Outcome Target Class Additional Experience Descriptive Notes

2. Student will HDF 290 Personal life I try to exercise self-discipline in all areas of my life. In
demonstrate HDF 290 and other classes I usually am very good at time
personal, management. I will not allow myself to do personal things
organizational, and until projects or homework is done. A specific example of
academic examples this is this Outcome Project. I am dedicating a specific
of self-discipline amount of time and will not let myself get distracted by
social media or spending time with friends until this is done.
I do this with my personal life as well. I want to graduate
early so I took action and mapped out my next two years at
URI. In the attached evidence it shows my plan for the next
two years and what classes I need to take to stay on track.
See Evidence 1

3. Student will HDF 290 Gallop/VIA strengths Throughout the semester in HDF 290 we had many good
demonstrate the discussions. Most of the time the discussions were
ability to manage controversial; on purpose. As students we were suppose to
emotions communicate our opinion effectively. Occasionally it could
be frustrating and one’s emotions can get out of check.
When I would be in the middle of a topic I was passionate
about I always made sure to use my strength and keep my
emotions in check. I could easily use the loving and
kindness strengths from my VIA to keep myself in check
and to make sure I am not using my words in a harmful
manner. It allowed my classmates to have a non bias and all
around good conversation about some interesting issues.

4. Student will COM 100 In COM 100 my professor focused a lot of stress managing
demonstrate methods. She showed us the benefits of mediating and even
knowledge of stress used the first 5 minutes of class to silently mediate. She also
 management assigned us to present a persuasive speech. I spoke on the
methods therapeutic benefits on baking. This has greatly helped me
to know when to slow down and what to do to de-stress.

7. Students will PHL 212 In the first class in my Ethics class, I took last semester, the
demonstrate the teacher asked us to introduce ourselves and go over a time
practice of the where we were faced with a moral dilemma. It was not
personal code of something I’ve been asked often so I had to really think
ethics about it. We posted our answers to the entire class so we
were able to be encouraged by others. In the evidence, you
can see different classmates answers.
This activity really helped me think about my code of ethics
and what I have done that was moral or immoral. It allowed
me to see what others thought was ethical and help me
shape my views.
See Evidence #2

8. Student will express HDF 290 HDF retreat In HDF 290 retreat we did the VIA character test. My top
a personal values five were Spirituality, Honesty, Gratitude, Kindness, and
statement (Sources = love. During the retreat and throughout the semester, I
VIA, values learned how to use and fine-tune my strengths. I also was
clarification able to create a personal value statement which is I am
exercises, etc.) grateful for every day I can be kind to someone to represent
my love for my beliefs in an honest way.
See Evidence #3

9. Student will APO APO is my service and leadership fraternity that I’m in. I’m
demonstrate practice a part of it because it helps me to be a better me. It also
of the personal helps me to use my personal value statement. I’m able to
values statement volunteer many hours in my community selflessly helping
those around me. It furthers my values and my brothers help
me to be a better person by holding me accountable. As
 evidence, I have listed our service hour log. We’re able to
have a friendly competition to see who has the most hours
and helps show people who don’t volunteer as much that
they need to step it up.
See Evidence #4

10. Student will CSC 211 In my computer science class, we do a lot of group projects
demonstrate the called Partner Coding. This allows us to have real-world
ability to lead a experience because of most future jobs will require you to
project from start to code with other people. The project that I led from start to
finish finish was my final project. I had to work with a partner to
(follow-through) code a natural language detection software. In the evidence
is the code that we used. We used “comments” which are
lines of plain English describing what’s happening in the
code to work together and figure out the logic. I was able to
work out times on when to meet with my partner and
decided to use the comments to be on the same page and
successfully complete the code.
See Evidence #5

11. Student will describe HDF 290 My goals are incredibly important to me. They help me stay
goals and objective grounded and allow me to always be working towards
statements regarding something. Some of my goals are currently:
personal issues, To graduate in 3 years
career issues, and To get a teaching assistant position in computer science
community issues To write my own app
To work for a startup
To then start my own start up
To give back to the community unlimited

13. Student will show A.P. In AP Psychology in high school, we learned about the
knowledge of the Psychology Maslow Hierarchy of Needs. We completed a worksheet
 “Hierarchy of
Needs” theory by
Maslow
19. Student will show HDF 290
knowledge of the
“Authority and
Bureaucracy” theory
of leadership Weber
21. Student will show HDF 290
knowledge of the
“Scientific
Management” theory
of leadership by
Taylor
where we had to apply each step to our own personal lives.
In the process, we learned about each step. We also learned
that once one satisfies a level they’ll move onto the next
one. The first step is Physiological needs such as food, and
water. The second level is safety needs such as security. The
third level is Belongingness which is friends and intimate
relationships. The fourth level is esteem needs such as
feeling accomplished and the last level is Self-actualization.
This is where one achieves their full potential; nirvana.
See Evidence #6
Emily and Will presented on Weber’s Authority and
Bureaucracy theory in HDF 290. This is an administrative
structure developed through rational-legal authority from
preexisting structures (feudalism). It has 6 step structure. 1)
Specialization and Division of Labor 2) Hierarchical
Authority Structures 3) Rules and Regulations 4) Technical
Competence Guidelines 5) Impersonality and Personal
Indifference and 6) A Standard of Formal writing. These
leaders have powerful charisma and usually a naturally
gifted leader. This information was gathered from Emily
Price and Will Wooten’s hand out. Cited here:
http://faculty.babson.edu/krollag/org_site/encyclop/bureaucr
acy.htm
See Evidence #7
In our HDF 290 class, Alex Mak presented on the Scientific
Management theory by Taylor. This is focused on
observation analysis, synthesis, rationality, and logic. It has
an emphasis on profitability and productivity. An example
of this is a managers job should be planning and training the
workers. He developed a 4 core principles model that
 leaders can use to help manage a group of workers. The first
step is to look at each job scientifically and determine the
best way to perform the job. The second step is to hire the
right workers for the job and develop their skills to
maximize their efficiency. The third step is to monitor
workers performance and provide instructions to improve
the job. And the last step is to divide the work between
management and labor so that management can plan and
train and workers can perform the job.
This information gathered from Alex Mak’s handout which
is cited here:
https://www.economist.com/news/2009/02/09/scientific-ma
nagement
See Evidence #8

25. Student will show HDF 290 Presented in HDF 290 by Kristen Osburn was Theory X and
knowledge of Y by MacGregor. This theory states that each person falls
“Theory X and into one of the two categories. Workers that fall into theory
Theory Y” theory of X are people have an inherent dislike for work and will
leadership by avoid it whenever possible. Or some workers must be
MacGregor coerced, or threatened with punishment to get them to
achieve the objectives. People that fall into Theory Y are
more likely to exercise self-direction if they are committed
to the objectives. Commitment to objectives is a function of
the rewards associated with their achievement. People learn
to accept and seek responsibility.
This information gathered was from Kristen Osburn’s
handout and it’s cited here: Theory X and Theory Y. (n.d.).
http://www.nwlink.com/~donclark/hrd/history/xy.html
See Evidence #9

26. Student will describe Class, Work Gallup strengths In my everyday life I follow a theory Y mentality. I’m
 personal application always trying to get ahead and have high goals. I’m
of the above theory determined and self-motivated. I’m very proactive and
(MacGregor) independant. My top five Gallup strengths are
Responsibility, Learner, Intellection, Belief, and
Self-assurance as you can see in the evidence. Each of these
help my theory Y mentality by making me even more
focused.
See Evidence #10

27. Student will show HDF 290 In HDF 290, Lexi Evers and Cassie Santiago presented on
knowledge of the servant leadership. I learned that a servant leader has strong
“Servant morals and integrity, cares deeply about their followers; not
Leadership” theory just leading for the organization, Concern for everyone
of leadership by involved, and self-reflection on oneself. Some
Greenleaf characteristics are a good listener, understand and accepting,
dependable and trustworthy, goal oriented, good
communicators, empathetic, and creative. There are also
several amazing leaders who practice this style such as
Nelson Mandela, and Mother Teresa.
The information I learned is from the presentation cited
here:
Definition of Servant Leadership. (n.d.). Retrieved
September 14, 2018, from
http://toservefirst.com/definition-of-servant-leadership.html
See evidence #11

28. Student will describe HDF 290
personal application
of the above theory
(Greenleaf)
APO This theory is one of my favorite theories because it’s
selflessness. My VIA strengths are all about serving others
and although I still need a ton of work on it I can see the
value in helping others without asking for anything in
return. In my fraternity, APO, we’re able to build such close
connections with each other because we help each other out
 without a second thought. We look for things that we can
help with and it has just continued to build our trust of each
other so I can clearly see how beneficial it can be for a
leader to be like that.

29. Student will show HDF 290 In HDF 290, there was a hand out on Principle-Centered
knowledge of the Leadership. It taught the class how there are four principles.
“Principle Centered The first principle is security which is our sense of worth,
Leadership” theory identity, emotions, self-esteem, and personal issues. The
by Covey second principle is Balance which is the direction we
receive in life. The third principle is wisdom. This is a sense
of balance, judgment, discernment, and comprehension.
And the fourth principle is power. This is the capacity to act,
and the strength and courage to accomplish something.
These four principles combined makeup 8 smaller
characteristics which are service oriented, radiate positive
energy, believe in other people, lead balanced lives, life is
an adventure, synergy, self-renewal, and continue to learn.
All of these things help center a leader.
This information is taken from the hand out:
See Evidence #12

31. Student will show HDF 290 Sam Obolsky and Christi Brennan presented the 14 points
knowledge of the theory in HDF 290. This theory is based on a management
“14 Points / TQM” approach that consists of the idea every member of the staff
theory of leadership must maintain high standards of work in the company’s
by Deming operations. It’s
designed to improve the performance and effectiveness of
the companies, as well as adopt new ways of business. TQM
stands for time quality management. The 14 points are:

Create constancy of purpose for improving products and

 services.
Adopt the new philosophy.
Cease dependence on inspection to achieve quality.
End the practice of awarding business on price alone;
instead, minimize total cost by working with a single
supplier.
Improve constantly and forever every process for planning,
production, and service.
Institute training on the job.
Adopt and institute leadership.
Drive out fear.
Break down barriers between staff areas.
Eliminate slogans, exhortations, and targets for the
workforce.
Eliminate numerical quotas for the workforce and numerical
goals for management.
Remove barriers that rob people of pride of workmanship,
and eliminate the annual rating or merit system.
Institute a vigorous program of education and
self-improvement for everyone.
Put everybody in the company to work accomplishing the
transformation.

This information is taken from their presentation cited here:

A. (n.d.). Retrieved from
https://deming.org/explore/fourteen-points
See Evidence #13

33. Student will show HDF 290 In HDF 290, I did a presentation with Beverley on
knowledge of the Visionary leadership. A visionary leader is someone who
“Visionary focuses on and achieves a goal. From what I learned a
Leadership” (now Visionary leader is someone who understands complexity,
 often cited as produces results, has a strong motive, develops a value
“Transformational based opinion, develops goals to achieve that vision, and
Leadership”) theory engages in a way that reflects that vision.
by Sashkin This information is from:
Visionary Leadership. (n.d.). Retrieved from
https://www.scribd.com/document/30899523/Visionary-Lea
dership
See Evidence #14

35. Student will show HDF 290 Bethany Ramos presented on the “individuals in
knowledge of the organizations” theory in HDF 290. This theory centers
“Individuals in around single and double loop learning and 6 phases of
Organizations” work which are mapping the Problem, helping clients
leadership theory by internalize the map, testing the model, invent solutions,
Argyris interventions, and lastly study the impact. These phases
closely work with single and double loop learning. Single
loop learning is where when a problem arises, you already
have the project goals, plans, values and rules and they will
not be questioned. And double loop learning is where those
who are working question the problem and find a solution
themselves. Double loop learning is more optimal because it
allows workers to be more flexible and think on their own.
This information is taken from Ramos’ slide cited here:
http://infed.org/mobi/chris-argyris-theories-of-action-double
-loop-learning-and-organizational-learning
See Evidence #15

37. Students will HDF 290 This theory was presented by Charlotte Gardner and Joe
demonstrate Lefebvre in HDF 290. This theory shows that a good way to
knowledge of the “4 be an ethical leader is by focusing on Value, Voice, Vision,
V’s” theory of and Virtue. It helps all members/leaders of society to meet
leadership by Grace their goals. By focusing on these it helps leaders build their
 (Center for Ethical communication skills, direction, purpose, and commitment
Leadership) to good. A good example of this kind of leader is Dr. Martin
Luther King.
This information was taken off their slide which is cited
here: Concepts and Philosophies. (n.d.). Retrieved from
http://www.ethicalleadership.org/concepts-and-philosophies
.html
See Evidence #16

39. Students will show HDF 290 Presented in HDF 290 was Situational Leadership where we
knowledge of the learned it’s a theory in which there are no right leadership
“Situational styles. There are four main leadership styles and those are:
Leadership” theory Telling/Directing, Selling/Coaching,
by Hersey & Participating/Supporting, and Delegating. In telling and
Blanchard. directing the leader tells everyone what to do and how to do
it. This style is best used in emergencies. In selling and
coaching, Leaders “sell” their ideas to in order to get
followers to buy into their process. This is apparently the
best style. The third style, participating and supporting is
when leaders leave major decisions in the hands of their
workers. And the fourth style is Delegating. This is where
leaders are technically “responsible” for there team but a
take a very hands-off approach..
This information was gathered from Anthony and Kacelins
handout. A major slide is used as Evidence 2 and it is cited:
Cherry, Kendra. N.D. “How Does the Situation Influence
Leadership?” ​Very well Mind,​ Verywellmind,
www.verywellmind.com/what-is-the-situational-theory-of-l
eadership-2795321​.
See Evidence #17

41. Student will show HDF 290 The relational leadership model was presented by Jordyn
 knowledge of the Sheeley and Ally Olsen in HDF 290. They taught us that
“Relational The relational process includes attempting to change or
Leadership” model make a difference for the common good collectively.
by Komives, The five main components of the model are Inclusive,
McMahon & Lucas Empowering, Ethical, Process-oriented, and Purposeful.
There are also three sub-components which are Knowing,
Being, and Doing.
This information was taken from their presentation cited
here: “Another Leadership Model.” What Is Relational
Leadership? (Leadership Questions and Answers), Bacal
& Associates, 2016,
leadertoday.org/faq/relational.html.
See Evidence #18

102. Student will show HDF 290 In HDF 290 there was a presentation of decision making.
knowledge of at During it we learned there are 6 decision-making methods
least five decision called the 6 C’s. The first C is Construct. This is where one
making methods makes a clear picture of what must be decided. The second
C is Compile. This is where one compiles a list of
requirements that must be met. Collect is the third C and
this is where you collect information on alternatives that
meet the requirements. The fourth C is Comparing
alternatives that meet the requirements. The fifth C is
Considering the “what-if” scenario. And the last C is
Commit to a decision and follow through with it.
This information is from the presentation cited here:
http://meetingsift.com/5-useful-methods-for-group-decision-
making/
See Evidence #19

104. Student will show COM 100 When I took Com 100 we went over the 5 problem solving
knowledge of at methods. These are Define and delineate the problem this
 least five problem allows the group to decide, agree, and understand the
solving / conflict problem. Second is to Analyze the problem which allows
management them to determine the direction of solving the problem.
methods, as well as Third is to Identify alternative solutions so the group can
understanding the brainstorm multiple ideas to solve the problem. Fourthly,
roots of conflicts Evaluate the proposed solution and carefully consider each
alternative and reject those that don’t seem feasible. Lastly,
Choose the best solution where every member evaluates and
agrees on the best solution.
See evidence #20

114. Student will describe HDF 290 MTH 105 In both HDF 290 and MTH 105 I was able to hand in an
examples of giving assignment and receive feedback from professors or fellow
and accepting students. After looking at the corrections I was able to
feedback. evaluate what I did wrong and reflect on how I can do better
on the next assignment. On the next assignment, I was able
to do substantially better showing how I was able to accept
feedback. Attached is a rubric from my HDF 290 essay. It
shows what I need to work on and I was able to take that
advice and greatly improve on the next similar essay.
See Evidence #21

131. Student will describe COM 100 In my Com 100 class, we were assigned a group project. I
personal examples of imminently took the leadership role and made a group chat
using techniques to to set up a meeting time and place to establish roles for each
work effectively part. We decided to do a presentation on Syrian Refugees
with difficult people and as we progressed it became clear that one member of
the group did not want to contribute as much. He wouldn’t
show up to the meeting or do his share of work in the group
document. I was able to talk to him personally and he
brushed the confrontation off reassuring us the work would
get done. As we got closer to the deadline the group went to
 him addressing the same issue I addressed and we were able
to work out a time where he was sure to come and do his
share. The evidence I used is the group document we used
and it shows the parts each member was supposed to
contribute to.
See Evidence #22

143. Student will describe URI 101 WRT 104 For both Wrt 104 and URI 101 I needed to do professional
personal examples of interviews on different people. For my URI 101 class, I
planning and chose my Professor that taught my biblical studies class, Mr.
conducting Mook. For my WRT 104 class, I had to choose someone
interviews (as the who worked in construction. Both interviews were very
interviewer) different but very formal. I arranged meetings with both of
them and drafted a long list of questions. I decided to record
both interviews to make sure I didn’t miss any information.
The interviews definitely helped me see what other
interviews look for. It was an interesting experience
especially going when many students are preparing for
interviews themselves.
Attached is part of the interview questions and answers in
an essay format.
See Attached #23

144. Student will Internship When I went into my internship interview I wanted to
demonstrate prepare as much as possible. I did a lot of research on what
knowledge of interviewers are most likely to ask and I made a document
preparing for and where I answered each question in a professional way. I
effective answers in practiced much time to remember the answers and reply in a
interviews (as the professional way. Attached is a few questions I found and
interviewee) my answers to them.
See Evidence #24
145. Student will describe internship One of my most recent professional interviews I
personal examples of underestimated how serious the interview was due to it
preparing for and because an internship on campus, therefore, I decided I did
being interviewed not need to prepare for it as much as I normally do. I still
was respectful and professional in the email exchange and
during the interview process however, I did not go over any
of my practice questions. When I sat down there were two
interviewers and they took turn asking me difficult but
acceptable questions. I was able to speak eloquently for the
most part however it taught me a huge lesson to never
underestimate how serious an interview could be.

147. Student will describe HDF 290 APO I have done countless group projects but one of the most
personal examples of recent ones was in HDF 290. I worked with a classmate
working in Beverley to come up with a presentation on Visionary and
collaboratives/coaliti Transformational leadership. This is attached as evidence
ons and we were able to work collaboratively on it. We met up
on several occasions to work on the project and were able to
each do a good amount of work. Another collaborative way
I’ve worked is with my fraternity APO. Every event we do
or meeting we have it’s always a group effort to get tasks
done. It’s a really good form of group effort and it shows
how important each member is.
See Evidence #25
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