all leaders should possess. They explain how you should
“know,” “be,” and “do” in relation to these characteristics in your life. These characteristics are being
inclusive, empowering, purposeful, ethical and process-oriented. Inclusive refers to including others,
and working with others who are different than you. Inclusive means that you take into account
everyone’s ideas and points of view and that you do not let anyone feel like they are not a part of the
group. Empowering means encouraging and building yours and other peoples’ strengths. Empowering
means that you push other people to become more confident in whatever they do and help them
become a stronger person. Empowering someone can help them boost their self-esteem. Purposeful
means that you are aware of your goals, commitments, and how to create change. Ethical means
being aware of your values, making sure your actions are congruent with your values, making sure you
act responsibly and with integrity. Process-oriented refers to knowing the specific steps that need to
accomplished in order to reach your goal. Being process-oriented means that you are for building and
maintaining the team cohesion and understanding that this will help us accomplish our goals. It is also
about realizing that the going through the process as a team is just as important as the outcome.
Komives, McMahon & Lucas. “The Relational Leadership Model.”
(See Evidence # )

of the above theory (Komives et al)
concept of constructivism
44. Students will describe personal examples
of implementing constructivism
45. Student will demonstrate knowledge of
the Experiential Learning Model (Kolb)
46. Student will describe personal HDF413 URI 101 Mentor My previous belief of learning leadership through positions of power has been and continues to
application of the Experiential CSV302 be challenged by Kolb’s Model of Experiential Learning. In HDF413, we learned that this model
Learning Model (Kolb) stresses that the best way to learn anything is through experience, specifically when trying to
accomplish something in a group (S. R. Komives, Lucas & McMahon, 2013). The first
component is the Concrete Experience. This is an experience that you were just involved in. I
relate this component to being a URI 101 Mentor. Each class, I facilitated activities that
incorporated key points from that week’s lesson. One time, I did an activity where I secretly
matched four students to four colors, and then as a group they had to use process of
elimination to find out who matched what color and in what order. The next component is
Reflective Observation. This is when you are watching and actively reflecting on the activity you
are doing. As I was watching, I saw that only a few people were participating, while the others
just watched. I soon realized that this was a poor activity to be doing on the first day because
no one felt comfortable enough to talk since they didn’t know each other. The third component
of the model is the Abstract Conceptualization. This element was done in my CSV302 class.
Every week, URI 101 mentors reflected on and discussed our experience in URI 101. In this
class I reflected on the color activity I conducted. I talked about my observations as a facilitator
and how it did not go well. I connected the poor outcome to the type of activity I used. I came to
the conclusion that I should have used an activity that allowed them to get to know each other
first, before conducting a team-building activity. Therefore, I learned the importance of group
process and matching activities with it. The final component is Active Experimentation, where
you apply what you learned in real-life. Going forward, I decided to take what I learned about
group process and start over by facilitating a fun “name game” ice breaker the next class. I
implemented this new way of facilitating conversation and trust and it ended up creating a more
motivated class environment. I even took this new knowledge on activities and created one for
my CSV302 class to facilitate for them. I took this experience in URI 101 and CSV302, as well as
the new learned knowledge about the Kolb’s cycle, and brought it into HDF413. Whether I was
facilitating an energizer or debriefing an activity, I made sure to keep in mind this process. I did
this to make sure that I could take in the most information and constantly be learning from
others and by my own experiences.
Komives, S. R., Lucas, N., & McMahon, T. R. (2013). Exploring Leadership: For College Students
Who Want to Make a Difference. (3rd ed.). San Francisco, CA: John Wiley & Sons, Inc.
(See evidence # )
47. Student will show knowledge of the HDF 190 House building activity for the Social In my HDF 190 class, I learned all about the Social Change Model of Leadership Development, created
“Social Change Model of Leadership Change Model by Astin. The Social Change Model encompasses everything that represents what social change is.
Development” by Astin et al Social change is a way to work to address the root causes of a problem, rather than everything you see
on the surface level. Social change can create a positive and lasting impact on peoples’ lives. The
social change model is utilized to create a difference in the world, promoting social justice for everyone.
People partake in it for internal satisfaction rather than external satisfaction and recognition. Within the
social change model, there are three levels: the individual, the group, and the community/society. On a
daily basis, social change is utilized here. Within the three levels, there are certain values that are
associated with it. The 7 C’s of the model include: Consciousness of self, Congruence and
Commitment under the individual level; Collaboration, Common purpose and Controversy with civility
within the group level; and Citizenship within the community/society level. Consciousness of self is the
personal awareness you have of your beliefs, emotions, actions, and values. Congruence is making
sure that your actions match your values. Commitment is the act of devoting all of your time in making
sure something is done. Collaboration is action of working together with people in order to create
something. Common purpose is when members in a group share the same goals. Controversy with
civility is the idea that differences are inevitable but that it is important everyone is treated with respect.
Citizenship is when you are more than just a member of the group, but rather you are connected to the
community you are in. There is also one more “C” in the model, which is Change, that is the product
when all of these values are taken into account within the different levels. I learned more knowledge
about social change during one of our classes in the Atrium when we combined with the other HDF
class and participated in an activity. In groups we had to create a creative and sturdy house out of
materials that were given such as spaghetti, marshmallows, plastic bags and paper. We were left with
very little direction, other than the main materials that we could use. Throughout the activity, I learned
more about the social model because we took part in some of the key values such as Collaboration,
Common purpose and Consciousness of self, and thoroughly discussed them afterwards.
Citation: Komives, Susan R., 1946-. (2009). Leadership for a Better World: Understanding the Social
Change Model of Leadership Development. San Francisco, Calif. :Jossey-Bass
(See evidence # )
48. Student will describe personal application HDF 190 Melanoma Awareness Event Within our small groups in my HDF 190 class, we were tasked with picking a project to do as a group in
of the above theory (Astin et al) American Lung Association which we would do research on and present. We wanted to pick a project that interested us and was a
Internship cause that we believed in. We wanted to pick an event that encompassed the Social Change Model
because social change was something that is important to us, and it was something that our project
was going to be based around. We choose the Melanoma Awareness Event because cancer is an
illness that impacts so many people in so many ways, and we wanted to attend this event to gain more
knowledge on it. The 7 C’s of the Social Change Model of Leadership are Consciousness of self,
Congruence, Commitment, Collaboration, Common purpose, Controversy with civility, Citizenship, and
an 8th one which is Change. During the event I was Conscious of self when I decided to sit inside a
booth and get my skin scan. Because I value my health and I am aware of that, I wanted to get my skin
checked just to make sure it was alright. This also connects back to one of my top values strengths
which is Gratitude because I am grateful for my good health that I have now, and want to take the
advice from the many people who are affected by Melanoma and are not so lucky. The group
demonstrated Congruence at the event because we were all consistent with our values and strengths.
We all knew each other’s strengths and everyone did the things they said they were going to do. For
example, I said that I was really good at tying together our task to peoples’ strengths, due to my top
strength as a Developer, so I said that I would observe those things and take notes on them. I showed
that my actions were congruent with what I said. We all showed Commitment at the event because we
all showed up and were dedicated to taking good notes. We demonstrated Collaboration before the
event because we all decided who would be the best at doing every task. We assigned tasks to people
who felt strongly about them. We demonstrated Common Purpose at the event because we worked
together with the shared aim of listening to the presentation, taking quality notes, gathering as much
information as we could while also emotionally connecting to it, in order to have enough material to
create our project. We demonstrated Controversy with civility when we were deciding who would be in
charge of which C because there were a few of us who wanted the same ones, however, we worked it
out. We demonstrated Citizenship because not only were we members of the group, but we were
members of the community. We were members of the URI community by interacting with the students
who put on the event, and we were members of an even larger community by interacting with a
survivor of melanoma and asking about her story more. All of this encompasses change because you
must be aware of the problem, aware of yourself, know what you can do to help, and put those ideas
into action in order to make change, which is exactly what we wanted to do. We will make change
when we present to the class this information because they will become aware of the issue, and being
aware is the first step.
Astin, Helen S. and Alexander W. Astin. “Social Change Model of Leadership.”
This summer 2018, I had the amazing opportunity of interning at the American Lung Association in
Providence, Rhode Island. The American Lung Association is a nationwide non-profit organization that
works endlessly to get rid of lung diseases and cancers and to spread the word to end smoking by
constantly educating, advocating and researching. This organization’s main goal is to create change in
society regarding lung health. It is a perfect example of social change because its sole focus and
purpose is to serve the American public. It also follow the “7 C’s of the Social Change Model.” They are
conscious of self because they realize and recognize the impact and responsibility they have to the
public. They are congruent because their actions match their values and mission. They are committed
because they will not stop advocating for lung health until all disease and cancer is gone. They are
collaborative because they work closely with government officials and other business in order to get
laws passed. Across the country at all of the American Lung Association sectors, they have a common
purpose which is educating, advocating and providing resources for lung health. There is controversy
with civility when fighting for laws to be passed which eliminates smoking in certain areas. They are
citizens because they are valuable members of the community whom are always providing advances in
research. Finally, the 8th “C” is Change. They are a change agent because they have protected 28
states from second smoke and have raised over $6.6 million in 2018 for lung disease research
(American Lung Association, 2018). During my time at the American Lung Association, I was able to
have a hand in the change. I volunteered at the Lung Force Walk in Providence where I got to meet
survivors and educate the public. Using my Responsibility strength, I did my research before the event
so I could communicate our message clearly. Through this experience, I learned how to create change.
American Lung Association. (2018). How Can You Support Our Mission? Retrieved from
https://www.lung.org
(See evidence # )
49. Students will demonstrate knowledge of
the “Leadership Identity Development
Model” by Komives et al
50. Students will describe personal
application of the above theory. (Komives
et al)
the Strengths-Development Model by
Hulme et al
of the above theory (Hulme et al)
behavior theories of leadership from
Michigan and Ohio State
of the above theories (Michigan & Ohio
State)
Charismatic leadership
of the above theory
contingency approach to leadership by
Fiedler
of the above theory (Fiedler)
Path-Goal theory by House
of the above theory (House)
Leader Member Exchange (LMX) theory
by Dansereau, Graen & Haga; Graen &
Cashman; Graen
of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)
Leadership Substitutes Theory
of the above theory
Models of leader emergence
66. Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
of the above theory (Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69. Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
70. Student will describe personal example
of using cultural anthropology /
paradigms as a leader
the “Cycles of Socialization” (Harro)
theory and its uses in leadership
72. Students will demonstrate personal
application of the “Cycles of
Socialization” (Harro)
the “Cycles of Liberation” (Harro) theory
and its uses in leadership
74. Student will demonstrate personal
application of the “Cycles of Liberation”
(Harro)
the “Configuration of Power” (Franklin)
and its relationship to leadership
application of the “Configuration of
Power” (Franklin)
racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
application of model(s) of racial identity
development above
models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
application of model(s) of gender identity
above

additional social identity development
model(s): Sexual ID, Faith & Spirituality,

Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate personal
application of additional social identity
development model(s) above

McIntosh’s theory of privilege and its
relationship to leadership
application of McIntosh’s theory
85. Student will describe the differences and

similarities of individual and institutional
oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
86 Student will demonstrate knowledge of
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87. Student will show knowledge of effective
leadership as it relates to change agency
88. Student will describe personal examples
of being a change agent
89 Student will demonstrate knowledge of
the “Model of Intercultural Sensitivity” by
Bennett and its uses in leadership
90. Students will demonstrate personal
application of the “Model of Intercultural
Sensitivity” by Bennett
the ally Action Continuum by Griffin &
Harro
92 Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro
Multicultural Organizational Development
Model (Jackson)
94. Student will show personal application of
the Multicultural Organizational
Development Model (Jackson)
Multicultural Change Intervention Matrix
(Pope)
96. Student will show personal application of
the Multicultural Change Intervention
Matrix
97. Student will create a personal code of HDF 190 Safe Zone Training Inclusive leadership is a huge part of the Relational Leadership Model. The Relational Leadership
inclusive leadership Student Entertainment Committee model emphasizes the process of creating purposeful change. When leading others, it is important to
follow the components of this Model. The components include: Inclusive, Empowering, Purposeful,
Ethical, and Process-Oriented. To create my own personal code of inclusive leadership, I look closely
at the Inclusive component of the Relational Leadership Model. Being inclusive refers to including
others, and working with others who are different than you. It means that you take into account
everyone’s ideas and points of view and that you do not let anyone feel like they are not a part of the
group. I also firmly believe that differences in people make the group thrive, because each individual
has something to offer and everyone has the ability to create purposeful change. Despite race,
ethnicity, religion, and other differences, everyone should be included. I think that everyone’s different
strengths and beliefs should be valued. Inclusive leadership is a perfect example of a place where I
utilize a lot of my strengths and values. I utilize my Fairness value because I want to make sure that
every person has a chance to speak up. I try not to favor people or exclude them. I utilize my
Responsibility strength by standing up for people who can’t stand up for themselves or don’t have the
confidence to be assertive. I feel like it is my duty to get the people involved who need help getting
involved. I also utilize my Relator strength because I enjoy having close relationships with other people,
so I try my hardest to get people to participate and to want to be a part of the group. Using all of this
information, I am able to live my life with an inclusive mindset. I have used this personal code of
inclusive leadership throughout my time here at URI. An example of it is when I participated in Safe
Zone Training. I showed my inclusive code of leadership because by going to Safe Zone Training I
showed that I was willing to help make this campus a safe and more welcoming place. The only way to
do that is to learn about what you can do to be more inclusive. I also show this in the Student
Entertainment Committee because we value hearing everyone’s different opinions, and we make sure
that we hear them all because everyone should have a say in what musicians, comedians, or movies
we bring to campus. This is also important because people have different interests when it comes to
concerts or other events, so we want to make sure we are getting a variety of different acts. My
Fairness and Responsibility strength is utilized in both of these things.
Komives, McMahon & Lucas. “The Relational Leadership Model.”
(See Evidence # )
Outcome Category: Critical Thinking
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of HDF 190 Choosing what college to go to Critical thinking is a self-disciplined process where a person thinks rationally about decisions they have
critical thinking HDF413 Decision-Making Presentation to make. It is the process of identifying a complex problem, assessing and interpreting the information
available, and cultivating a reasonable solution. It is about coming to well-reasoned conclusions to
issues instead of assuming or irrationally thinking. The goal of critical thinking is to arrive at your
desired outcome and to create the most success possible. A perfect example of critical thinking is
when I was going through the process of deciding what college I wanted to go to for the next 4 years.
The process was more than just looking at schools face-value; I had to go more in depth into each
school I was looking at. I had to look at the location relative to where I live, the cost for all 4 years,
resources and opportunities available to me, as well as the school atmosphere and facilities. I had a
complex problem, which was selecting a school, and I was therefore assessing and interpreting the
information I had gathered from each school. The only thing left was cultivating a reasonable solution.
After looking a URI, I saw a lot of things that I liked. I was originally drawn to the location relative to my
house and the cost, however, as I began to look deeper, I saw other things that drew me in even more.
I heard about the Student Entertainment Committee from someone I knew who was involved in it, and
was very interested in it. I realized that if I went to URI, this could possibly be one of the many amazing
clubs that URI has to offer. Secondly, it was the Leadership Institute that helped me decide to come to
URI because the saw the potential of being able to grow as a leader and couldn’t wait to be involved.
This is an example of critical thinking because I had to decide what opportunities I could utilize the
most, have the most success in, and what would make me the happiest. This was an example of my
Arranger strength because I was able to assemble all of the information and resources I was given and
find the most successful result. With all of these factors in mind, at last, I chose to go to URI… and I
think that I definitely made the correct decision. My problem solving abilities were shown here because
I was able to take this issue that would have a huge impact on my future, create a list of pros and
cons, and then make a reasonable decision that would have the best outcome for me.
In HDF413: Advanced Facilitation and Consulting Skills, there were several different ways that
we learned from and taught each other. Peer teaching is a great way to learn new things
because it is taught from someone who knows how you will understand it best. This semester
we were tasked to get into groups and create a presentation about a certain topic in leadership.
My group had the topic of Decision-Making. We thoroughly researched this topic so we could
give the most relevant information possible regarding decision-making and leadership. The
first thing we did was facilitate an activity. The activity we did was called “Have A Heart,” and
we set the scene by telling the group that doctors had an eligible heart able to be given away to
a person who needs it. We then listed off a group of people eligible for the heart, all with
specific descriptions of who they are including gender, age and occupation. The class, split up
into 3 groups, was tasked with deciding which one of the heart transplant patients is the most
deserving of the heart. After deliberation, each group shared out which one they chose. We
deliberately chose to do this activity because it forces groups to think about what their values
are. Values are important to consider when making decisions. We then went onto the content of
our presentation after our presentation so we could refer back to it when needed. The content
of our presentation was full of guidelines and main points. The content started with the 7 steps
to effective decision making. This includes identifying the decision, gathering information,
identifying alternatives, weighing the evidence, choosing the alternatives, taking action and
reviewing the decision. We then moved onto the 5 methods of decision making. This includes:
decision by authority without discussion, expert member, average members’ opinions,
decision by authority after discussion and majority control. Lastly, we connected the relational
leadership model to making decisions. This includes connecting it to being: purposeful,
inclusive, empowering, ethical and process-oriented. Every person should understand this
model so it can affect the decisions they make. Critical thinking allows you to meticulously
weigh out your options, like the ones you have in the “have a heart” activity, so you can have
the best outcome for you and for others.
Komives, S. R., Lucas, N., & McMahon, T. R. (2013). Exploring Leadership: For College Students Who Want
to Make a Difference. (3rd ed.). San Francisco, CA: John Wiley & Sons, Inc.
Schilling & Palomares. (1993). Decision-Making Skills Activities: “Have a Heart.” Retrieved from
https://www.michigan.gov/documents/mdch/Decision_Making_Activities_456247_7.doc
University of Massachusetts Dartmouth. (n.d.). Decision-making process. Retrieved from

https://www.umassd.edu/fycm/decisionmaking/process/
(See Evidence # )
100. Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
101. Student will demonstrate proficiency of
metaphorical analysis to critically analyze
self and leadership situations
102. Student will show knowledge of at least five
decision making methods
103. Student will describe personal examples of
having used five decision making methods
104. Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts
having used five problem solving / conflict
management
106. Student will demonstrate the ability
to synthesize multiple knowledge
perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
leadership that is used in crisis (i.e., James
& Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108. Student will describe examples of
leadership in crisis situations (i.e.,
application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)

Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
active listening techniques
110. Student will describe examples of using HPR 183 FLITE Retreat – Day of Discovery Active listening is an important skill to have when you are working with people in a group. It is important
active listening skills HDF413 Tube Initiative Activity because it lets the other person you are talking to know that you are not only listening to what they are
COM302 saying but also that you are understanding what they are talking about. Some ways you can show a
person that you are actively listening is by both verbal and non-verbal communication. Verbal
communication consists of saying things like “I understand,” or “I see.” Non-verbal communication can
consist of head nods or having open body language. There are many times when I have utilized active
listening. In my honors philosophy in race class, HPR 183, we often have discussions where the whole
class participates in talking about a topic related to race. Because there are only 12 people in my class,
we are often close together and work in small groups. When we talk in those small groups, it is
essential that you hear everything that your classmates say because you will be responding next to the
things they say. I often give the speakers head nods because that is the easiest way to show that I am
activing listening to them without interrupting them. Active listening was reinforced during the 2017
FLITE retreat for my HDF 190 class. When we broke off into our small groups with our FLITE mentors,
one of the first things we talked about was active listening. We went over the many things you should
and shouldn’t do such as interrupting the speaker, talking to someone else, negating everything they
say, or not facing them. Right after talking about it, we dove into an activity about people and different
lenses, relating to sexual orientation, race and ethnicity, socio-economic status and gender. Since
these were potential important subjects for a lot of people, I made sure that I was using active listening
to be supportive. Within active listening, there are 5 categories: encouraging, restating basic ideas,
reflecting feelings, clarifying, and summarizing. In this retreat activity we were able to demonstrate at
least one thing from each category. We showed that we were Encouraging by supporting the speaker
to continue talking through using a positive tone of voice and by saying things such as “I see.” We were
able to demonstrate Restating the basic ideas by showing that we understood by restating the
speaker’s basic ideas through the use of sayings such as, “in other words, you think…” We were able
to showed the use of Reflecting feelings by showing that we are listening through the use of short
replies such as, “you feel that…” We were able to Clarify by helping the person explore all sides of
what they were saying through the use of asking certain questions such as, “can you clarify?” Lastly,
we demonstrated Summarizing when we drew together conclusions when we restated or summarized
what the group had said throughout the activity. This is definitely something that I will utilize in the
future when I am in a group so people feel comfortable and welcome when expressing their thoughts. I
will utilize this in the future by making sure I always make eye contact with the speaker so they know
that I am listening, by giving positive non-verbal feedback, and by making sure I never interrupt them.
One big thing that all of my public speaking classes as well as common core class have
stressed, is active listening. Active listening allows students to learn new things from their
peers, ask questions, and understand things more clearly. In my COM302 Advanced Public
Speaking Class, my professor emphasizes active listening. Every single time someone does a
speech, she has us ask them questions about it. For example, for the last speech we did, a
crisis speech, we all had to ask 1-2 questions in order to create a fake press conference. You
have to actively listen to the speeches because you need to be able to formulate a question on
what they said. This same active listening premise served in my HDF413 class. In this class we
always have to ask questions, answer questions and understand theories and concepts. We
had to utilize active listening in an activity we participated in. This activity is comprised of
several tubes of different lengths and sizes and a small to large group of people. One person
sits in the middle of the circle with a blindfold on and tubes around them and everyone else is
sitting or standing around them in a circle. A facilitator then brings in a figure made up of the
tubes. It is then up to the people in the circle to get the blindfolded person to put the tubes in
the way order to match the figure. The only caveat is that the people who can talk can only say
three words at a time. This activity relies heavily on active listening for both the person in the
middle and the people on the outside. The person in the middle has to listen for the cues from
the outside for the way to reach, what tube to pick and what to put it. The people on the outside
has to listen to what the person before them previously said so they can continue to guide them
in the same direction, or so they are not repeating directions. One of the best things about this
activity is that both during and after the activity you are able to analyze how your active
listening and communication is going. If you see that during the activity the person is not
receptive, you might have to change the type of communication. After the activity, you are able
to assess the time it took to complete the activity and then talk about how you can change it for
the future. This is something applicable to all activities and classes.
(See evidence # )
functions of group communication by
Hirokawa
of functions of group communication
(Hirokawa)
113. Student will show knowledge of techniques
regarding giving and accepting of feedback
114. Student will describe examples of giving
and accepting feedback.
115. Student will show knowledge of the 7D
coaching model (Knott)
application of the 7D Model (Knott)
117. Student will show knowledge of elements
of a Crucial Conversation and steps to
maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118. Student will describe examples of
engaging in a Crucial Conversation
facilitation techniques
facilitation techniques
de-briefing techniques
122. Student will demonstrate proficiency of HDF413 Leadership Institute Debriefing is a powerful tool that enables an organization or group of people to grasp the
de-briefing techniques Musically Inclined Retreat meaning and significance of the activity they participated in. It includes a reflection on the
activity, what went wrong, what could have gone better, where is the room for improvement and
many other questions that are personalized to the group and activity. This is necessary after
any action is completed because you must take advantage of every opportunity and make it an
opportunity to learn. Debriefing often leads to new ideas or goals that could change the whole
perspective of the group. It leads to a more well-informed organization. HDF413 taught me many
debriefing techniques that I will utilize in my future facilitations. I learned to keeping asking
“Why,” to ask open-ended questions as well as different techniques using symbols and
metaphors. This summer, I was able to practice my debriefing skills at the Center for
Leadership Development’s Leadership Institute, a 3-day leadership camp intended to help first-
year students grow and develop their personal and leadership potential. This is one of the first
times I was thrown into a setting where I need to facilitate a structured debrief. Even though I
had very little previous experience, with the help and guidance of my fellow peer leaders I was
able to succeed. I had the opportunity of being able to debrief several different activities, from a
full-values contract to a “Breaking Boundaries” in depth conversation. I spent time into thinking
about the questions I needed and wanted to ask, however, I made sure to focus on how I asked
and the way I asked. There are some many little details that you must take into account such as
the placement of where you are sitting, whether the question is open or close ended, the order
in which you ask them and the tone you set. I really had to rely on my Analytical strength here
to pick the questions that would prompt the most thoughtful answers. I believe that due to the
debriefs that myself and my co-leader conducted, our students were able to take something
away from each activity. So, transitioning into the school year, I made sure that I took what I
learned from the institute, and paired it with the new things I would learn in HDF413 into order
to give the most though-out debriefs. I was able to use this experience and information in my
first real retreat this semester, with a group named Musically Inclined. Even though I was just a
shadow, I was given the opportunity to debrief my own full-values contract. We facilitated an
activity that forced the group to debate over their most important values. After, we came back
as a group in a circle and talked about what they did. I asked the following questions: What
values did you come up with? How did you choose which value won? How are you going to
bring these values into your organization? In what specific ways are you going to hold yourself
accountable to embodying these values? These questions were all perceived very well by the
group and even prompted them to lead the conversation on their own. Although I believe this
experience was a success, there is always more to learn and I cannot wait to use the new things
I have learned.
(See evidence # ).
framing based on psychology and its use in
group facilitation
framing based on psychology and its use
in group facilitation
125. Student will demonstrate knowledge the
four frames of organizations, and the
meaning of reframing by Bolman and
Deal
126. Student will describe personal HDF413 Student Entertainment Committee In order for an organization to run smoothly, there has to be a structure that serves as the
application of organizational analysis framework of the group. Without structure, it is common that organizations lose control and
using the four frames of organizations, efficiency. Bolman and Deal proposes that there are four frames of organizations, all in which
and breaking the frame / reframing are crucial to its success and functionality. Here at URI, I am on the Student Entertainment
(Bolman and Deal) Committee, a group that works to put on events on campus. Using these 4 frames, I have been
able to fully analyze all aspects of my club. The first frame is the structural frame. This frame
provides the organizational architecture of a group, setting the structure, roles, goals and
objectives. It focuses on the way that they are set-up, must commonly being top-down, bottom-
up or web. In SEC, we are constantly analyzing the structure of our group. Each of us have a
clear position that entails certain duties, roles and objectives. We hold ourselves accountable
by working towards and achieving what we are supposed to. When there are problems or
performance gaps, we have to restructure the work we are giving people or the jobs of certain
committees. For example, my subcommittee, Special Events, had to plan 5 different events in a
matter of a month and did not have the time to come up with promo items for our Winterfest
week. We saw this performance gap and thus put the responsibility of making them onto the
advertising committee to make everything run efficiently. The next frame is the Human
Resource frame. This frame states that an organization is made up of individuals with different
skills, attitudes and beliefs. An organization would not function without the humans that make
up the positions. This approach explains that people and organizations need each other and
that when a person’s values and needs are met, they are able to empower themselves and the
rest of the group. We focus on this in SEC because when people feel like the group is meeting
their needs, they tend to be more willing to work. That is why we create a welcoming
environment so people are more motivated to work for each other. The next frame is the
Political frame. This frame represents the position for power. This is a big thing is SEC because
we all have positions, but some are higher up. These people hold more responsibility and more
authority when making decisions. If the power to make decisions about money and events were
not in the hands of experienced people, there would be confusion and goals would not be met.
If there are conflicts that arise pertaining to who has power to make decisions, we clear the
confusion by going to our chairperson to either make the decision or delegate. The final frame
is the symbolic frame. This frame says that an organization is held together by its missions,
vision and values and the members upholding them. Members must think about what they do in
an organization and the significance of it. In SEC, we always remind our committee members
that our mission is to serve the students here at URI by putting on events that they want. There
have been times where we have started to pick events that WE wanted and forgot to keep the
students’ opinions in mind and had to reframe our mindset and change our actions.
Bolman,L.G. & Deal,T.E.(2013).Reframing organizations: Artistry, choice & leadership. (5th ed).
San Francisco, CA: Jossey-Bass
(See evidence # )
127. Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
128. Student will describe personal examples of NSF 207 Student Entertainment Committee For any college student, it is important that they know how to talk to people. This could mean talking to
organizing meetings / setting agendas / HDF413 Student Organizational Leadership people in a formal setting such as in a speech or in a more informal setting such as a one-on-one
leading meetings Consultants – Musically Inclined conversation. I have had a little bit of experience organizing meetings, setting agendas, and leading
Retreat meetings. I predominantly do this in the club I am heavily involved in, which is the Student
Entertainment Committee. Within this committee I am a part of a subcommittee called Special Events,
and on this I am the Vice President. As the Vice President I help run the general member meetings
alongside the president, and I lead ice breakers. I help organize the meetings by sending out weekly
reminders on the Facebook group, and by consulting with the president to see what kind of meeting we
want to have (ex. Game night, quick meeting). I help set thxse agenda when we think about upcoming
shows and what we have to talk about, and important dates that we have to mention. My part in leading
the meetings is when I have to do my ice breaker. I get to choose what kind of ice breaker I want to do,
and I get to conduct it all by myself. When it comes to my classes I also have examples of attending
meetings. For my Nutrition class, NSF 207, I would partake in informal meetings. I got to know some of
my classmates around me and therefore we decided that we should get together a couple times to go
over some of the content. We would meet in the library, make a list of things that we needed to go over
and get done, and then start working. First, I would talk to the girls around me and see what days
worked best for them to go to the library to study. Next, I made a group-chat on our phones so I could
be able to text them to remind them of the study days/times. Then, when we got to the library I would
take out my notes, computer, book, and paper so we could go over anything we wanted to. Most of the
time, I would create quizzes and flashcards on my computer so I could test the group, as well as
myself. I naturally began leading the group because I wanted to make sure that we go everything done.
This goes along with my Responsibility strength because I knew that studying the information was
crucial to do well in the class.
In HDF413, we learned how to successfully analyze the needs of a group and translate that into a
program for a retreat. We practiced this in an activity where we were given a description of an
organization, and then had to pick out certain initiatives that would match. I took this experience and
used it when it was time to start to plan a real retreat. On December 3, my group and I were to plan
and facilitate a retreat for the group Musically Inclined, a co-ed A Capella group on campus. We all
collectively decided on a time and place that would fit our schedules, so we could promptly start
planning what we wanted to do. We decided to meet in the SOLC office at 3 p.m. Once we all got
there, we immediately got to business. Whether we were a lead, facilitator or shadow, we all had a
hand in the agenda setting for the retreat. Whenever each of us had an idea or suggestion, that person
would lead the conversation and clarify when needed. We all gave each other an equal opportunity to
speak our minds. Because one of my top strengths is Analytical, I was able to contribute thoughtful
ideas about activities we should do. We then looked at the group’s goals and needs for this retreat.
These goals including working on communication and listening skills, informing people on the
appropriate times to talk, and to build community. We also wanted to stay away from activities that
involved yelling, for they have a singing competition later that day. We first started out with
introductions, an ice breaker, and an energizer These are important because they get people moving,
comfortable and get everyone to know each other if they don’t already. These three were called “Shake
8’s,” “People to People,” and “Quick-witted Compliments.” The next thing we decided to do was a total-
values contract. These are physical contracts with values and goals intended to hold people
accountable to their actions. We facilitated this because every cohesive group needs to have a vision
they can base their actions around. This would help with the team building. We then decided to do an
initiative called “Act or React” that would force half of the group to act out something and then the other
half has to react to it. This taught them communication skills and when are the appropriate times to
speak. We then did two more activities called “Walmart and “Tee-Pee Shuffle,” which got the group
energized and working together. Finally, we ended the day with “Web,” a closer which made each
person say a nice comment about a person they were assigned. A string of yarn is thrown from person
to person. This activity brought the group closer together. Each activity was very deliberate for this
group because of the time and energy spent analyzing the organization and then planning the retreat.
(See evidence # )
129. Student will show knowledge of
Parliamentary Procedure
130. Student will show knowledge of techniques
for working with difficult people
using techniques to work effectively with
difficult people
132. Student will show knowledge of the stages HDF 190 Tuckman’s group development model of stages is a model for how people behave in a group. It
of group development (Tuckman/Tuckman describes the phases that members of a group can experience. The first stage is the “Forming” stage.
& Jensen, Bennis or others) The forming stage is where a people, many times strangers, come together and establish rules within
the group. This is where it is most common to making new friends and meet new people. Some of the
characteristics of forming are very little trust at first, people might not know what they have to do
individually, there may be no group history, and people are not yet committed to each other. The next
stage of this model is the “Storming” stage. This is the stage where members begin to communicate
their feelings about the group and the task at hand. Group members still may not feel as though they
are a part of a group and therefore they might speak out and cause hostility or tension. This is the
stage where many groups can get stuck at because they cannot get passed the group disconnect.
Some characteristics of this stage are little team spirit, fluctuating participation, trying new ideas,
presenting roles and responsibilities, and high competition. The next stage is the “Norming” stage. The
stage comes if the group is able to get past the storming stage. This is where people are finally starting
to feel part of the team, they respect one another, and where goals are set to move forward. The
characteristics are high team confidence, more trust, individual motivation, and commitment. The fourth
stage is the “Performing” stage. This is where the most team cohesion takes place. In this stage, it is
about being in a trusting environment where the task can be accomplished. This is where members are
determined and motivated, there is a lot of trust, high flexibility, and efficiency. This is where the
purpose shifts from the individual to the team. The last stage is the “Adjourning” stage. This is the
stage where the team can celebrate their accomplishments and look back on the progress that they
made. Here, the members are recognized for their roles and contributions. Members begin to list things
that they could have done better or need to work on for the future. A final assessment of the work is
made and then the celebration of their hard work can start. An important thing to realize about this
model is that although there are stages, groups do not always have to follow this linear progression of
task development. Often times, groups have reverted back to previous stages or have skipped over
stages.
Citation: Tuckman, B. & Jensen, M. (1977) Stages of Small Group Development. Group and
Organizational Studies, 2, 419-427.
(See evidence # )
133. Student will describe personal examples of WRT 104 URI Intramural Soccer Team There have been multiple occasions where I have seen the stages of group development in play. One
group development in use HDF413 URI 101 Mentor Team place where I have seen it was in my WRT 104 class. One of our assignments was to get into a group,
(Tuckman/Tuckman & Jensen, Bennis or pick a topic, create a presentation and research paper, and present it to the class. My group first
others). experienced the “Forming” stage when we got together because we did not know each other. We
introduced ourselves, however the cohesion was not there yet. There was no trust or commitment yet
because we were all unfamiliar with each other and how each of us operated in a group. We then
experienced the “Storming” stage. When we were coming up with how to structure our paper, we were
divided. We could not agree on what we should talk about first, and what elements on our topic we
should mention. Competition to have their way be chosen was very high. This is also the time where
participation from some members was at its lowest. However, we got through this stage by clarifying
each persons’ responsibilities and by reminding each other of our goal. We eventually made it to the
“Norming” stage where we found the most success. Each person was determined to finish their part of
the project, each person appreciated others’ work, and we were all confident that we were going to do
well. The “Performing” stage came next for us because towards the end of the project we wasted no
time, and finished the assignment efficiently and completely. We worked as a group, and we were able
to make it to the “Adjourning stage.” After we finished the last slide of the Power point, typed the last
word in the paper and sat down from our presentation, we celebrated the hard work we put into it. After
the project was finished we were able to reflect on our experience of working in a group, and we all
agreed that we worked together to achieve our common goal. I also saw this group development model
outside of class within an intramural soccer team I was on at URI. We came together as a group and
everyone not knowing each other at the start. This is an example of Forming because we treated each
other as strangers. We worked on setting a team foundation, but, it did not work at times because there
was very little motivation, participation and commitment. This is an example of Storming because a few
of my teammates resisted control from the team captains. However as the season continued and we
began to create bonds and trust, our performance increased because we all had a common goal. This
can be an example of Norming because everyone started to feel like a team. It then transferred into
Performing because everyone felt comfortable and it showed in our results. Although we did not win
many games, we were able to create a “group-first” atmosphere and celebrate our achievements. This
is an example of Adjourning because we recognized our hard work.
My HDF413 class is made up of 20 students, all of different ages and personalities. We all came
together this semester, whether we previously knew each other or not, for one collective goal
which was to learn the skills to become a better facilitator. The first few classes of HDF413, we
had to “Form.” We had to introduce ourselves to the group in order to get to know the people
we will be closely working with all semester. Additionally, we got to learn each other’s strengths
and weaknesses through activities we did. We started to “Storm” during one of our activities
called “Magic Carpet.” This is a really difficult activity where the entire group has to stand on
top of a carpet and then work together to flip it over. This activity is a deliberate activity
designed to challenge a group. We began to storm here because we could not figure out how to
complete it. So many people had ideas, yet it was hard for all of us to get on the same page
when we tried something. There was even a time where we were all talking over each other.
However, we slowly began to transition into the “Norming” stage. We formulated a system
where we would try out one person’s idea and if that did not work we would try another. We
began to “Perform” when we found an idea that worked. We slowly worked together to finish it.
We then “Adjourned” and debriefed the activity. Although, the stages did not stop there. The
stages could be seen in the activity as well as the class. After this activity, we felt more
comfortable as a class and more willing to work with each other. This is “Norming.” Thus,
success or “performing” can be seen in following activities such as the tube challenge or the
group presentations. And the end of the semester, we each discussed out feelings going in and
out of the class, which illustrates us “Adjourning.” Even though this example is a perfect
example of the stages of development, there are some examples that may not be as fluid. There
can be times when a group or individual does not meet or feel like they have meet these stages.
A group can even repeat or skip steps. An example of this is when I was on the URI 101 Mentor
Team, a team of individuals that interview, select and train URI 101 Mentors. First, we formed.
We all met, learned our roles and got to work. Then, we started to norm because we all knew
our goals and how we had to reach them. This is when I believe that we started to storm. I,
personally, did not get along with the group very well because they all had very different
personalities from my own. Therefore, we were all advocating for different ways to solve
problems which tended to set us back in time. But, the group as a whole got past this when it
was time for interviews and training, and we started to perform. However, I feel as though I
personally never left that “storming” stage because I continued to clash on everything with
them. I finally got to the point where I realized that my opinion might never be heard. Although it
was not the best experience, it was a great learning experience.
Tuckman, B. & Jensen, M. (1977) Stages of Small Group Development. Group and
Organizational Studies, 2, 419-427.
(See evidence # )
134. Student will show knowledge of group roles
and how they contribute to group dynamics
(Johnson & Johnson; Benne & Sheats;
Knowles & Knowles; etc.)
group roles and how they contribute to
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
memberships skills in groups
membership skills in use
138. Student will show knowledge of the HDF413 Sanford’s theory of Challenge and Support is a theory that all organizations as well as people in
Challenge and Support theory by general need to live by. This theory states that for growth to occur, there needs to be an equal
Sanford, and its relationship to balance of challenge and support. And when there is an unbalance of either, it can create
organizations problems in development. When there is too much challenge, a person might feel discouraged
and give up trying right away. However, if there is too much support it might prevent that
person from learning on their own through experience. The most growth occurs when there is
both enough of a challenge and an equal amount of support. This is a staple theory for all
organizations. Goals in many organizations can include: to be constantly growing and evolving,
to be productive, and to reach their goals, however, none of these things can be met when the
balance of challenge and support is unequal. When there is low support and low challenge,
members of organizations are unmotivated and unproductive. There is very little determination
to do anything because no person or challenge is pushing them. When there is high support
and low challenge people are not pushing themselves out of their comfort zone. They achieve
their goals and tasks in the fastest way possible but not necessarily the best way possible. This
will not ensure that their best work is being seen. When there is low support and high
challenge, members may feel as though they are alone in their group. They feel great stress
because they do not have a person they can talk to. This is not effective is creating an inviting
and calming group atmosphere. It can therefore cause a drop in morale and motivation to work
for others which can draw people way. Finally, when there is high support and high challenge,
group members and organizations are able to reach their greatest potential and maximum
growth. The challenge of a task allows the individual to push themselves, yet the support of
their fellow members reassures the person that they not alone. This is also an area where an
organization can expand its horizons by coming up with new ideas, trying new things or
changing directions because they know that there is a support system behind them no matter
what is thrown their way. It builds trust among people in an organization which is one of the
most important things to keep it alive and running.
Sanford, N. “How Does Student Development Happen.” The American College
(See evidence # )
139. Student will describe personal HDF413 Magic Carpet Activity HDF413, my Advanced Facilitation and Consulting Skills class, is a perfect example of a class
examples of using the theory of that embodies Sanford’s Challenge and Support theory. This theory states that for growth to
Challenge and Support (Sanford) occur, there needs to be an equal balance of challenge and support. And when there is an
unbalance of either, it can create problems in development. The leadership minor is all about
challenging us by pushing us to expand our knowledge and potential, yet reminding us that we
are supported by instilling a sense of community among all members. This class is the same
way. We are constantly absorbing new material that we will need to know and use in the future.
However, it is taught in a way in which we are the ones truly dissecting the meanings, uses and
significances. Every time there is a new concept we are asked questions meant to get us
thinking. At that point, we are being challenged because we must think about our own
interpretation. However, after every answer comes an abundance of affirmations and gratitude
for our participation and answers. It is an amazing environment to learn in because I am
learning how to think critically and I feel as though my thoughts are being heard. A specific
activity we did in this class called, Magic Carpet, is also a great example of Challenge and
Support. The premise of this activity is that there are around 20 people standing on a rug, and
the goal is to flip the rug over without anyone touching beyond it. As the activity progresses,
we realize that it is not going to be easy. Even with the helpful addition of one foot allowed
outside of the rug, we realized that we were going to need to all work together in order to
complete the task. Once we were starting to really struggle at our maximum point of challenge,
we then recognized that we need to come together, both mentally and physically. Once we were
not afraid to give the support to each other that we needed, that is when we started to make
progress. Finally, we flipped the carpet over and stood there amazed with what we had
accomplished. As an achiever, I was very invested in the progress of my fellow classmates in
this activity so I was determined to help out whenever I could, whether it was physically
supporting a person or emotionally supporting them by encouraging them to speak. So, if there
were no challenge in this activity, we would not have learned anything and therefore would not
have grown as a group or individuals. When there is a challenge, the group feels even closer
because they all together accomplished a goal. If there were no support in this activity, the
group would have given up and will feel unmotivated to work with each other in the future.
When there is enough support, members are not only working to reach a common goal, but to
help each other reach their goals.
Sanford, N. “How Does Student Development Happen.” The American College
(See evidence # )
140. Student will show knowledge of the COM 100 Student Entertainment Committee Before you can give a speech, you must know the basic structure of it and the most effective ways to
construction / elements of informative and give one. In my COM 100 class, we learned all about how to construct and give informative and
persuasive speeches persuasive speeches. To begin with, I learned that public speaking is the process of speaking with a
purpose to a group of people in a relatively formal setting. An informative speech is a speech that
explains, instructs, defines, clarifies, demonstrates or teaches. A persuasive speech is a speech that is
aimed to convince the audience. I learned that in order to give a speech you must select a topic,
determine your main points, identify your thesis, find your supporting materials and then create your
outline. In your outline, you should have an introduction with an attention getter, thesis and summary of
main points; a body with 3-5 main points; transitions that introduce each main point; and a conclusion
where you restate the thesis, and have a clincher that leaves the audience inspired or wanting to learn
more. One important thing that I learned was that the introduction was one of the most essential things
in a speech because it is the opening material from which audience members gain a first impression of
the speech’s content and of the speaker. In my COM 100 class we were given the assignment to give
an informative speech in front of the class about the topic of our choice. Before we could give our
speech, we had to construct a formal outline of everything we wanted to say and all of the elements of
an informative and persuasive speech. I used the information I learned to create it. I also learned about
informative speeches within the Student Entertainment Committee. Because I was the VP of the
Special Events Committee, I was able to shadow the President and see how she like to talk in front of
the general members as well as the Executive Board. Since the Special Events President was going to
be away, I was told that I was going to have to talk about the organization and the movie we were
showing in front of an auditorium of people. On a piece of paper, she outlined the main points, as well
as how to open and close the speech. I learned a lot from this because it was a good example of
utilizing the informative/persuasive speech outline outside a class setting, in a place where I’d be more
realistically using it. I can also utilize this in the future because next year I will be the new Special
Events president and I want to use everything I learned. I will use my Responsibility strength here
because it will be my duty to run the subcommittee.
(See evidence # )
141. Student will demonstrate proficiency in COM 100 Student Entertainment Committee There were many times as a leader when you are expected to be able to talk in front of a group. Public
informative and persuasive public speaking COM302 speaking can consist of speaking in front of a class, talking to a small group of people or lecturing in
front of an audience. Public speaking is important because it is something that jobs will look for and it
can show people that you are confident and know what you are talking about. In my COM 100 class,
we learned all of the aspects of persuasive and informative speeches. An informative speech is a
speech that explains, instructs, defines, clarifies, demonstrates or teaches. A persuasive speech is a
speech that is aimed to convince the audience about a certain topic. One of the first assignments for
this class was that we had to perform a 1 to 2 minute introduction speech about ourselves. In this
speech I included my name, grade, major, family members and other fun facts that I thought would be
interesting for people to know about me. I was able to effectively deliver a speech to my class that was
in-between the 1 and 2 minute mark and include the necessary information. I utilized the informative
speech because I was able to explain to the audience who I am, and teach them about how I live my
life. This shows my proficiency in being able to public speak in a classroom setting. I also show my
public speaking skills on the Student Entertainment Committee. Since I am the Vice President on one
of the subcommittees, I am looked upon to be able to speak in front of the group at my meetings. At
each meeting I have to talk to the group of general member about the points system and my ice
breaker. At the recruitment sessions, I am looked upon to be able to explain what the Special Events
committee does and urge them to participate. I demonstrate that I proficiently inform people through
public speaking on SEC because of how I explain to the members how they can be active in the group.
I demonstrate that I proficiently use the persuasive speech because of how I persuaded and convinced
people to join SPEV at the recruitment sessions.
This fall semester, I took the class COM302, which is Advanced Public Speaking. I took this
class because I wanted to refine my public speaking skills for when I have to utilize them in my
future career or organization. We were able to construct and produce several different types of
speeches in this class from crisis speeches to storytelling speeches. One in particular that I
enjoyed the most was the TedTalk speech. A TedTalk is a speech intended to spread and
persuade a certain idea to an audience. For this partner speech, my friend and I decided to
select the topic of why we believe there should be concussion testing for athletes in schools.
This is a very important and relevant topic because athletes all over are playing too hard,
getting concussions, yet are continuing to play because they may not know that they have one.
We decided to structure the speech in a certain way. Me, being very analytical, knew that if we
structured this speech in a way that incorporated a back and forth of ethos and pathos, the
audience might grasp it better. Pathos is the emotional appeal, designed to persuade the
audience by appealing to their emotions. Ethos is the ethical appeal, designed to show the
audience your credibility. We decided that between the both of us, I would focus on the pathos
of the speech, and my partner would focus on the ethos of the speech. For pathos, I would open
it up with a sad story about a football player with CTE, a neurodegenerative brain disease from
constant head trauma, in order to grab their attention and emotions from the start. Then,
throughout the speech I would talk more on CTE, my personal connection to the topic, and the
signs and symptoms. My partner would focus on what a concussion is, the prevalence, and the
dangers of playing with a concussion. We backed up all of our points with simple words or
picture on a PowerPoint. In the end, our speech was very well-received and persuasive because
of the way we structured it. It showed me that it is important to put a lot of time and effort into
speeches because it can change the way it is perceived by the audience.
Pathosethoslogos. (2015) Ethos, Pathos, and Logos Definitions and Examples. Retrieved from
https://pathosethoslogos.com/
(See evidence # )
142. Student will show knowledge of planning URI 101 Mentor Team
and conducting interviews (as the
interviewer)
143. Student will describe personal PRS340 URI 101 Mentor Team URI 101 is a required introductory seminar course for incoming first-year students under New
examples of planning and conducting Student Programs. It is a class intended to assist them in their transition into the University by
interviews (as the interviewer) providing useful resources and programs that aid success. Each section requires a mentor to
help facilitate the class lessons and activities in order to effectively relay the information over
to the students. After being a mentor for a semester, I knew that I wanted to part a part of the
program even more. That is why I decided to apply to be on the URI 101 Mentor team. I
ultimately became a member of the team, serving specifically as the Social Media Coordinator.
My own job consisted of creating advertisements about upcoming URI 101 events and then
successfully promoting them on social media and via flyers. However, as a member of the team
I also had the responsibility of reading applications, conducting interviews and make
selections. After promoting the application for students to become URI 101 Mentors, we were
able to start reading all of them. We included questions such as: Why did you want to become a
mentor, what are some important resources on campus that students should know of, what is
your definition of diversity and what leadership experience will aid you as a mentor? After
reading each question, we rated their answers on a scale from 1 to 3. Once we finished the
reading of application process, then came the interview process. Each of the applicants gave us
their availability, and then from there we chose the timeslots we could fill. The interview
questions consisted of several of the same questions we asked on the applications. For 3
weeks we conducted interviews with over 100 applicants. Personally, I interviewed over 50
students. Myself and another interviewer would sit in a room and then each allotted time slot we
would prepare the questions we wanted to ask. After the first round of interviews we narrowed
down the applicants and then prepared for the second round of interviews. The second round
took a lot more planning. The second round consisted of acting out a skit of a specific situation
you might face in college and then doing an impromptu, 1-minute speech on a topic they pick
out of a hat. We rated them on their answers and demeanor and wrote comments. I utilized my
Analytical strength by strategically choosing the applicants I thought would best serve the
students as well as the spots needed in certain majors. After 3 days of interviewing we finally
finished both rounds and selected the official mentors. Recently in my PRS340 class, I had to
interview a Public Relations professional about the field and the necessary skills and training to
succeed. The experience I had conducting interviews for URI 101 really helped me in this
assignment was I deliberately asked questions that would prompt her to answer in a certain
direction. It allowed me to assess the significance of the questions. My experience allowed me
to conduct a very thorough interview that elicited great answers.
(See evidence # )
144. Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
preparing for and being interviewed
collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)
working in collaboratives/coalitions
148. Student will demonstrate knowledge of HPR316 URI D.R.I.V.E. Sophomore year of college, I had the opportunity to take an Honors Seminar in the Honors
techniques to communicate and engage Program called, HPR 316: Diversity & Inclusion and Humanities – Communicating Difference. I
in difficult dialogues related to diversity was instantly drawn to this class because of the name. I am always looking for an opportunity
and inclusion. to expand my knowledge and awareness on cultures, people, and places different than the ones
that make up my life. I wanted to be able to understand what makes them unique as well as
learn how to effectively communicate with others by starting intelligent and meaning dialogues
and conversations. My Responsibility strength shined through here because I believe that it is
my duty to educate myself about differences and then communicate them to others who are not
as educated. In this class we examined the differences in humans including race, gender,
ethnicity and sexual orientation, and the social issues and injustices that surround them. The
point of the class was to create awareness of the causes and effects of structured and societal
inequalities so that we as a class can work toward being more culturally competent members of
society, within our daily lives. Along the way, we discussed our own and each other’s lives and
realities in order to get to know everyone better. Since it was a small class, a class of around 15
girls, it was very easy to have in-depth conversations about the struggles we have faced in our
lives. In this class there were a few major assignments, including major papers and book talks.
Each one of these assignments were deliberate in increasing my ability to think openly and
critically on each topic. One of the assignments I completed was on Micro-aggressions. Before
this class I had no idea what that word meant, but, I can say that I walked out of that class
knowing everything from what they are to how to find them. I wrote a 7-page paper that included
definitions and real-life examples of micro-aggressions, micro-insults micro-invalidations,
micro-assaults and much more. I was able to learn a lot of insightful information from our class
book, The Meaning of Difference, as well from situations I have experienced in my life. I learned
a lot about specific interactions that occur in everyday life that I tend to overlook but are
actually micro-aggressions. The other assignment that I thought was extremely helpful was one
where we had to read a certain book and then have a Socratic seminar on it. I read the book,
Redefining Realness: My Path to Womanhood, Identity, Love and So Much More. This is a
Memoir by Janet Mock which explains her journey and struggles in her transition into being a
woman. This book taught me so much about gender, sexual identity, sexual orientation and
identity, and the issues people face because of their identities. It taught me so much about the
way society limits people based on their identities, and what we can do to stop that. During my
first year here at URI, I was a part of D.R.I.V.E’s overnight program which is an organization that
works to increase diversity at college campuses by reaching out to underrepresented students
looking to see what a college experience is like. It stands for Diversifying, Recruiting, Inspiring,
Volunteering, and Educating. As a daytime host, I was able to meet a lot of different students
and hear about their lives. It was a really great experience being able to hear from people from
different backgrounds because that is not something I always get the opportunity to do. Both of
these experiences taught me a lot about diverse cultures and perspectives and how to facilitate
conversations about them. This is something I will be able to utilize in every aspect of my life
going forward.
Rosenblum, K. E., & Travis, T. C. (2012). The Meaning of Difference. New York: The McGraw-Hill
Companies, Inc.
(See evidence # )
149. Student will demonstrate proficiency in HDF413 Disability Training This semester I am a student in the class HDF413: Advanced Facilitation and Consulting Skills.
communicating and engaging in difficult This class is designed for students interested in understanding organizational consulting. It
dialogues related to diversity and allows us to develop and expand our leadership potential while learning how to help others do
inclusion. the same. Throughout the class, we learn how to effectively facilitate different activities, we
learn various theories that help us in all aspects of facilitation and life, how to design retreats
and we learn how to appreciate and communicate about differences among people. I am able to
utilize my Developer strength in this class because I like to learn about and see the potential in
others. Whether I am facilitating a retreat for an organization or participating in a diversity
conversation, I like to help people grow as much as they can. In this class I had the amazing
opportunity of participating in a Disability Training with one of my fellow peers in the
Leadership Studies minor, Rachel Ferreira. She was able to use her experience of living with a
disability to educate our class. She taught us about what it is like living with a disability, all of
the things she has been able to accomplish despite it, the misconceptions and her aspirations.
She touched a lot on the misconceptions people think about what it is like having a disability.
People believe that she cannot do as much as someone who is able-bodied, however, she
explained that that is not the case. She mentioned micro-aggressions and how that affects her
in her life. Micro-aggressions are the everyday verbal or nonverbal insults that convey a
negative or derogatory message towards a certain individual, whether intentional or
unintentional. I was able to utilize the knowledge gained about micro-aggressions n my
HPR316: Communicating Differences class during this segment because I could better
understand and empathize with the situations she mentioned. We also participated in an activity
she facilitated where one of us in a pair was blindfolded and then using our words we had to
navigate the other through a maze of objects without touching anything. After a few rounds of
making our way through the minefield, we were able to sit down and debrief what we
experienced. That activity was meant to be a representation of what it is like to live with a
disability: there are many hurdles you come in contact with, not all hurdles may be the same in
severity, you may need a little extra guidance and you may feel as though have a limitation
which is stopping you from achieving a goal. Because I knew a lot about diversity after learning
about different aspects of it in my HPR316 class, I was able to understand and participate in the
conversation, more than I would have been able to before. I can relate this experience to a
specific leadership theory, Servant Leadership by Robert K. Greenleaf. The Servant Leadership
Theory is a philosophy in which a person should have the conscious feeling to serve others in
order to create positive change. I think that this Disability training is needed in order to create a
more well-rounded and positive society because people with disability are active members of
society that should be understood. It is now my duty to go out and educate others who have not
had the chance to participate in a diversity training. Once again, I am able to use my
Responsibility strength here by educating other when I can.
Robert K. Greenleaf. “Servant Leadership.”
(See evidence # )
150. Student will describe ways to maintain
accountability in leadership / member
relationships
151. Student will describe personal examples HDF 190 Student Entertainment Committee One of the biggest parts about being a successful leader is being able to maintain accountability. This
related to maintaining accountability as a HDF413 American Lung Association means that you stay true to your word and you always follow through with everything you are looked to,
leader Internship to finish. This relates to one of my top strengths, Responsibility. This idea connects to this strength
because I like to take ownership in what I say I will do. In my HDF 190 class, I am expected to
participate with the whole class as well as my small group, hand in assignments when I am supposed
to and be a leader for the rest of the students on campus. As a student in HDF 190 for example, we are
accountable for creating our websites, completing our learning contracts, and filling out our learning
outcomes. As a leader, we are responsible for setting a good example, following our values, having a
positive attitude and supporting one another. I incorporated all of these things within the Student
Entertainment Committee on campus. On this committee, I am on the executive board as the Vice
President of the Special Events Committee. In this position, I am responsible for many things such as
coming up with ice breakers, managing the points system, and conducting the meetings. I am also
accountable for doing at least 4 office hours a week. Everyone is counting on me to fulfill my
responsibilities on the committee. When one of us does not meet the expectations, we are confronted
and asked what’s wrong. This definitely relates to the Four Agreements that we discussed in class and
at the retreat. The agreements are rules that we base all of our actions upon. As a student and as a
leader in this class, we are held accountable for making sure we live our lives in accordance to these
agreements. The first agreement is, Be Impeccable with Your Words. This means that you need to
speak with integrity and only say what you truly mean. I hold myself accountable for this rule making
sure I always think before I act. The next agreement is, Don’t Take everything personally. This mean
that you can’t always look into what other people say or do because it might not always be with the
intent to hurt you. I hold myself accountable for this rule by evaluating my actions and feelings. The
third agreement is, Don’t Make Assumptions. This emphasizes the importance of asking questions in
order to find something out instead of misunderstanding someone. I hold myself accountable for this by
asking questions before presuming something. The last agreement is, Always Do Your Best. This
means that if you always live up to your potential in everything you do, you never have regrets or self-
judgement. It is important to hold these rules to a high standard in order to live the best life. I hold
myself accountable for this by striving to go above and beyond in everything I do.
This summer I had the opportunity to be an intern at the American Lung Association. The
American Lung Association is a nationwide non-profit organization that works endlessly to get
rid of lung diseases and cancers and to spread the word to end smoking by constantly
educating, advocating and researching. This organization’s main goal is to create change in
society regarding lung health. As an intern, they are investing their time into me and are
expecting me to perform well and fulfill the duties they gave to me. In this way, I am
accountable for my actions, making sure that I follow through with everything that I told them I
would do. One of my projects was to maintain an excel spreadsheet of companies who have
donated In-kind donations to our “Autumn Escape Bike Trek” for September. This was one of
my projects all summer long. This meant that I had to email or call companies such as Smart
Water, Kind bar, Vitamin water, etc., and ask for them if they are interested in donating some of
their products to our event. The products would be utilized in the race at rest stops and at the
finish line for the 500+ riders and volunteers who were participating in this bike race across
Cape Cod. I wrote down every single company I contacted so I could remember who I have
talked to already. If they agreed, in a separate spreadsheet I would write down when they are
sending it and what they are sending. This was a very important job because the event would
not be complete without these products. It aids in the amount of enjoyment that the riders feel
while they are there. It can even effect if they come back next year. I maintained accountability
by fully completing this spreadsheet on time. I connected this experience with the Five
Practices and Ten Commitments of Exemplary Student Leadership that I learned about at the
Leadership Institute. The 5 practices are: Model the way, Inspire a shared vision, Challenge the
process, enable others to act and encourage the heart. My main practice is Modeling the Way.
No matter what I do, I make sure that I do the right thing so others can see me and be inspired
to do the same. I like to model the way by always maintaining accountability with my
responsibilities. I like showing others that it is important to following through to your words,
with your actions.
Kouzes, J. M., and Posner, B. Z. (2006). The Five Practices of Exemplary Student Leadership.
(See evidence # )
152. Student will describe ways to build
relationships between leaders and
members
building relationships with members as a
leader
154. Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader
building, maintaining, and repairing his/her
own credibility as a leader
156. Student will describe ethical standards in
influence
157. Student will describe influence applies to
leadership
158. Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship
159. Student will describe personal CSV302 URI 101 Mentor URI 101 is a required introductory seminar for incoming first-year students, intended to assist
examples of mentoring and being them in their transition into the University by providing useful resources and programs that aid
mentored success. It covers Major and Career exploration, professional development, diversity and
inclusion, important resources and much more. Each section of URI 101 requires 1-2 mentors to
help run the class, whom serve as an additional resource with experience navigating through
college. As a sophomore, I was a mentor in an undecided/undeclared section of URI 101. I
wanted to be a URI 101 mentor because of my experience in URI 101. I came into college as an
undecided major, with absolutely no clue as to what I wanted to do with my life. I felt as though I
was the odd person out, out of all of my friends because I did not have my path set yet.
However, my mentor helped me out greatly. She assured me that not having an idea about your
future was totally normal and then guided me in the right direction. After that experience, I knew
that I wanted to be a mentor for students like me. As a mentor, it was my job to facilitate class
and teach class lessons alongside my instructor. Every week I met with my instructor before
class to determine the content, lesson, activity and assigned homework for that class. Some of
the lessons included: personalities, mindsets, helpful resources on campus, how to get
involved, how to pick classes and academic advising. In order to be a successful mentor in
these areas I had to educate myself on all of them. Even though I had experience and
knowledge, I made sure I knew everything just in case they had questions. We conveyed ideas
and taught these lessons through PowerPoint presentations, handouts and activities and
assignments. I deliberately matched each lesson with the most effective teaching tool to make
sure they understood it. For example, I created a “URI Bucketlist” with 50 fun things every URI
students can do by the time they graduate. Another role of mine was conducing 1-on-1
meetings with half of my students throughout the semester. This was to make sure I answered
any questions they had, made sure they were doing well in school, and made sure they had a
focus of what they wanted to do. CSV302 is the class that all of the URI 101 Mentors had to take.
In this class we reflect on our URI 101 class each week, mentioning the highs and lows as well
as recommendations for next time. It was nice to be around people who were doing the same
thing as me because we could ask each other questions and get inspirations for class lessons.
We completed facilitation and professional development activities that could translate into URI
101. Both my Responsibility and Achiever strength is present here. I feel as though it is my
responsibility to give back to these incoming students who need a little guidance from
someone with wisdom to give. I did not want to stop until I felt as though each of them were
impacted, and after that I knew I achieved my goal.
(See evidence # )
160. Student will describe principles of effective
peer leadership, as well as problems
particular to peer leadership
161. Student will describe personal HDF 413 Leadership Institute Peer Leader I personally believe that by having your peers lead and guide you will facilitate the most amount
examples related to being a peer leader of success. I think that a peer is someone who can relate to you on many levels. Many times
and being led by peers that person has been in your exact footsteps, has gone through the same experiences and have
felt the same things that you have. It makes it easy for a person to guide you if they know what
you need to expect. I also think that having someone your own age that can relate to you and
help you through challenges shows that those challenges can be overcome. This summer, I had
the amazing opportunity of being a peer leader for the Center for Student Leadership
Development’s Leader Institute, which is a 3-day leadership camp intended to expand person
and leadership potential through several different activities. It was my job to co-lead a group of
students through this camp. We facilitated team-building activities, deep conversations,
introspective discussions and supported them through outdoor challenge courses. Our main
job was to lead these students through all of these things this weekend, however, we were not
supposed to teach them everything. The point was for us to be there to make sure everything
runs smoothly, and for them to run the show. We wanted them to understand the significance of
every activity, we wanted them to facilitate the conversation and we wanted them to take
initiative on getting to know each other. We knew that the best way for them to learn is to have
them figure some things out for themselves. But, we were always there for guidance and
support. In my HDF413 class, I was able to have two amazing peer leaders that would guide
conversations, ask each of us questions, facilitate activities and much more. I thought back to
my time as a peer leader and thought about the way I wanted my peers to follow and look at me.
I wanted them to not be afraid to ask me questions or look for advice. I wanted them to use me
as a resource but still know that I was their friend. Coming into a class with peer leaders of my
own, I knew that I wanted to utilize them the way I would want to be myself. Not only were they
helping hands but they were basically an extension of our professor. We never doubted that
they were just as capable to run and effectively teach the class as my actual professor was,
because from the beginning they set a standard for us which instantly raised their credibility. I
made sure to listen and follow every piece of advice that they gave me. I am forever thankful for
the leadership institute because it gave me a new perspective on peer leading. I am forever
thankful for my HDF413 peer leaders because they reminded me why I want to be a peer leader
for my community members.
(See evidence # )

2018 Final Inventory

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LEADERSHIP

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 08/22/2017 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

 Leadership theory and

Leadership Inventory Revised 08/22/2017 5

Leadership Inventory Revised 08/22/2017 6

2. Student will demonstrate personal,

5. Student will demonstrate the ability to

Leadership Inventory Revised 08/22/2017 7

Grace, Bill. “4-V Model.” The Center for Ethical Leadership.

Leadership Inventory Revised 08/22/2017 8

Leadership Inventory Revised 08/22/2017 10

McLeod, S. (2018). Maslow’s Hierarchy of Needs. Retrived from

Outcome Category: Leadership Theories

Greenleaf, Robert K. (2016). “What is Servant Leadership?” Retrieved from:

Greenleaf, Robert K. (2016). “What is Servant Leadership?” Retrieved from:

Greenleaf, Robert K. (2016). “What is Servant Leadership?” Retrieved from:

Leadership Inventory Revised 08/22/2017 16

Komives, McMahon & Lucas. “The Relational Leadership Model.”

42. Student will describe personal application

Astin, Helen S. and Alexander W. Astin. “Social Change Model of Leadership.”

Leadership Inventory Revised 08/22/2017 21

81. Student will demonstrate knowledge of

Leadership Inventory Revised 08/22/2017 22

83. Students will demonstrate knowledge of

85. Student will describe the differences and

Komives, McMahon & Lucas. “The Relational Leadership Model.”

Outcome Category: Critical Thinking

University of Massachusetts Dartmouth. (n.d.). Decision-making process. Retrieved from

Leadership Inventory Revised 08/22/2017 26

Sanford, N. “How Does Student Development Happen.” The American College

Sanford, N. “How Does Student Development Happen.” The American College

Robert K. Greenleaf. “Servant Leadership.”

Leadership Inventory Revised 08/22/2017 42

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