LEADERSHIP

DEVELOPMENT
Outcomes&Evidence
ProgressInventory*

MinorinLeadershipStudies
CenterforStudentLeadershipDevelopment
MemorialUnion
UniversityofRhodeIsland

Name:MaysunAlabi
DateEnrolled:
DateofGraduation:2017

*TheOutcomes&EvidenceProgressInventoryistheintellectualpropertyoftheCenterforStudent
LeadershipDevelopment(CSLD)attheUniversityofRhodeIslandandcannotbereproducedinpart,or
initsentirety,withoutthewrittenpermissionoftheactingAssistantDirectoroftheCSLD.

Contents

ABOUTTHEMINOR&CENTERFORSTUDENTLEADERSHIP
DEVELOPMENT
(informationincluded)

CenterforStudentLeadershipDevelopmentInformation

MinorInformation

DevelopmentalModel

ADVISINGINFORMATION
(studentswillincludeowndocumentation)

TrackingSheet/AdvisingUpdates

SyllabiofMinorClasses(CoreandElectives)

Internship
o

Guidelines
o

Syllabus
o

Midterm
o

Final

OUTCOMES

Outcomes(SelfLeadership,InterpersonalandOrganizational,Leadership
Theories,InclusiveLeadership,CriticalThinking)

TargetedClasses

Experiences

Evidence

CENTERFORSTUDENTLEADERSHIP
DEVELOPMENT
Office:MemorialUnionRoom210Phone:(401)8742726
Fax:
(401)8745317

CSLDMissionStatement
ToenhancethemissionoftheUniversityofRhodeIsland,TheCenterforStudentLeadershipDevelopmentaimsto:

Providedevelopmentalopportunitiesforallstudentstobecomeinformed,inclusive,effective,andethicalleadersinthe
globalmarketplacethroughtheimplementationoflearnercenteredacademic,experiential,andcocurricularprogramming.

Engageinresearch,assessment,andadvancementinordertopositivelyimpacttheexpandingfieldofleadershipstudies.

CSLDVisionStatement
TheURICenterforStudentLeadershipDevelopmentwillpromotedynamicstrengthsbasedleadershipdevelopment
throughmultipledeliverymethodstopreparestudentstobecompetitiveintheworkplaceandglobalmarketplace.The
CSLDseekstoprogressasinnovatorsforexperientialengagementandenrichingassessment.

CSLDValuesStatement

GroundedintheSocialChangeModelofLeadershipDevelopment(HigherEducationResearchInstitute),Relational
LeadershipModel(Komivies,Lucas,&McMahon),andServantLeadership(Greenleaf),theURICenterforStudent
LeadershipDevelopmentvalues:

Engagedandexperientiallearningthroughaconstructivistapproach

Inclusion,SocialJustice,andCivicEngagement

EthicalandValuebasedLeadership&RelationshipBuilding

InnovativeAssessmentandPresentationModels

MinorinLeadershipStudies

AtURI,weareamongonlyahandfulofcollegesanduniversitiesacrossthecountrythatoffersaMinorinLeadershipStudies
andonethatiscustomizedforeachstudent.Weutilizeacrossdisciplinaryapproachtoleadershipeducationdesignedto
complementyouracademicstudies.Allcoursesutilizeavarietyofteachingmethodsbutultimatelyincludesomeformof
experientiallearning,practicalapplication,andreflectivelearning.Employers,nowmorethanever,areseekingcandidateswith
exceptionalskillsintheareasofinterpersonalandgroupmanagement,problemsolving,criticalthinkingandeffective
communication.Wecanhelpwithalloftheabove.

GENERALINFORMATION

Regardlessofyourmajor,youcanminorinLeadershipStudies.

Requirementsmaybesatisfiedbycompleting18ormorecreditsrelatedtoleadershipandofferedbymorethanone
department.

Twelve(12)ofthe18creditsmustbeatthe200levelofinstructionorabove.AcoursegradeofCorbettermustbe
earnedineachgradedcourse.Atleast12ofthecreditsmustbeearnedatURI.

Nocoursemaybeusedtoapplytoboththemajorandminorfieldsofstudy.CoursesinGeneralEducationorforother
minorsmaybeusedfortheminor*(*thisdoesnotapplytostudentsintheCollegeofBusiness).Withtheexceptionof
internshipcredit,allcoursesfortheminormustbetakenforagrade.TheIntroductoryclassmustbetakenbeforethe
internshipandthecapstonecourse.

Applicationfortheminormustbefiledinyouracademicdeansofficenolaterthanthebeginningofthefinalsemesteror
term.

Approvaloftheminordoesnotguaranteethatthesuggestedcourseswillbeavailabletoyouonaschedulecorrelatedwith
yourgraduationplansnorguaranteespaceinanyrequiredcourse.

COREREQUIREMENTS9Credits
Required
Element

Classoptions

Notes

Introductory
Course
3credits

HDF190:FLITE

Onlyofferedinspringforfirstyearstudents

OfferedFallandSpringforsophomores&juniors

Internship
3credits

HDF417:LeadershipInternship
or

Requires40hours/creditwithamin.of80hours&amax.of
120hoursofdocumentedinternshipexperienceforgradedcredit

ExperiencethroughOfficeofExperientialLearning&

or

HDF290:ModernLeadershipIssues

CommunityEngagement

Theonlytimethemajorandminorcanoverlap

or

InternshipClassinAcademicMajor

Capstone
3credits

HDF412:Historical,Multiethnic&Alternative
Leadership

Offeredonlyinthefallwithpreferencegiventoseniors

OfferedinthespringandsummerwithDr.Leatham

OfferedinthefallandspringwithDr.Cooper

MustbeinHonorsorhaveGPAof3.3

or

COM402:Leadership&Motivation
or

BUS441:LeadershipSkillsDevelopment
or

HPR411/412:HonorsSeniorSeminar

Portfolio
1credit

HDF492:LeadershipMinorPortfolio

Takenlastspringsemesterofenrollment(someexceptions)

MINORELECTIVES9credits

*
AdditionalclassesmaybeappropriateandthereforeaddedtothelistseeCSLDforthemostupdatedlistorbringaclassthat
youthinkshouldbeanelective

AAF300:CivilRightsMovementinthe
US
BUS341:OrganizationalBehavior
BUS342:HumanResourceManagement
BUS441:Leadership&Motivation
(capstoneoption)
BUS443:OrganizationalDesign&
Change
BUS448:InternationalDimensionsof
Business
BUS449:Entrepreneurship
COM100:CommunicationFundamentals
COM202:PublicSpeaking
COM208:ArgumentationandDebate
COM210:Persuasion:TheRhetoricof
Influence
COM221:InterpersonalCommunication
COM250:SmallGroupCommunication
COM302:AdvancedPublicSpeaking
COM308:AdvancedArgumentation
COM322:Gender&Communication
COM351:OralComm.inBusiness&the
Professions
COM361:InterculturalCommunication
COM383:RhetoricalTheory
COM385:CommunicationandSocial
Influence

COM402:LeadershipandMotivation
(capstoneoption)
COM407:PoliticalCommunication
COM415:TheEthicsofPersuasion
COM421:AdvancedInterpersonal
Communication
COM422:CommunicationandConflict
COM441:Race,PoliticsandtheMedia
COM450:Organizational
Communication
COM461/462:ManagingCultural
DifferencesinOrganizations
CSV302:URICommunityService
GWS150:IntroductiontoWomens
Studies
GWS310:Race,Class,Sexualityin
WomensLives
GWS350:InternationalWomensIssues
HDF190:First-YearLeadersInspiredto
Excellence(FLITE)(introductory
courseoption)
HDF290:ModernLeadershipIssues
(introductorycourseoption)
HDF291:RoseButlerBrowneProgram
PeerMentoringProgram
HDF412:Historical,Multi-Ethnic,&
AlternativeLeadership(capstone
option)

HDF416:LeadershipinOrganizations
HDF417:LeadershipMinorInternship
HDF437:Law&FamiliesintheU.S.
HDF450:IntroductiontoCounseling
HPR118:HonorsCourseinSpeech
Communications
HPR203:ThePreparedMind
HPR412:HonorsSeminar(capstone
option)
MSL101:IntroductiontoMilitary
Leadership
MSL201:Leadership&MilitaryHistory
MSL201:MilitarySkillsandHistoryof
Warfare
MSL202:Leadership&TeamBuilding
MSL301:Leadership&Management
PEX375:WomeninSport-
ContemporaryPerspectives
PHL212:Ethics
PSC304:IntroductiontoPublic
Administration
PSC369:LegislativeProcessandPublic
Policy
PSC504:EthicsinPublicAdministration
SOC300/WMS350:WomenandWork
THE221:StageManagement
THE341:TheaterManagement

HDF413:StudentOrganization
LeadershipConsulting
HDF414:LeadershipforActivismand
SocialChange
HDF415:FLITEPeerLeadership

BecomingaPositiveLeaderthroughDevelopment&
Involvement

Wilson,1998(URIMemorialUnion/CenterforStudentLeadershipDevelopment)
RevisedafterthepublicationofExploringLeadership:forCollegeStudentsWhoWanttoMakeaDifferenceby
Komives,McMahonandLucas,1998.

Youneedtohaveyourownacttogetherbeforeyoucanleadothers:

Outcomes
In this section, you will track your progress toward the
outcomes. Each class in the minor targets
differentoutcomesallofthe
classeslisttheseoutcomesonthesyllabi(thewordsgoalsorcurriculum
areas may be used instead). In many of our classes, the assignments can serve as your evidence.
Periodically, and notlessthanat the end ofeach semester, you shouldupdate your outcomesprogress.
In the
additional experiences
column, nameadditional classesorexperiencesthatcontributed toyou
becoming proficient in that outcome. As the semesters pass, you will think of things from recent
semestersandsemestersfurtherinthepast,orpeople or jobs, etc.inyourpastthat alsoinfluencedyour
progress onthatoutcome. Donotletthatambiguityupsetyou. Reflectingondevelopmentisnota linear
process, but it does help to reflect often. In the
descriptive notes
column, share insightsabout your
growth, lackofprogress,successes,stumblingblocks,etc.Attheendofeachsection,youneedtoinclude
evidence that supports your development toward the outcomes. Copies of papers, grading sheets,
evaluation lettersanything that shows that someone has determined that you have demonstrated
proficiency(ornot, or aremakingprogress). Makesuretokeepelectroniccopiesofallofyourevidence
toincludeinyourPortfolio.

OutcomeCategory:SelfLeadership

Outcome

Target
class

Additional
Experiences

Descriptivenotesregardinglearning
andpractice

1. Studentwill
demonstrate
autonomyanda
minimizedneed
forapproval

HDF
290

Tourguiding

WhenfirstcomingtoURIIdidnotever
thinkIwouldhaveanyleadershiproles
oncampus.IknewIwantedtoget
involvedandputmynameandfaceout
there.IjustdidntknowwhatIcould
possiblydotoincreasemyconfidence.I
hadheardabouttourguidingfromoneof
mypinksisters.Shehadspokenso
highlyaboutit.Shetoldmeaboutthe
doorsithadopenedforheraswellasthe
greatbondsshehasmade.Shealso
mentionedithadhelpedwithherpublic
speakingskillsandmadeherfeelmore
confident.ThatwaswhatIwaslooking
forasafreshman.Iappliedandoutof
400applicantsIwasonewhowas
chosen.Thisjobhastrulyhelpedme
learnmoreaboutmyself,Ienjoybeing
anambassadortothisUniversity.Atfirst
Iwaslackingasenseofautonomy.Ifeel
asthoughIneededapprovalfrommyself
thatIwascapableofgettingajobon
campusthatwouldinspireandopen
manydoorsformyself.(Evidence,Tour
guidewelcomemessage)

2. Studentwill
demonstrate

HDF
290

BeforecomingtoURIIhadattended
privateandcatholicschools.Iwaspretty

personal,
organizational,
andacademic
examplesof
selfdiscipline

3. Studentwill
HDF
demonstratethe 290
abilitytomanage
emotions

muchaccustomedtothelargework
loadsandpapers.ComingtoURIwasa
completeeyeopenerformyself.My
biggestdownfallwaslettingallthe
freedomgetthebestofme.Itwashard
gettingadjustedtothefreedomlifeon
campus.Therewerenoprofessorsthere
toremindyou,tellyouwhenthingsare
dueorholdyourhandalongtheway.
Nothavingsomeonealwaystellingme
whatIneedtodowashard.Isoonlater
realizedwhenmygradeswerefallingoff
thatIneededtogetmyselftogetherand
realizewhatIcametoschoolfor.I
begantomakedailygoalsformyself.
ThiswasintendedtomakesurethatI
keepmyselfontrack.ForexampleI
wouldwritedownwhatIneededto
accomplisheachday.Thisismylifeand
Iamtheonesteeringthewheelinthe
directionthatIwanttogo.
Selfdisciplineisaveryhard
characteristicinmyopinion.Ittakesa
lotofstrengthtomotivateyourself.
(Evidence,todolist)
PinkWomen

BeingInanorganizationsolelyof
womenhasitsupsanddowns.Itishard
tosometimessitinaroomfullofwomen
whohavedifferentviewsandaspectson
things.ThisyearIwassisterhoodchair,
mypositionentailedconductingthe
recruitmentprocess.Whenthinkingin
theendofwhatgirlsshouldbeinducted
intooursisterhoodIknewIhadtoput
myemotionsaside.Itrulyhadtolookat
thegirlsthatembodyallofourcore
values,Pride,communityandRespect.

Eventhoughthiswasahardpositionto
have,Iknewineededtothinkhardand
dowhatisbestforoursisterhood.Even
thoughImadetightbondsorfeltgirls
shouldgetin,Ihadtolookpastthe
emotionalconnectionsandlikeIsaidsee
whoembodiesaPinkwomen.
(Evidence,Pinkwomencertificate)
4. Studentwill
demonstrate
knowledgeof
stress
management
methods

HDF
290

FinalExams

Immediatelywhenthinkingofstress
managementmethodsIcanthinkofall
thetimesIhadbeenmoststressedmy3
yearsatURI.Allofthosetimeshave
beenduringfinals.Ipersonallyamone
togetstressedoutveryquicklyandstart
toeitherfreakoutorshutdown
completely.Somestressmanagement
methodsIdousearesimplytryingto
keepcalm,havingaplanner/agendaand
notlettingthingspileupuntiltheend.
FreshmenyearIlearnedthehardway
whenduringfinalsweekIwasstuck
withtryingtostudyandcatchupon
previoushomeworkassignments.Iam
notperfectandsometimesdomakethe
samemistakesIhavemadeinthepast,
butIdotrymybestinthesenseof
preparation.Myoldersisteractually
helpedmewiththis.Shetoldmewhen
everIamfeelingoverwhelmedorreally
stressedouttotakeamoment,relaxand
justbreathe.ThisissomethingthatIdo,
doalongwithwritingthingsdown
physicallylikemytodoliststomake
sureIdontgetoverwhelmed.
(Evidence,

5. Studentwill
demonstratethe

HDF
290

Havingtheabilitytomanagestressisa
hardcharacteristiconehas.Personally,I

abilitytomanage
stress

dohavemyownmethodsofkeepingmy
stressleveldowntoaminimum.For
example,lastsemesterImovedoff
campustoliveathome.Itbecame
overwhelmingtravelingbackandforth
betweenProvidenceandKingston.My
workloadatonepointdidstarttopileup
IwasatapointwhereIdidntknow
whattodoorhowIwasgoingtoget
everythingdoneontime.Idecidedto
breakdownmylistofthingstodoby
priorities.Thishelpednarrowdownthe
stressbecauseItookthingsonestepata
time.Lookingatthebigpictureof
everythingIneededtohavedonedid
stressmeout,butwhenIbrokethings
downintosmallersectionsofwhati
neededtodoithelpedeasemystateof
mind.Iwasabletocompleteeverything
Ineededtodo.(Evidence,prioritechart)

6. Studentwill
expressa
personalcodeof
leadership/
membership
ethics

7. Studentwill
demonstrate
practiceofthe
personalcodeof
ethics

8. Studentwill
expressa
personalvalues
statement

HDF
291

Retreat

Whenreferringtomyownpersonal
valuestatementIimmediatelythought
st
backtoour1
retreat.Wewereaskedto
checkoffavalueschecklist.Thenwe
labeledthemfrom15.Mytopvalues

were1.Achievement,2.Growth,3.
MeaningfulCareer,4.Influencingothers
and5.Wealth.Whenlookingbacktothe
fivethatIhavepickedIcanhonestlysay
thatmyvalueshavechangedoverthe
courseofthesemester.Myownpersonal
valuesaredifferentnow.Whenlooking
atthesheettodayIwouldsaythatmy
top5valuesareGrowth,Influencing
Others,Achievement,Powerand
AuthorityandlastlyMeaningfulCareer.
IhaverealizedthatthroughthisclassI
wanttoinfluenceothersmorethan
anything.Tobringchange,andtobe
happydoingit.Itsnotallaboutthe
moneyattheendoftheday,andthat
wasmyinitialintentwhenthinkingof
values.Isaidameaningfulcareer
becauseIwanttohelppeopleattheend
oftheday,andifthatmeansImnot
goingtobeamillionairethensobeit.
Myvaluesattheendofthedayaretobe
happywithmychoices,tonotletaday
gobywhereIdidntdosomething
meaningful.Wereceivedahandout
statingwhatisavalue?Valuesare
thoseinnerstandardsfromwhichyou
receivethemotivationtoactasyoudo
andbywhichyoujudgebehavior(both
yoursandothers.)Thissheethasallowed
metoreallyreflectonmyvaluesandis
thereasonwhyIhadtorethinkmy
previousvaluesthatIhadmadeatthe
retreat.
9. Studentwill
demonstrate
practiceofthe

HDF
291

PinkWomen
Whendemonstratingmypracticeofthe
TourGuide
personalvaluestatementmyfirstwas
GuestSpeakers Growth.Personallythroughthesemester

personalvalues
statement

Ihavegrownsomuchasanindividual.I
havenowsetthesepersonalvaluesfor
myselfwhichwillallowmeintheendto
bethepersonIwanttobecome.When
enteringtheRoseButtlerprogramI
wasntawareofmyabilitiesorevento
someofthetopicsdiscussedthroughout
thesemester.Thisprogramhashelped
mefeelmoreempowered.Ifitwerent
forthisclassIwouldnthaveranfora
positioninPinkWomen,butIwas
inspiredespeciallyfromtheguest
speakers,whoarewomenofcolorin
thesehigherpositions.Growthissimply
growingfromyourlifeexperiencesand
applyingthemtoyournewdecisions.I
continuetogroweachandeveryday
whengoingthroughobstaclessuchas,
takingclassesformymajor,eventhough
theyrehardattimes,theyareallowing
metogrowinmymajorandreallygain
anunderstanding.Wheninfluencing
others,Ihavepersonallydonethis
throughthementeeproject.Mymentee
issomeoneIfeelIhaveinfluencebut
mostespeciallyshehasinfluencedme.
Shehasinfluencedmetobeabetter
personandhasdonenothingbutsupport
me.Ihaveinfluencedhertostay
motivatedatsomehardtimesshehas
hadthissemester.Icontinuetoremind
herthatshecandowhatevershesetsher
mindto,whichinmyopinionisthebest
sortofinfluence.
Achievementwasmythirdvalueand
withthisIpracticeeverydaybysetting
goalsformyselftomakesurethatIdo
achievemygoals.ForexampleIwrite

downeverydayinmyplannerwhatI
wanttoachievefortheday,Ifeelas
thoughthathelpsremindmeofmygoals
andhowIwanttoachievethem.Power
andAuthority,isanewvalueeversince
Ihavebeenelectedassisterhoodchair
formyorganizationPinkWomenand
becomingaTourguide.Ifeelasthough
thesenewpositionswillhelpmeusemy
powerinabeneficialway.When
referringtoPink,Ifinallyamableto
pursuemyvisionintheprocessand
provetomyselfthatIamcapableof
runningaprocessfortheupcomingfall
semester.WithTourGuiding,ithas
allowedmebetterspeakingskills,which
intheendwillbenefitmeinthelongrun
whenintheworkforce.OneachtourI
amthefaceofURIandthatisalotto
handleattimes,butknowingthatIwas
chosenforthispositionisareminder
thatIameligibleanditisgivingmethat
authoritypositionthatIhavewanted
duringmytimeatURI.
1 Studentwill
HDF
0. demonstratethe 290
abilitytoleada
projectfromstart
tofinish
(followthrough)

Pinkwomen

AsIhadmentionedinaprevious
outcome,thissemesterIwassisterhood
chair.Anotheraspectofmypositionisto
holdretreatsforPinkwomen.Itwasmy
jobtoplantheretreatandwhatactivities
willbetakenplace.Ifirststartedoff
withthinkingoftheinitialgoalofwhatI
wantedthegirlstogetoutofthisretreat.
Ithenthoughtofpossibleicebreakers
andactivitiesthatcangetthegirlsina
greatbondingmood.Whenthenightwas
overIliketoenditwithanother
icebreakerorsimplyaskingthemwhat

theylikedabouttheretreat.Asa
facilitatorfortheretreatsitwas
importantformetohavethese
leadershipcharacteristics.(Evidence,
Pinkwomenretreatschedule.)
1 Studentwill
1. describegoals
andobjective
statements
regarding
personalissues,
careerissues,
andcommunity
issues

1 Studentwill
HDF
2. showevidenceof 290
goalsand
objectivesthat
wereplanned
andachieved

PinkWomen

WhenbecomingsisterhoodchairIhad
setgoalsthatIwantedtoaccomplishby
theendofthesemester.Inmyspeech
whenrunningforthispositionIhad
spokenaboutwhatIwantedtoachieve
bytheendoftheprocess.Ispokeabout
howIwantedtohaveajeopardygameto
helpthemunderstandourconstitution,I
spokeabouthowIwasgoingtobean
ambassadortothisorgandrepresentitin
thebestwaypossible.Ihadplannedto
maketherecruitmentprocess
educationalandtoreallyteachthis
incomingclasssomereallifethingsthat
Ifelttheyneededtobemoreaware
about.Notthattheprocesshasended
andlookingback,IcannowseethatI
didaccomplisheverythingthatIwanted
to.Istucktruetomywordandknew
whatandwhatIwasntcapableofdoing.
(Evidence,Pinkelectionpaper)

MaslowsHierarchyofneedsconsistsof

Studentwill

HDF

3. showknowledge 290
oftheHierarchy
ofNeedstheory
byMaslow

1 Studentwill
HDF
4. showapplication 290
ofMaslows
theorytoown
life

whathebelievestobetheorderone
mustcontaintheirlives.Numberoneon
thehierarchyofneedsisphysiological
needs.Thisisthephysicalthingsone
needstolive,forexamplewater,sleep
andfood.Theserequirementsareneeded
onadailybasis.Nextissafetyneeds,
thisconsistsofprotectionsofothersand
thosearoundyouforexamplehavinga
homeandshelter.Loveand
belongingnessisupnextisMaslows
hierarchyofneeds.Loveandfriendship
playsapartintothehierarchy.Self
esteemisoneofmyfavoritesinthe
hierarchy.Simplybecauseitconsistsof
lovingyourself,respectingyourselfas
wellasgettingrespectfromothers.LAst
isselfactualization.Thisisallabout
trulyknowingyourself,knowingifyou
haveseengrowthinyourselfaswellas
knowingwhatyoucandotoreachyour
fullpotential.(Evidence,hierarchychart)

WhenlookingatMaslowshierarchyof
needsIlookedbackonatimeinoneof
ourPinkwomenmeetings.Wehada
guestspeakercomeinandhelpteachus
abouttimemanagement.Shethengave
usapapertofillouttellingustolabel
thingsfromneedsandwants.Itwasa
niceexperiencephysicallywritingdown
yourprioritiesandwheretheyfallinto.
Thatwasananexampleofthephysical
aspectofmaslowstheory.
SelfactualizationissomethingIamstill
workingwithmyselfonadailybasis.
eachandeverydayIamfindingoutnew
thingsaboutmyself.(Evidence,priority

list)
1 Studentwill
HDF
5. describepersonal 290
leadershipstyle
and/or
personalitystyle
including
strengthsand
weaknessesand
examplesof
application
(Sources=
Leadershipstyle
inventories,the
L.P.I.,
StrengthsQuest,
TypeFocus
(MBTI),LAMP,
andothercareer
inventories,etc.)

Gallup
strengthsfinder

BackwhenItookHDF414Iwasasked
totakeastrengthsfinderquiz.AtfirstI
feltasthoughIhadalreadyknewmy
ownstrengthsbutaftertakingthequizI
wasamazedtoseetheresultsandhow
accuratetheywere.Myownpersonal
leadershipstylehasbeentolistento
thosearoundmeandapplyallaspects.I
wouldconsidermyselfaservantleader.I
trymybesttomakesurebothsidesare
heardbeforegivingmybestadviceor
judgment.SinceIwaslittleIvealways
seenmyselfasaleader,becauseIlove
beingthevoiceforthosewhomaynotbe
ascomfortableasIamwithtaking
initiativeandspeakingout.Sometimes
tryingtoaccommodatetoeveryones
needsismyweaknessbecauseIam
constantlytryingtoremainunbiasedin
anysituationbutsometimesitisntthe
easiestthingtodo.Aftertakingthe
strengthsfinderquizIcametoknowthat
my5strengthsareHarmony,futuristic,
woo,communicationandpositivity.All
ofthesestrengthsarewhatItrytolive
byeverydayandIfeelasthoughthese
characteristicshelpmebeabetterleader.
(EvidenceGallupstrengths)

1 Studentwill

6. showknowledge
ofthetheoryof
Superleadership
byManz&Sims

1 Studentwill

7. showapplication

ofManz&Sims
theorytoown
life
OutcomeCategory:LeadershipTheories

Outcome

Target
class

Additional
Experiences

Descriptivenotesregardinglearning
andpractice

1 Studentwill

8. showknowledge
oftheAuthority
and
Bureaucracy
theoryof
leadership
Weber

1 Studentwill

9. describepersonal
applicationofthe
abovetheory
(Weber)

2 Studentwill
HDF
0. showknowledge 290
oftheScientific
Management
theoryof
leadershipby
Taylor

2 Studentwill

1. describepersonal
applicationofthe
abovetheory
(Taylor)

2 Studentwill

2. showknowledge
ofthe

Managementby
Objectives
theoryof
leadershipby
Drucker
2 Studentwill

3. describepersonal
applicationofthe
abovetheory
(Drucker)

2 Studentwill

4. showknowledge
ofTheoryX
andTheoryY
theoryof
leadershipby
MacGregor

2 Studentwill

5. describepersonal
applicationofthe
abovetheory
(MacGregor)

2 Studentwill
HDF
6. showknowledge 290
oftheServant
Leadership
theoryof
leadershipby
Greenleaf

Theory
Presentations
inHDF290

Forourpresentationsofthetheoriesin
leadershipIwasassignedServant
LeadershipbyGreenleaf.Servant
leadershipaccordingtoGreenleaf.org
whichwasthewebsiteIusedformy
presentationdescribedservantleadership
asreallyfocusingonthewellbeingof
othersbeforeyourself.Thatinmy
opinionwasthebigpictureofbeinga
servantleader.Tohaveasuccessful
business,cooperationanythingin
generaltobeagoodleaderyoumustput
theneedsofothersfirst,thiswillthen

enhancethegrowthandsuccesswithin
thecommunitythattheleaderisin.To
beaneffectiveleaderyouareawareof
yourpositionanddontabuseitbutuse
ittobetteryourselfandtheothers
aroundyou.ThataccordingtoGreenleaf
isbeingagoodleader.(Evidence,
Greenleaf.org)
2 Studentwill
HDF
7. describepersonal 290
applicationofthe
abovetheory
(Greenleaf)

PinkWomen,
Sisterhood
chair

BeingSisterhoodchairthissemesterhas
trulybeenanexperienceIwillnever
forget.Tohavebeentheoneinchargeof
bringingagroupofdiversewomenwho
allsharethesamegoalsandaspirations
asourothersisterswasinspiring.Being
sisterhoodchaircomeswithalotof
responsibility,youaretheonerecruiting
andmakingsurewearebringingthebest
ofthebestintothisorganization.There
isalsoalotofpressureandstressonthis
position.WhengoingintothispositionI
knewtherouteIwantedtotakeit.I
wantedtoactuallylearnfromthisclass
justasmuchasIwasgoingtoteach
them.Iheldworkshopsandmeetings
aboutgrowthandthingsthatIfound
werebeneficialforthemespeciallysince
themajorityarefreshmen.Iknewi
couldsharebasedonmyownpersonal
experiences.Iconstantlyhadgirlsgive
mefeedbackontheirmeetings,
anonymously.Ievenattheendofsome
meetingshadasuggestionboxofideas
andtopicsthatthegirlswouldliketo
discuss.Thiswasverybeneficial
becauseIwantedtoknowwhatthey
wantedsoIcouldmakethisthebest
processforthem.Itrulybelievemy

entiresemesterassisterhoodchairthatI
havebeenaServantLeader.Iwantedto
putthemfirstandmakesureIwas
takingalloftheirneedsandwantsinto
consideration.IntheendIwas
acknowledgedandcreditedforhaving
anamazingprocessandIhonestly
believeitstemmedfromknowingand
applyingbeingaServantleader.
(Evidence,feedbacksuggestion)
2 Studentwill

8. showknowledge
ofthePrinciple
Centered
Leadership
theorybyCovey

2 Studentwill

9. describepersonal
applicationofthe
abovetheory
(Covey)

3 Studentwill

0. showknowledge
ofthe14Points
/TQMtheory
ofleadershipby
Deming

3 Studentwill

1. describepersonal
applicationofthe
abovetheory
(Deming)

3 Studentwill

2. showknowledge
oftheVisionary

Leadership
(nowoftencited
as
Transformation
alLeadership)
theoryby
Sashkin
3 Studentwill

3. describepersonal
applicationofthe
abovetheory
(Sashkin)

3 Studentwill

4. showknowledge
ofthe
Individualsin
Organizations
leadershiptheory
byArgyris

3 Studentwill

5. describepersonal
applicationofthe
abovetheory
(Argyris)

3 Studentswill
HDF
6. demonstrate
290
knowledgeofthe
4Vstheory
ofleadershipby
Grace(Center
forEthical
Leadership)

Theory
presentations
inHDF290

Anothertheorythatwelearnedaboutin
HDF290wasthefourVstheoryof
leadershipbyGrace.WhatIlearned
fromthegroup'spresentationwasthat
thefourVswasmadeupofofthings
relatedtoethicalleadership.Themain
focusofthistheoryareValue,Visions,
VoiceandVirtue.thesefouraspectsof
thetheoryapplytohowpeoplecan
becomeethicalleaders.Whenreferring
tovalue,Dr.Graceisstatingthattobea

goodleaderonemustvaluetheworkand
efforttheyareputtingintoit.Ifyouhave
specificvaluesyoumustfollowthem
andapplythemtoyourleadership
position.Visionsisreferringtoactually
visualizingwhatyouintheendwantto
happen.Youshouldphysicallyenvision
whatitisthatyouwantintheendand
howyouwantthemtoplayouttoreach
this.VoiceisoneofthefourVs
becauseasaleaderitisyourvoicethat
canimpact,persuadeorinform
others.Youmusthavegood
communicationinallgroupsor
situations.Lastlyvirtueisreferringto
theneedsandwantsofothers.Inmy
opinionthispartofthefourVsis
similartoservantleadership.Withvirtue
theopinionsofthosearoundyoushould
beapplied.AlongwiththefourVsthere
arealsosomeotherfactorsthatapplyto
thistheory.Renewal,serviceandpolis
playapartinthistheoryaswell.Polisis
relatedtothevision.Servicerelatesto
visionandvirtueandlastlyrenewal
relatestoallofthefourVs.(Evidence
website)
3 Studentwill

7. describepersonal
applicationofthe
abovetheory
(Grace)

3 Studentwill
HDF
8. showknowledge 290
ofthe
Situational
Leadership

Theory
presentations

InHDF290anothertheorythatwe
learnedaboutwasSituationalLeadership
byHerseyandBlanchard.Thistheory
focussesontheinfluenceonothers.Jake
didareallygreatjobphysicallydrawing

theorybyHersey
&Blanchard

itoutfortheclassandexplainingthe
fourquadrants.Thefirstquadranthe
explainedwastelling.Tellingconsists
ofliterallytellingotherswhattodoinan
appropriatemanner.Usingyour
authorityinthebestway.Sellingisin
regardstoactuallysellingothersonyour
pointofview.Beingabletouseyour
voicetogetothersonthesameboatas
youortoenhancetheiropinions.
Participatingleavesroomfortheleader
toallowthefollowerstoexpress
themselvesandbymakingsureeveryone
istreatedequally.Lastlydelegatingis
physicallygivingrolestothefollowers
andconductingwhateveritisthatyou
aredelegatinginaproperfashion.There
arealsolevelsofmaturityenlistedinthis
theory.Therearefourlevelsofmaturity
andwhatthismeansisthisistomake
thingsmorebeneficialfortheleaders
andfollowers.Byknowingeveryones
maturitylevelitwillallowtheleaderto
givespecifictaskstotheindividualswho
aremorematureinthataspect.Thefour
levelsofmaturityarelowmaturity,
mediummaturitywhichareconsidereda
limitedamountofskillsfromthe
follower.Mediummaturity,inthisthe
followerishigherinthequadrantbutis
stilllackingsomeconfidence.Lastly,
highmaturityiswhentheyhavemetall
aspects.WhatItookoutofthistheory
wasthatitisimportanttorealizethe
strengthsofothersinordertohavea
successfulcommunity.(Evidence,
website)

3 Studentwill
HDF
9. describepersonal 290
applicationofthe
abovetheory
(Hersey&
Blanchard)

PinkWomen

Beingsisterhoodchaircomeswithits
perks.EverycommitteeheadofPink
womenhasacommitteeofgeneral
memberswhoshareapassionforyour
committee.ThisyearIhad6girlshelp
mewiththepink101process.When
lookingatsituationalleadershipIcan
mostdefinitelysayitwasapplied.Each
ofmycommitteememberswere
assignedaspecificjobthissemester.I
knewthatoneofthegirlswassecretary
forherhighschoolaswellasanenglish
major.Igavehertheroleofsecretary.
Anothermemberwasalwaysinterested
inSOLCandplanningretreatsandwas
alwayscomingupwithgreatideas.
Whenitcamedowntoplanningthe
retreatIhadherbetheonetobringthe
ideasforactivitiesandevenlether
facilitatesomeoftheactivitiessinceshe
wassopassionateaboutit.Idofeel
situationalleadershipisbeneficialinall
aspectsinlife.Lookingandfindingthe
strengthsinotherswillonlyenhancethe
rateforsuccess.(Evidenceretreat
agenda)

4 Studentwill

0. showknowledge
ofthe
Relational
Leadership
modelby
Komives,
McMahon&
Lucas

4 Studentwill

1. describepersonal

applicationofthe
abovetheory
(Komivesetal)
4 Studentwill
HDF
2. showknowledge 291
oftheconceptof
constructivism

Constructivismishowpeopleperceive
things.Ourunderstandingintheworld
stemsfromourexperiencesandwhatwe
havegainedthoughoutthose
experiences.

4 Studentswill
HDF
3. describepersonal 291n
examplesof
implementing
constructivism

Soc240

AnexampleofthisisinmySoc240
classRaceandethnicity.WhenIfirst
enteredtheclassitwasanevenamount
ofblacksandwhites.Iimmediately
couldnotwaittostartdiscussionsabout
raceandseehowbothsidesrespond.
Eachweekwehavetopostaweekly
questiontotheclass.Ourfirst
provocationwasbasedoffofour
readingsfromourtextbook.Thereading
st
wasaboutRacisminthe21
century.
WhenpostingmydiscussionquestionI
wasdrawntowantingtoknowwhatthe
whitekidsinmyclassposted.Iwanted
toseetheirresponsestothereadings.
ForsomereasonIassumedthattheir
answerswouldntbeasheartfeltas
mine.Thereadingstookatoleonme
readingabouthowracismisstillalive.I
wasshockedtoseehowsomeofthe
whitekidsinmyclasswereactuallyas
botheredasIwould.WhydidIperceive
thattheywouldntfeelasIdid?Because
theywerewhite?Thisexperiencehas
allowedmenottojudgebasedoff
someonesskincolor.Justbecausethey
arentthesameethnicityasyoudoesnt
meantheydonthavethesamevalues
thatyoudo.

4 Studentwill
4. demonstrate
knowledgeof
experiential
learningin
leadership
development
(Kolb)

4 Studentwill

5. describepersonal
applicationof
experiential
learningin
leadership
development
(Kolb)

4 Studentwill

6. showknowledge
oftheSocial
ChangeModelof
Leadership
Development
byAstinetal

4 Studentwill

7. describepersonal
applicationofthe
abovetheory
(Astinetal)

4 Studentswill

8. demonstrate
knowledgeofthe
Leadership
Identity
Development
Modelby

Komivesetal
4 Studentswill

9. describepersonal
applicationofthe
abovetheory.
(Komivesetal)

5 Studentswill

0. demonstrate
knowledgeofthe
StrengthsDevelo
pmentModelby
Hulmeetal

5 Studentwill

1. describepersonal
applicationofthe
abovetheory
(Hulmeetal)

5 Studentwill

2. demonstrate
knowledgeof
behaviortheories
ofleadership
fromMichigan
andOhioState

5 Studentwill

3. describepersonal
applicationofthe
abovetheories
(Michigan&
OhioState)

5 Studentwill
4. demonstrate
knowledgeof
Charismatic

leadership
5 Studentwill

5. describepersonal
applicationofthe
abovetheory

5 Studentwill
6. demonstrate
knowledgeof
contingency
approachto
leadershipby
Fiedler

5 Studentwill

7. describepersonal
applicationofthe
abovetheory
(Fiedler)

5 Studentwill

8. demonstrate
knowledgeof
PathGoaltheory
byHouse

5 Studentwill

9. describepersonal
applicationofthe
abovetheory
(House)

6 Studentwill
0. demonstrate
knowledgeof
LeaderMember
Exchange
(LMX)theory

6 Studentwill

1. describepersonal
applicationofthe
abovetheory

6 Studentwill
2. demonstrate
knowledgeof
Leadership
Substitutes
Theory

6 Studentwill

3. describepersonal
applicationofthe
abovetheory

6 Studentwill

4. demonstrate
knowledgeof
Modelsofleader
emergence

6 Studentwill
5. describethe
impactoftraits
onleadership
emergenceand
performance

6 Studentwill
6. demonstrate
knowledgeof
Chaosapproach
toleadershipby
Wheatley

6 Studentwill

7. describepersonal
applicationofthe

abovetheory
(Wheatley)

OutcomeCategory:InclusiveLeadership/DiversityanditsApplicationtoLeadership

Outcome

Target
class

Additional
Experiences

Descriptivenotesregardinglearning
andpractice

6 Studentwill

8. demonstratehow
cultural
anthropology/
paradigmsrelate
toleadership

6 Studentwill
9. describe
personal
exampleof
usingcultural
anthropology/
paradigmsasa
leader

7 Studentwill
0. demonstrate
knowledgeof
theCyclesof
Socialization
(Harro)theory
anditsusesin
leadership

HDF
291

Thecycleofsocializationdemonstrates
st
thestagesofsocialization.The1
stage
isthepersonisbornintoaworldwithout
consciousness,theyarebornwithout
knowingaboutstereotypes,prejudice
andtraditions.Thethoughtsofprejudice
andstereotypescomefromwhatisbeing
taughtbyfamilymembers,schools,and
churchthatteachyouthesenormsand
values.Theybegintolearntheirculture
throughthemediaandlanguage.Ifthe
personsuffersfromdiscrimination
empowermentthenitcouldresultin
selfhatred,guilt,anger,silenceand

crime.Afterthisstagethepersonhast
twooptions,oneistoeducateyourself,
andtotakeastandforwhatyoubelieve
inordonothingandcontinuetofeelthe
waythatyoudo.
7 Studentswill
1. demonstrate
personal
applicationof
theCyclesof
Socialization
(Harro)

HDF
291

Whenrelatingthecycleofsocialization
tomyownpersonallifeandstoryIstart
offwiththefirststage.Iwasbornintoa
halfLatinohalfAfricanhousehold.
WhenIwasatoddlerIwasntexposed
tootherracesorevenknowingwhatthe
differencewas.WhenIstarted
elementaryschoolthatiswhereIwas
exposedtoothercultures.Myteachers
startedteachingusabouthistory.I
rememberlearningaboutslaveryinthe
south.Iimmediatelybegantofeelupset
towardsthewhites.Iwenthomethatday
tospeaktomymomaboutit,andmy
dadoverheardusspeakingaboutit.I
rememberhimtellingmethat,thatwas
ourpastandnoteveryoneislikethat.
Fromayoungagemyparentshave
instilledtheimportanceofnotbeing
prejudicetoanyone.GrowingupIwas
awareofthefeaturethatmadesomeone
black,Hispanic,white.Asianandnative
American.Ilearnedthismostlythrough
school.AtimewhereIdidexperience
selfhatredwasinelementaryschool.My
hairbegantobecomeanissueforme.
Goingtoapredominantlywhiteschool
playedabigroleinwhyIhatedmyhair.
Iwantedtobeliketheotherwhitegirls
inmyclass,Ididntwanttobedifferent.
Ibegantoalwaysbesadintheclass
roomswishingmyhairwasstraightlike

theothergirlsinmyclass.Nowlooking
backonthatexperienceIdidallow
myselftofeelselfhatred.Now,
especiallyaftertakingthisclass,Ichose
tostandupforwhatIbelievedin.My
hairisbeautifulanditiswhatmakesme
uniquefromtheothers.IfIcouldgo
backandhavespokentotheyoungerme,
Iwouldhavetoldherthatsheis
beautifulandsoisherhair.TheDove
campaignthatwehavenow,isoneof
myfavorites.Itisacampaigntolet
youngergirlsknowwithcurlyhair,that
theirhairisbeautifulandforthemto
lovetheirhair.Iftherewerecampaigns
likethiswhenIwasyoungerIfeelas
thoughIwouldnthaveallowedmyself
tofeelthewaythatIdid.
7 Studentwill
2. demonstrate
knowledgeof
theCyclesof
Liberation
(Harro)theory
anditsusesin
leadership

7 Studentwill
3. demonstrate
personal
applicationof
theCyclesof
Liberation
(Harro)

7 Studentwill
4. demonstrate
knowledgeof

the
Configuration
ofPower
(Franklin)and
itsrelationship
toleadership
7 Studentwill
5. demonstrate
personal
applicationof
the
Configuration
ofPower
(Franklin)

7 Studentwill
HDF
6. demonstrate
291
knowledgeof
racialidentity
developmentvia
theCross,Helms
orothermodels
(Ferdman&
GallegosKim
Horse
Wijeyesinghe
etc.)

ModelofBlack
Identity
Development
Crossand
FhagenSmith

ThemodelofBlackIdentity
Developmentisamodelthatconsistsof
sixsectorsofdevelopment.Eachsector
isusedtodescribeatimeperiodinones
lifewheretheygothroughaspecific
encounter.Thefirstsectorconsistsof
InfancyandchildhoodinEarlyBlack
Identitydevelopmentforexampleyour
familysincome,practices,andsocial
networks.Thesecondsectorconsistsof
Preadolescence.Thisiswhereyou
becomeexposedtohighandlowrace
salienceaswellasinternalizedracism.
Sectorthreefocusesonadolescenceand
theprocessofbecomingawareofthe
blackself.SectorfourisEarly
Adulthoodthisisthesectorwhereyou
experiencehighracesalienceandyou
establishareferencegroupthatvalues
cultureandrace.Youalsoexperience
lowsalienceinthesensethat
internalizedracismcontinues.Sector5is
adultNigrescence.Therearefour

categoriesthatfitintothissector,they
arepreencounter,encounter,
immersion/emersionandinternalization.
LastlysectorsixconsistsofNigrescence
recycling.
7 Studentwill
7. demonstrate
personal
applicationof
model(s)of
racialidentity
development
above

HDF
291

Whendemonstratingmypersonal
applicationoftheModelofBlack
identityDevelopmentIlookatthe
sectors.Inthefirstsectorwhichis
infancyandchildhoodIrelateittomy
ethnicity.Iamamixedchild.Iamhalf
GuatemalanandhalfNigerian,my
ethinictyplayedahugeroleinmy
understandingsinsociety.Before
enteringschoolIdidntknowIwas
differentfromothers.WhenIentered
schoolandstartedtolearnaboutracism,
slaveryandtheholocaustthatiswhenI
begantogainanunderstandingofrace.
Sectortwopreadolescence,relatestome
becausethisisthestagewhereIreally
acceptedwhatIwasandwhoIam.My
familyhadalwaystoldmefromayoung
agethatmebeingmixedwasntabad
thing,itallowedmetohaveadifferent
perspectiveontheworld.IknewIwas
black,butIalwaysknewIwasLatinaas
well.Whenlookingatsectorthree,
sectortwoplaysaroleinittoo.Insector
threeAdolescenceiswhereIreally
becameawareofmyidentity.Ididgoto
predominantlywhiteschoolsthrough
middleandhighschoolsothisiswhereI
wasmoreawareofmyblackness.Sector
fourwhichisearlyadulthood,isastageI
amcurrentlygoingthrough.Thissector
consistsofvaluesoftheblackculture.

Anexampleofthiswouldbemejoining
threemulticulturalorganizationson
campus.ThroughtheseorganizationsI
havebeeneducatedofmycultureand
ethnicityandamsurroundedbythose
whohavethesame[MM1]valuesasI
do.Ialsotookaraceandethnicityclass
thissemestertogivemeabroaderidea.
Sector5AdultNigrescence,thisis
whereIamnow.Irealizedthatbecause
oftheRoseButtlerBrownprogramthatI
amawareofmyblackidentityand
applyingittomyeverydaylife.Lastly,
sector6isNegrescenceRecycling.An
exampleofthisiswhenIwasinhigh
school.Myfreshmanyearwasespecially
hardforme.BeingasthoughIwas1of
10womenofcolorinmygradeitwas
hardtofeelcomfortableattimes.Ibegan
tofeelaloneuntilmeandmytwoother
friendsstartedaclubcalledCaf,this
wasagroupthatwestartedforincoming
womenofcoloratBayViewtofeel
comfortablewiththeirtransition.Itwas
anicewaytogettogetherandtalkabout
thingsthatarenotalwaysspokenabout
intheclassrooms.ThroughthisclubI
wasabletogainmypridebackandnot
feelasthoughmyidentityisadownfall,
Iacceptedmyblackess.
7 Studentswill
8. demonstrate
knowledgeof
McIntoshs
theoryof
privilegeandits
relationshipto

leadership
7 Studentwill
9. demonstrate
personal
applicationof
McIntoshs
theory

8 Studentwill
0. describethe
differencesand
similaritiesof
individualand
institutional
oppressionand
relationshipsto
leadership

8 Studentwill

1. showknowledge
ofeffective
leadershipasit
relatestochange
agency

8 Studentwill
2. describe
personal
examplesof
beingachange
agent

8 Studentwill

3. createapersonal
codeofinclusive
leadership

8 Studentwill
4. demonstrate

knowledgeof
theModelof
Intercultural
Sensitivityby
Bennettandits
usesin
leadership
8 Studentswill
5. demonstrate
personal
applicationof
theModelof
Intercultural
Sensitivityby
Bennett

8 Studentwill
6. demonstrate
knowledgeof
theallyAction
Continuumby
Griffin&Harro

8 Studentwill
7. demonstrate
personal
applicationof
theAction
Continuumby
Griffin&Harro

OutcomeCategory:CriticalThinking

Outcome

Target
class

88.

Studentwillshow
knowledgeof
principlesof

Additional
Experiences

Descriptivenotesregardinglearning
andpractice

criticalthinking
(logicisusedin
thisminor)
89.

Studentwill
demonstrate
proficiencyof
criticalthinking

90.

Studentwillshow
knowledgeof
metaphorical
analysisto
criticallyanalyze
selfand
leadership
situations

91.

Studentwill
demonstrate
proficiencyof
metaphorical
analysisto
criticallyanalyze
selfand
leadership
situations

92.

Studentwillshow
knowledgeofat
leastfivedecision
makingmethods

93.

Studentwill

describepersonal
examplesof
havingusedfive
decisionmaking
methods

94.

Studentwillshow
knowledgeofat
leastfiveproblem
solving/conflict
management
methods,aswell
asunderstanding
therootsof
conflicts

95.

Studentwill

describepersonal
examplesof
havingusedfive
problemsolving/
conflict
management
methods
(if
studenthasbeen
trainedin
mediation,that
informationgoes
here)

96.

Studentwill

describewhatit
meanstoanalyze,
criticize,
synthesizeand
utilize
informationasa
leader

97.

Studentwill
demonstrate
knowledgeof
leadershipthatis
usedincrisis

98.

Studentwill
describe
examplesof
leadershipin
crisissituations

OutcomeCategory:InterpersonalandOrganizationalConcepts&Skills

Outcome

Tar
get
class

Additional
Experience
s

Descriptivenotesregarding
learningandpractice

9
9
.

Studentwill
demonstrate
knowledgeof
activelistening
techniques

1
0
0
.

Studentwill
describe
examplesof
usingactive
listeningskills

1
0
1
.

Studentwill
demonstrate
knowledgeof
functionsof
group
communicatio
nbyHirokawa

1
0
2
.

Studentwill
describe
personal
applicationof
functionsof
group

communicatio
n(Hirokawa)
1
0
3
.

Studentwill
show
knowledgeof
techniques
regarding
givingand
acceptingof
feedback

HD
F
290

Tour
guiding
HDF290

Feedbackisalwaysaroundus,
especiallyincollege.Feedbackinmy
opinionisobservationsandcomments
abouttheperformanceorassignment.
Sometechniqueswhengiving
feedbackareanevaluationsheet.I
feelthesearemosteffective.Youcan
physicallyseewrittendownwhatyou
canimproveon.Alotofourprojects
withintheminorconsistsofalotof
feedback,whetheritwasonapaper,a
presentationthereisalwaysfeedback.
Moretechniquesthatihavewitnessed
arecommentsmadethroughoutyour
paper.PersonallyIlikethese.Getting
apaperbackandseeingredmarksall
overitdoesntmeanyourpaperwas
wrongitmeanstherearethingsyour
professorseesyoucanworkon.
Givingfeedbackisallintheactof
wantingtoseesomeoneelsedo
better,andifyouhavethetoolsand
advicetogiveIfeelyoushould.

1
0
4
.

Studentwill
describe
examplesof
givingand
accepting
feedback.

HD
F
290

Tour
guiding

Beingatourguidecomeswithalot
offeedback.Attheendofeachtour
weasktheindividualstofilloutan
evaluationsheet.Ifindthese
evaluationsheetssobeneficialfor
myself.TheyareanonymoussoIfeel
thatisagreatwaytogiveme
feedbackwithoutknowingwhoit
camefrom.Whenlookingbackonthe
feedbackandcommentsmadethey
eitherinspiremetocontinuedoing
whatIwasdoingortheyhavehelped

mebeabettertourguide.Ihave
alwaysbeenonetoaccept
constructivecriticism,itisbestinmy
opiniontogetfeedbackfroman
outsidesourcebecausesometimes
theycanseethingsthatyoucant.
Whengivingfeedbackaswellthis
playsintotourguiding.Sometimes
youareaskedtogivefeedbackonone
ofthenewtourguidesmocktour.
Whatthatis,iswhenanewtourguide
ishiredtheyarerequiredtogoouton
amocktourwithanothertourguide
practicinghowtheywoulddoitonan
actualtour.WhenIpersonallygoout
ontheseItrytokeepitisencouraging
butbeneficialaspossible.Iliketo
pointoutthegoodinwhattheyhave
donethansimplytellingthemthings
theycanworkoninaconstructive
manner.(Evidence,evaluationsheet)
1
0
5
.

Studentwill
demonstrate
knowledgeof
facilitationand
debriefing
techniques

1
0
6
.

Studentwill
demonstrate
proficiencyof
facilitationand
debriefing
techniques

1
0

Studentwill
demonstrate
knowledgeof

7
.

framingand
breakingthe
frame

1
0
8
.

Studentwill
demonstrate
proficiencyof
framingand
breakingthe
frame

1
0
9
.

Studentwill
show
knowledgeof
organizing
meetings/
setting
agendas/and
leading
meetings

HD
F
290

Pink
Women

InPinkwomeniamandeboard
member.EveryMondayweholdour
eboardmeetingswhichconsistsof
planningourweeklymeetingsand
comingupwithnewcommunity
serviceideastogivebacktoour
philanthropybreastcancer.Wesit
downandcomeupwithatopicfor
ourmeeting.Weallthrowoutideas
thenvoteuntilwecancomedownto
about3.Afterthatweaskifthereare
anyannouncementstobemadeandif
therearewemaketimeforthatduring
themeetingaswell.Wedohavea
secretarywhotakestheminutesand
writesdowntheagendas.Each
committeetakesaturnatleadinga
meeting.Whenitcamedowntobeing
myturnIwantedtoleadameeting
aboutcampussafety.Ievenhada
guestspeakercometoughuponsome
oftheimportanceofcampussafety.
(Evidence,agenda)

1
1
0
.

Studentwill
describe
personal
examplesof

organizing
meetings/
setting
agendas/
leading
meetings
1
1
1
.

Studentwill
show
knowledgeof
Parliamentary
Procedure

1
1
2
.

Studentwill
show
knowledgeof
techniquesfor
workingwith
difficult
people

1
1
3
.

Studentwill
describe
personal
examplesof
using
techniquesto
work
effectively
withdifficult
people

1
1
4
.

Studentwill
show
knowledgeof
thestagesof
group
development
(Tuckman,

Bennisor
others)
1
1
5
.

Studentwill
describe
personal
examplesof
group
development
inuse
(Tuckman,
Bennisor
others).

1
1
6
.

Studentwill
show
knowledgeof
group
dynamicsand
grouproles

1
1
7
.

Studentwill
describe
personal
examplesof
group
dynamicsand
grouproles

1
1
8
.

Studentwill
show
knowledgeof
effective
memberships
skillsingroups

1
1
9
.

Studentwill
describe
personal
examplesof

membership
skillsinuse
1
2
0
.

Studentwill
show
knowledgeof
theChallenge
andSupport
theoryby
Sanford,and
itsrelationship
to
organizations

1
2
1
.

Studentwill
describe
personal
examplesof
usingthe
theoryof
Challengeand
Support
(Sanford)

1
2
2
.

Studentwill
show
knowledgeof
the
construction/
elementsof
informative
andpersuasive
speeches

HD
F
414

Iamoftenaskedtowrite
papers/speechesthatpersuadethe
targetgroup.Anexampleofthis
wouldbethecom100classthatI
tookoverthesummerof2013.We
wereaskedtowriteapersuasive
speechregardinganissuethatwefelt
passionateabout.Ispokeabouthow
themediaportrayedwomen.Iknew
thatIwantedtheaudiencetofeel
exactlyhowIfeltabouttheissueand
IknewIwantedthemtobeawareand
beawareofhowtheissueisstill
happeningandhowsomepeopleare

notreallyexposedtothisrecurring
issue.
1
2
3
.

Studentwill
demonstrate
proficiencyin
informative
andpersuasive
public
speaking

1
2
4
.

Studentwill
show
knowledgeof
planningand
conducting
interviews(as
the
interviewer)

HD
F
290

Small
Business
Owner

InHDF290wewereaskedtodoa
projectonsomeonewhoownsasmall
businessThekeycomponentofthis
projectwastointerviewtheowner
andtrulyfindoutthestepstheytook
togettowheretheyaretoday.Before
startingtheprojectIfirstlookedatthe
rubricjusttomakesurethepersonI
chosecouldspeakonallofthese
questions.OnceInarroweddownmy
optionsIwasreadytocontactmy
person.ThepersonIchosewas
Androo,heisayoungartistwho
startedhisownbrandingandprinting
company.Hehasbeenvery
successfulthisfar,heevenwasthe
artistwhodesignedtheshirtsformy
favoriterapperKirkoBangztour.
SinceIliveinProvidenceandhelives
inHoustonourinterviewwasoverthe
phone.Whenwefirstbegantospeak
Itoldhimwhattheprojectwasabout
andbackgroundoftheclass.AsI
askedhimthequestionsIwaswriting
allofhisanswersdown.IntheendI
thankedhimforhistimeandtoldhim
Iwillgivehimfeedbackonwhatthe

classthought!(Evidence,Androos
Website)
1
2
5
.

Studentwill
describe
personal
examplesof
planningand
conducting
interviews(as
the
interviewer)

HD
F
414

Pink
Women

AttheendofthePinkwomen
recruitmentthegirlsareaskedfora
formalinterview.Ihadonemyself
lastyear.Thisyearitwasdifferent
beingtheonetohelpconductthe
interviews.Weconductedspecific
questionsthatwewantedtoaskthe
incominggirls,andthepossible
answersthatwewantedtohear.We
setacriteriaforeachgirlandhoped
thatduringtheirinterviewtheywould
exudeeverythingwewantedapink
womentobe.

1
2
6
.

Studentwill
show
knowledgeof
preparingfor
andeffective
answersin
interviews(as
the
interviewee)

HD
F
414

Tourguide

Ispoketoothertourguides,andthey
gavemeadviceonwhatatourguide
reallyis.Icomparedthetourguide
missionstatementtomypersonality.I
appliedittomyownlifeandreally
sattothinkifIwascutoutforthis
position.Ireallysatdownand
thoughtofhowIcouldprovethatI
wasfitfortheposition.Ibrain
stormed,tooknotes,andpracticed
whatIwasgoingtosay.

1
2
7
.

Studentwill
describe
personal
examplesof
preparingfor
andbeing
interviewed

HD
F
414

TourGuide

IhaverecentlyappliedtobeaURI
tourguide.Thishasbeensomething
thatIhavewantedsincefreshman
year.ToprepareformyinterviewI
spoketoothertourguides,onebeing
mysuitemateandtheotherbeingmy
pinksister.Theygavemeinspiring
adviceandremindedmetojustbe
myselfandthat,whichwouldbemy
bestasset.BeforemyinterviewI

practicedwhatIwouldsayinthe
mirror,whichIfoundeffective
becauseithelpedmekeepmythought
togetherduringmyinterview.Iended
upgettingtheposition.(Evidence
tourguidepicture)
1
2
8
.

Studentwill
show
knowledgeof
effective
collaboration/
coalition
building

1
2
9
.

Studentwill
describe
personal
examplesof
workingin
collaboratives/
coalitions

1
3
0
.

Studentwill
show
knowledgeof
Intercultural
communicatio
n
considerations

1
3
1
.

Studentwill
demonstrate
proficiencyin
intercultural
communicatio
n

1
3

Studentwill
describeways

2
.

tomaintain
accountability
inleadership/
member
relationships

1
3
3
.

Studentwill
describe
personal
examples
relatedto
maintaining
accountability
asaleader

HD
F
414

Pink
Women

Tomaintainmycredibilityasa
leader,especiallyinPinkIoftenfind
myselfwantingtobetheoneto
withholdanyleadershiprolesthat
theyoffer.AnyrolethatisofferedI
willtakeinitiativetowithholdthat
position.Ifeelasthoughthatisa
reminderofmypassionand
leadershipskillsaswell.

1
3
4
.

Studentwill
describeways
tobuild
relationships
between
leadersand
members

1
3
5
.

Studentwill
describe
personal
examplesof
building
relationships
withmembers
asaleader

1
3
6
.

Studentwill
describehow
credibility
appliesto
leadership,as
wellasthe

characteristics
andskillsofa
credibleleader
1
3
7
.

Studentwill
describe
personal
examplesof
building,
maintaining,
andrepairing
his/herown
credibilityasa
leader

HD
F
414

Pink
women

AsageneralmemberofPink,Ihave
finallydecidedtotakeonaleadership
role.Ihavetakenituponmyselfto
shadowthesisterhoodchair,whichis
thepersoninchargeofrecruitment.I
havesteppedupinnotonlywanting
tobeageneralmemberanymore.I
ambuildingmycredibilitybyhave
beingapartoftheprocessof
recruitment.NowIwanttobe
sisterhoodchairandbethepersonin
chargeofmakingthenewclassof
PinkloveandfeelthepassionthatI
doformyorganization.

1
3
8
.

Studentwill
describe
ethical
standardsin
influence

1
3
9
.

Studentwill
describe
influence
appliesto
leadership

1
4
0
.

Studentwill
describe
principlesof
effective
mentoring,as
wellas
problems
particularto

HD
F
291

Interview
withMentor
Relationship
builtwith
mentee

Irememberduringoneofourclasses
wewereaskedtodescribewhata
mentorwas.Webrokeupintosmall
groupsanddecidedtogetherwhat
makesagreatmentor.AtfirstIstated
thatbeinganeffectivementor
consistsofgenuinelybeinginvested
intherelationship.InHDF291we

thementoring
relationship

wereassignedamentor/mentee
projectandthroughthementor
menteeprojectthatwehavedonein
classhasallowedmetomakeabond
andactuallypracticesomeofmy
newlyfoundleadershipskills.Before
beginningtheprojectIhonestlydidnt
thinkIwasoldenoughtomentor
someone.Myperceptionofamentor
wassomeoneintheworkforcethat
youlookuptoandwanttoholda
positionsimilartotheirs.Through
thisprojectIwasabletorealizethatI
amamentor.Effectiveprinciples
withmymentorare,ourweekly
checkups.Tohaveaneffective
relationshipyouneedtohavegreat
communicationandtrusttomakethe
bondwork.Eventhoughmy
relationshipisgreatwithmymentor
andmenteetherearesomeobstacles.
Onewithmymentorishergraduating
thismay,ourrelationshipisstill
growingandIhopethatweremain
strongevenaftershegraduates.With
mymenteeandmenotlivingon
campusitdoesbecomehard
sometimeswhenshedoesneedme,
forexamplejusttogotothelibrary
whensheneedshelpwithherpsy
homework.Conflictingschedulesare
sometimesanissue.Butthroughitall
Ialwaysworkthroughit.Whenmy
mentorgraduatesIplanonstillbeing
incommunicationviatextmessage
andemails,justtoseehowherlifeis
goingwithperusinghermasters.With
mymenteeIplanonlivingoncampus

nextsemesteranditwillbebetter
withnothavingtoonlymeetoncea
week.
1
4
1
.

Studentwill
describe
personal
examplesof
mentoringand
being
mentored

HD
F
291

CheckIns

Someexamplesofmyrelationship
withmymenteeare,wegooutfor
lunchonceaweektocatchup,sinceI
donotliveoncampuswedotext
regularlybutmakesurethatwehave
afacetofacesitdownonceaweek.I
enjoyourcheckinsIgetexcitedto
seehowherweekwasandifthereis
anythingnewgoingoninherlife.We
recentlysatdowntopickclasses,and
sincewehavethesamemajorshe
askedmyadviceonsomeclassesthat
weshouldtake.Mymentoris
someoneIdolookupto,Icontinueto
lookforherespeciallywhenIhave
questionsregardingmymajor.Sheis
alwaysaroundwithopenarmsto
answeranyofmyquestions.Her
maingoalsareformetocontinueto
getmymastersandtostudyabroad.I
alwaysassureherthatIwill.

1
4
2
.

Studentwill
describe
principlesof
effectivepeer
leadership,as
wellas
problems
particularto
peerleadership

1
4

Studentwill
describe
personal

3
.

examples
relatedto
beingapeer
leaderand
beingledby
peers

1
4
4
.

Studentwill
describethe
fourframesof
organizations
byBolmanand
Deal

1
4
5
.

Studentwill
describe
personal
applicationof
organizational
analysisusing
thefourframes
of
organizations
(Bolmanand
Deal)

[MM1]