HDF 415:

FIRST YEAR LEADERS INSPIRED TO EXCELLENCE

LEADERSHIP PORTFOLIO
Connor Curtis
SPRING 2016
connor_curtis@my.uri.edu

TABLE OF CONTENTS

Strengths
Opening Statement
Section 1: Self Leadership
Section 2: Leadership Theories
Section 3: Inclusive Leadership
Section 4: Critical Thinking: Outcome 93
Section 5: Interpersonal/Organizational Leadership

SLIDE 2
SLIDE 3
SLIDE 4
SLIDE 5
SLIDE 6
SLIDE 7

*If you do not have one outcome from each area of the Inventory completed,
you may opt to choose 2 from one of the sections.

Signature Strengths
Positivity
Adaptability
Developer
Connectedness
Empathy

Values in Action Strengths

Humor
Kindness
Gratitude
Honesty
Social Intelligence

OPENING STATEMENT
To me, peer mentoring is the most important aspect of college. Having the opportunity to be a peer mentor for HDF
415 was an incredibly fulfilling experience, as it challenged both myself and my students. My top strengths are Positivity,
Adaptability, Developer, Connectedness, and Empathy, and these all fall under the domain of Relationship-Building. Because my
strengths are so relational, it helped me to connect better with my group, and also to understand and relate to them all on a
personal level. I saw my Developer strength as my biggest asset during my time as a peer leader, as I worked individually with
each student to discuss how they can put their strengths into action and apply them to their majors, clubs, or relationships. A
challenge for me this semester was taking a back seat and letting them become their own leaders, but as I became less involved in
their group development, I saw them grow exponentially more.
The leadership model I related to most and used most frequently as a peer mentor for HDF 415 was the Relational
Leadership Model. Each element spoke to me at one point or another during my time, and I found myself paying close attention to
my actions to make sure they aligned with the knowing, being, and doing of ethical, inclusive, purposeful, process-oriented, and
empowering leadership. Being empowering and process-oriented to each one of my students was hugely important, as many of
them approached the process skeptically and they werent entirely confident of their own leadership ability. I did my best to
reinforce their growth mindsets when they began to grasp and run with a new model or concept, and we spent a lot of time talking
about how they can take what they learned in class and apply it in the future. We also spent a lot of time discussing how
leadership is a process and we are all continuously learning and growing in it. Something that I think helped the students a lot was
when I would remind them that I was also a student who was still trying to figure out college, and that I was in their shoes not
even a year prior. We grew very close as a team and watching them bond with one another and form unlikely friendships that may
never have happened outside of the group was incredibly rewarding.

SECTION 1
SELF LEADERSHIP
Student will show application of Maslows theory to own life
During the spring semester of 2016, I was given the opportunity to go with my honors class, HPR 202 Classrooms Without Borders,
on a service trip to Birmingham, Alabama. While on the trip, we worked with the Birmingham chapter of Habitat for Humanity to
rebuild a house that had burned down to the ground. Building the house from the ground up let me see how Maslows Hierarchy of
Needs theory applied to the life of the family we were building the home for. After the fire, the family was left without some of the
basic needs that the lower level of the pyramid detailed. The family had no food, water, or shelter available to them anymore, and
they had to go seek it out somewhere else. A major project for our group was to put an entire roof on the house, which we were able
to accomplish by the end of the week. We were literally able to put a roof over the familys head and provide them with shelter, so
we were able to help satisfy one of those basic needs from the bottom level of the pyramid. The next level of Maslows pyramid are
safety needs, which we also helped the family meet while we built the house. The needs in this section are security, health, and
removal from danger. We gave the family a safe place to stay that was up to safety standards, and removed them from potential
danger of not having a home by giving them their own house. In the belonging/love section, their need for intimate relationships and
friendship was fulfilled by the generosity not only of Habitat for Humanity, but also of their neighbors and all the groups who came
down to work on the house. We got to meet and get to know the home owner and her family, and had the opportunity to speak to
her about her story and the struggles shes faced. Her whole community rallied around her to help her and her family rebuild and get
back on their feet, and for five weeks straight college groups had been coming to the work site and building her house, allowing the
family to feel that sense of community, belonging, and friendship. The next level of the pyramid is self-esteem, achievement, and
independence. After speaking to the home owner and several other families who had their homes built by Habitat for Humanity, we
learned how valuable a permanent address and place to call their own can be to someone. A permanent address means that the
family or individual can have a place to call their own without depending on someone else to provide them with shelter or a bed or
even a place to receive mail. This sense of independence was something that was gained by owning the home and not depending
on others helped to satisfy this level of Maslows Hierarchy of Needs. The final level is self-actualization, which isnt something we
could bring the family. Rather, this comes from the individual and their own experiences. Being able to see Maslows Hierarchy of
Needs in practice truly helped me to understand how each level builds off one another, and how necessary each component is to a
safe and happy life.

SECTION 2
Leadership Theory and Models
Students will describe personal examples of implementing constructivism
After learning about constructivism in HDF 291, I was able to apply this theory to FLITE class as a peer leader in HDF 415. As a peer leader, I had
the ability to create space for meaningful reflection around concepts in class and the activities we did to reinforce them. I was also able to facilitate
conversation that surrounded personal experience, the students own knowledge and understanding of topics, and how they can personally relate
what was learned in HDF 190 to their own lives. Because so much of constructivism focuses on processing and applying new knowledge,
whenever the group would go through an activity or learn a new model we would always have a discussion about how the students could apply this
new information to their life and use it in their own personal leadership style. In some cases, this would help promote an individual to change their
previous ideas on a topic, and in others cases students were able to build upon previous knowledge or recognized how they had used a certain
skill in the past as a leader. The class model of HDF 190 differed from typical classroom settings in many ways. The topics introduced all build
upon each other to help form a specific lens of leadership for each individual student. Much of the class is focused on answering questions in a
group discussion or letting students ask their own questions, and then processing the information being disseminated to the students. The
discussion centers on reflecting upon individual experiences and how students have created their own frame of leadership, and how they can use
their individual strengths as leaders in and out of the classroom. A big point of reflection that is commonly used when facilitating discussion with my
group is asking them how their definition of a leader has changed and how theyve seen growth, which provides the room for the students to use
their previous knowledge to either change the way they previously thought about a topic or build upon their previous opinions. As a peer leader, I
cant consider myself a teacher. However, as a mentor to the classroom I still am able to have an interactive role in the students learning without
holding an authoritative role and not being able to make meaningful connections. Because of the way the class is broken up into four small groups,
I am able to help guide my group to work together in the learning process and take note of how important the process of gaining new knowledge
and forming connections is, compared to just reaching the end result of being able to recite the information they learned in class on a test. The
HDF 190 class helps me to implement constructivism within my own small group, therefore creating a more open, creative, and expressive
environment for experiential learning.

SECTION 3
Inclusive Leadership / Diversity and its application to leadership
Student will describe personal examples of being a change agent
BRIDGES was an organizations that was developed in the late 1990s in order to decrease tensions on
campus and create a more open and inclusive environment, in addition to increasing diversity and
awareness of issues. As a planning member of the organization, I felt like this was a good example of
being a change agent. Realizing I had the potential and knowledge to be a change agent came when I
was asked to join the committee and had some discussions based around the issue. I realized I knew
more about the topic than I thought and that I had a solid position in the group dynamic. I was working
among several other prominent leaders on campus, and so I was able to boost myself up this way. The
self-efficacy, and I began to find my place on the team and help make decisions that I felt was right.
Being able to do my own thing and not lean on the more experienced leaders put the whole team at
ease, leading to group efficacy. The group was empowered and we realized that our mission and vision
was actually in reach and achievable. Those who had originally begun planning the entire organization
and the retreat found validation in their ideas and their goals, and that helped them to empower the rest
of us working under them. Regardless of the obstacles we faced, we were able to hold onto our goals
and maintain focus on the goal at hand.

SECTION 4
Critical Thinking
Student will describe personal examples of having used five decision making
methods
In my sophomore year, I began the process of researching and applying for study abroad programs in Dublin, Ireland. Because this trip would have such a
significant impact on my education, I tried to make the most rational decision possible by using the five decision making methods. The first step in the decision
making process was identifying the goals I had for going abroad. I made a list of what I wanted to get from the study abroad experiences. I knew I wanted to go to
Ireland, and more specifically Dublin, and to go in the fall. I wanted to be able to travel on weekends, take classes relevant to my course of study or help to
supplement that course of study, and also make sure that I could still complete my degree in four years. This helped me to narrow my searches and focus on
what I actually wanted to get out of going abroad, rather than just going to go. The second step was doing my research and making a list of possible options. I
explored different organizations that offered abroad programs in Dublin, and looked at the list of courses offered through each program. I also found programs
with a service aspect so that I could continue being a part of the community even while abroad. I also looked at the costs of each program as well as the time
frame I would be abroad. I asked many people who had previously been abroad which programs they recommended and what advice they had, and made sure
to check every option even if I wasnt sure I would like it. After finding several programs I liked, I spoke to my mother, professors, and friends about how they
would feel about me going abroad and how it might affect my time at URI. I knew it was important to get the opinions of the people who are closes to me and to
understand what the consequences could be if I go abroad. Because my mother was helping me financially, it was important to talk about what the impact would
be on my familys financials, and also how it would impact my family when I would be away for so long. For my professors, I had to evaluate the consequences
on my education and whether or not I would still be able to get my degree on time. Because there were no classes in my major that I could take, I had to
reevaluate my course plan for the next two years and make up for lost time. Finally, I had to weigh the consequences on my relationships in Rhode Island. My
best friend would be going abroad in the spring semester of my junior year, right after I would be getting back from Ireland. I had to decide whether this would
impact our friendship. In addition, I had to understand what the consequences would be on my housing situation. I knew if I left, I might not be able to live with my
friends when I came back. After understanding and thinking through all of the potential consequences my decision might have, I was ready to commit to making
the decision and evaluate my decision. I chose to go to Dublin through CIEE, an international travel program for students in the Fall of 2016. The dates allowed
me to work through until school started and still spend a few weeks with my friends and family before I leave. In addition, the program offered me a scholarship
which covered a significant portion of my program, making it a financially sound decision. The classes I would be taking all got approved as Sociology transfer
credits, so I would be able to come back to URI and complete a Sociology minor during my junior and senior years. The decision ended up being the best
possible decision for me because it helped me to evaluate what was important to me and what I had to compromise on when deciding. The program I chose
offers me the most for the lowest cost, and has the least amount of impact on those around.

SECTION 5
(Interpersonal and Organizational Concepts and Skills )
Student will describe personal examples of mentoring and being mentored
In HDF 291, I had the opportunity to learn more about mentoring and what it means to be mentored as well as be a mentor to someone. As a member of the
Rose Butler Browne class, I was able to make two new mentor relationships with the two women who were TAs for the class, Kayla and Yami. These two women
were mentors to the whole class and truly dedicated their time to helping us learn more about the issues and topics we were discussing, while still continuing to
be a resource and friend to each woman in the class. They developed a formal mentoring relationship with the women in class by establishing their goals as
mentors and what our learning outcomes for the class would be, as well as being a resource for the class and answering any questions we had, in addition to
facilitating discussion and creating a space for open dialogue. Kayla and Yami encouraged us to move beyond our comfort zones when discussing issues in
class and shared their knowledge on the topics with us. I have also had the opportunity to be a mentor. After being a peer leader at the Leadership Institute in
2015, I developed an informal mentoring relationship with one of the students in my group, Kate Nota. Kate stood out to me as a strong leader in the group and
determined to make a positive impact on campus. She became my unofficial mentee as part of my group as the Leadership Institute, and continued to impress
me as a student in HDF 190 and a newly selected peer leader for the upcoming Leadership Institute. After becoming a peer leader for HDF 415 and working in a
more professional academic environment with Kate, we established an official mentoring relationship. Having previously been her peer mentor, it wasnt difficult
for me to step into this role for her. We worked closely to prepare for her interview to be a peer leader at the Leadership Institute, and I check in with her every
week to see what opportunities she has coming up and how I can help her achieve her goals. Our professional activities include working on work for our
leadership classes together in the library and helping her work through her first set of outcomes and her website when she needs it, as well as interview prep and
training meetings for the Leadership Institute together. Outside of this, we often get coffee or grab lunch just to catch up about whats going on in each others
lives and to relax from the stresses of the day. In the short-term, I hope to be able to continue this official mentor relationship with Kate and help her to reach her
full potential as a leader and helping her find other opportunities to lead others and get involved on campus. During the Leadership Institute this summer, I hope
to be a mentor to her on the team as well because it can be a stressful experience and having gone through it before, I can help her along her own journey. In the
long-term, however, I believe that this formal mentor relationship will end and we can have an informal mentorship relationship while we work in organizations
together and can learn from each other. I believe Kate will also be a lifelong friend and help me to become a better person overall. What Ill take out of this
mentoring relationship is a better sense of how to lead others and how to connect to other people, a better sense of confidence in my own mentor ability, and a
strong friendship with an influential young woman with an incredible amount of potential. Ive learned the difference between being a mentor and a friend and how
to navigate both of those roles smoothly.