Final Inventory 2019

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Gabrielle Hummel

Date Enrolled: 2015
Date of Graduation: May 19, 2019
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
Leadership Inventory Revised 08/22/2017 1

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

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

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

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

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

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

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

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First‐Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport ‐ Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course PSC 304: Introduction to Public Administration
COM 322: Gender & Communication option) PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory (capstone option) THE 221: Stage Management
COM 385: Communication and Social Influence HDF 413: Student Organization Leadership Consulting THE 341: Theater Management
HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
 Time management
 Organization
1. Know Yourself  Self care
 Self discipline
Lead Others  Strengths  Perseverance
 Weaknesses  Develop and maintain family,
 Values PROGRESS
interpersonal, and intimate relationships
 Needs  Academic, social, personal goals and
P  Styles
R objectives
o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
RE-EVALUATE R
S
former stages E
as you progress S
4. Develop and Refine
Skills S
 Leadership theory and

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

OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words “goals” or “curriculum areas” may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the “additional experiences”
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the “descriptive notes”
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence
that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation letters—anything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your evidence to
include in your Portfolio.
Outcomes completed:
In HDF 190 In HPR 412
In HDF 415 In HDF 492
Revised in HDF 415
1. 1 17. 27 33. 69 49. 113 65. 141
2. 2 18. 28 34. 71 50. 114 66. 142
3. 3 19. 37 35. 87 51. 119 67. 143
4. 4 20. 38 36. 88 52. 120 68. 144
5. 5 21. 39 37. 97 53. 121 69. 148
6. 6 22. 40 38. 98 54. 122 70. 149
7. 7 23. 41 39. 99 55. 127 71. 150
8. 8 24. 42 40. 102 56. 128 72. 151
9. 9 25. 43 41. 103 57. 129 73. 152
10. 10 26. 44 42. 104 58. 130 74. 153
11. 11 27. 45 43. 105 59. 131 75. 154
12. 12 28. 46 44. 106 60. 132 76. 155
13. 13 29. 47 45. 107 61. 133 77. 158
14. 14 30. 48 46. 108 62. 138 78. 159
15. 17 31. 49 47. 109 63. 139 79. 160
16. 18 32. 50 48. 110 64. 140 80. 161
Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a HDF 190 Civic Engagement Leader, Service In HDF 190, we learn how to see ourselves as leaders. My experience throughout this class has been
minimized need for approval Chair, Alternative Spring Break very reflective. As we move through the curriculum and learn more about leadership theories, I have
Leader been able to understand more about myself, seeing myself and my own experiences within these
theories. This began for me when I determined my top strengths and values. By taking these tests, I
was given something concrete to remain aware of as I led others and existed in relationship with them.
As this class helped me to know myself, both as a leader and as an individual, I have learned to rely
less on the approval of others. I know who I am, I know what I’m good at, and I know what is important
to me. None of these things change according to the opinion others hold of me. I find myself able to
make decisions without consulting others or worrying about whether or not they will approve. My
additional experiences include civic engagement leader, the Service Chair of Phi Sigma Sigma, and
the Alternative Spring Break leader. These are all leadership positions I have recently been given, and
I have been asked to make decisions and pitch ideas while acting as each of these positions. HDF 190
has given me the self-assurance and confidence I need to do this well and easily. Similarly, after being
elected Vice President of my sorority, Phi Sigma Sigma, I was given the opportunity for the first time to
make decisions that affect hundreds of opinions. Because all inter-chapter workings are my
responsibility, all decisions that affect the chapter go through me before they are made. Similarly,
almost all communication between the executive board and the rest of the chapter goes through me.
For the first time, I had to make decisions for the common good of a large group of people, rather than
decisions that would appease a small group. I am used to leadership positions that have me leading
over a few dozen people maximum, while this position has me leading over nearly two hundred people.
Because such a large group of people must be taken into consideration, the majority of my decisions
are a compromise, and do not technically appease any specific individual or group of people. As a
result, I have learned to reframe my perspective on leadership in large group settings. If my decisions
are the best ones for the chapter, if they keep the safety of each sister in mind, then I am not bothered
by the number of girls who are upset that they did not get their exact way. It is my responsibility as Vice
President to make sure that the values and rules set forth by our headquarters are being followed, and
it is my priority to ensure the safety and wellbeing of each sister. I judge my own leadership by my
ability to align my actions with these priorities, not by how happy the chapter is with my decisions.
See evidence #1
2. Student will demonstrate personal, HDF 190 I came to college from a college preparatory high school, and as a result I underestimated the difficulty
organizational, and academic examples of of the transition from high school to college. Because of the overwhelming workload I was used to from
self-discipline high school, I expected the workload of college to be manageable. However, I was not used to the
schedule and structure of college, nor had I considered the obstacles of homesickness and social
temptations. Throughout the first semester of college, I quickly learned that my study habits and

priorities would need to change in order for me to succeed. I learned that I needed to dedicate
significant time to studying and homework, and that I would often have to do work that wasn’t explicitly
assigned in order to achieve my goals. Self-discipline had never been an issue with me, but I suddenly
needed to learn how to turn down or remove myself from social situations that I was now surrounded
by. I had to physically remove myself from environments that did not promote productivity, which meant
going to the library or study lounges to get work done. Also, I had to learn how to organize myself well.
Throughout the semester, I learned that being very detail-oriented with my schedule and organization
was the best way for me to get my work done. This meant that I kept an hourly schedule of my day
every day that I followed strictly. This allowed me to manage my time well and clearly, and also gave
me a solid structure that helped me to prioritize. As a result, I can make time for academics, friends,
and myself without making any significant sacrifices.
I came to college from a college preparatory high school, and as a result I underestimate the difficulty
of the transition from high school to college. Because of the overwhelming workload I was used to from
high school, I expected the workload of college to be manageable. However, I was not used to the
schedule and structure of college, nor had I considered the obstacles of homesickness and social
temptations. As a result, I found myself needing to practice self-discipline personally, organizationally,
and academically. Throughout the first semester of college, I quickly learned that I needed to dedicate
significant time to studying and homework, and that I would often have to do work that wasn’t explicitly
assigned in order to achieve my academic goals. Self-discipline had never been an issue with me, but I
suddenly needed to learn how to turn down or remove myself from social situations that I was now
surrounded by. I had to physically remove myself from environments that did not promote productivity,
which meant going to the library or study lounges to get work done. In terms of organization, I had to
completely re-invent my organization system. Throughout the semester, I learned that being very
detail-oriented with my schedule and organization was the best way for me to get my work done. This
meant that I kept an hourly schedule of my day every day that I followed strictly. This allowed me to
manage my time well and clearly, and also gave me a solid structure that helped me to prioritize. As a
result, I can make time for academics, friends, and myself without making any significant sacrifices.
Before college, I have had a history of starting to organize myself efficiently, and then slack off and
forget to keep up with my planner or to-do list after a few weeks. However, I have learned that taking
time at the beginning of every week to map out everything I need to do, all my classes, meetings, and
plans, has helped reduce my anxiety and stress about my long to-do list and has prevented me from
missing any due-dates or meetings. By staying on top of my meticulous organization system, I am able
to get things done well and on time. In terms of my personal life, my tendency to overcommit myself
has been the greatest obstacle in respect to self-discipline. My freshman fall semester, I did not get
very involved, and found myself not liking college very much. I hadn’t found my place at URI, hadn’t
found the people that I could best relate to, and was studying a major that I would eventually realize
wasn’t the best fit for my skills and passions. The next semester, I got very involved, joining multiple
clubs, beginning my leadership minor, and changing my major. I rushed a sorority, became involved
with the Alternative Spring Break program, applied to be a Civic Engagement Leader, joined a slam
poetry club and began competing at poetry slams in Providence, eventually joining a slam team that
would represent Providence at an international competition. By getting involved, I fell in love with my
campus, learned more about myself, and met people I consider to be life-long friends. Because of my
success during this semester, I committed to leadership positions in nearly every organization I was
involved with, and entered my sophomore year excited and busy. I rapidly learned that I could not
balance all of my extracurricular commitments, my on-campus job, and my nearly full academic
semester, especially not if I also wanted to make time for the people I cared about and get a healthy
amount of sleep. My sophomore year, I practice self-discipline by learning how to prioritize. I learned
which extracurriculars were the most important to me in terms of potential for growth and their
alignment with my values and interests. I became less involved with the organizations that were less
important to me, and shortened my list of commitments to the select few I cared the most about. This
gave me the ability to remain involved, and gave me the time and energy to be the best leader I could
be in the organizations I stayed with. It also allowed me to be involved without sacrificing my grades,
work hours, or wellbeing.
See evidence #2
3. Student will demonstrate the ability to ENG 263 AS220 Youth Grandslam I have learned that one of the most effective ways for me to manage/understand my emotions is to
manage emotions write about them. This way, I have a physical representation of what I am feeling. This allows me to
create something “good” out of an experience that is potentially negative. It is an empowering way to
keep a negative experience from consuming my day, because I used it to accomplish something.
Throughout ENG 263, I studied how different poets used poetry throughout history to manage their
emotions, and was challenged to write pieces inspired by their thought process. This class kept me
writing, which grounded me throughout the transition period of my first semester. Throughout my
freshman year, I went to Providence as often as I could to attend poetry slams at AS220, a venue in
downtown Providence for local artists. ProvSlam, the Providence-based slam poetry organization,
hosts poetry slams every other Thursday there, a monthly one for youth poets and a monthly one for
adults. Eventually, I built up the confidence to perform, and actually won the October youth slam. After
this, I was invited to compete on the final stage in February, which would reward the top five poets with
a spot on the 2016 Brave New Voices Providence team. Brave New Voices is a renowned,
international slam poetry festival, and the only poetry slam of its kind for youth poets. The festival
consists of teams of up to five youth poets, which represent a city around the world. In February, I
placed in the top five on final stage, and was given a spot on the Providence team. Every Friday for the
next few months, I traveled to Providence to write, workshop, and edit. We told our stories to one
another, and inspired each other to channel our emotions and experiences into our writing. The sense
of accomplishment and respect that came with being invited to such a renowned competition reminded
me that anything can be turned into something productive and positive.
See evidence #3
4. Student will demonstrate knowledge of URI 101 During URI 101, we discussed stress management methods as well as on-campus resources that can
stress management methods help us with stress management. The first stress management method we discussed was positive self-
talk. Positive self-talk helps people calm down and control their own stress-levels. An example of this is
saying “I’ll do the best I can” instead of “I can’t do this.” This increases an individual’s positivity and also
removes some of the pressure related to stressful tasks by creating realistic expectations of one’s own
self. The next method we discussed was called “emergency stress stoppers.” There are many
examples of this. An emergency stress stopper is something you can do on the spot when stress
becomes overwhelming. An example of this can be counting to ten before speaking, going for a walk,
or breaking big problems into smaller parts. The third method we discussed was doing something
enjoyable. Our URI 101 mentor recommended that we do at least one thing very day that we enjoy,
even if it is only a few minutes. Finally, we discussed relaxation methods. Relaxation methods calm
both the body and the mind. An example of a relaxation method could be yoga or meditation.
See evidence #4
5. Student will demonstrate the ability to URI 101 Phi Sigma Sigma, The first step of stress management that works best for me is reframing my perspective on stressors.
manage stress Often, when I am overwhelmed or stressed, there is a piece of me that tries to convince myself that I
will never be able to get everything done well. For example, if I’m stressed about an exam, I tend to get
overwhelmed and think I’ll never get the grade I want. Reframing this and allowing myself to accept
that the best I can do is enough for me motivates me to put my best work in. If I studied hard and well,
whatever grade I got is something I can be at peace with, and I will learn what I need to do for the next
exam if the grade I got isn’t fantastic. Similarly, the emergency stress stopper that works best for me is
breaking big things down into smaller things. For example, my to-do list for finals week is never “Study
for Political Science,” instead, each chapter/subject I need to study is listed as its own separate thing.
This feels more manageable to me, and I am less likely to get stressed and overwhelmed before I even
start to work. Similarly, it allows me to cross more things off my to-do list, and that sense of
accomplishment helps to alleviate some stress. Finally, I have learned to stop overcommitting myself. I
have shortened my list of involvements into things that matter most to me and things that promote
growth. Similarly, I make sure that I do not book my schedule so tightly that I sacrifice my sleep, as I
have learned that I get less stressed on a good night’s sleep than I do when I am exhausted.
See evidence #31

6. Student will express a personal code of HDF 190 StrengthsQuest, VIA In HDF 190, we took tests that helped us to determine our top strengths and values. I used these
leadership / membership ethics assessments to help me determine my personal code of leadership/membership ethics. Ethics are at
the core of leadership. What I consider to be ethical is at the heart of every leadership decision I make.
My personal leadership style is very individual-based, and the motives behind my leadership focus on
the community. While I work with individuals in a group to help them to recognize their own strengths,
the common good is always a priority to me. My personal code of ethics related to my leadership style
considers confidentiality to be extremely important and values respect and trust. It would be expected
of everyone in a group I am leading to treat one another with an equal amount of respect and patience,
and group discussion would be centered on a goal of understanding and hearing one another’s
perspectives.
See evidence #5
7. Student will demonstrate practice of the HDF 190 Phi Sigma Sigma In HDF 190, I learned about my top strengths and values, which I then took with me into my leadership
personal code of ethics position of Vice President of my sorority, Phi Sigma Sigma. As Vice President, all inter-chapter
workings are under my jurisdiction, including the executive board. Being on the executive board of a
sorority, especially one as large as mine, is an extremely stressful, time-consuming, and often
thankless position. All twelve members of my board is under constant scrutiny, and must deal with the
criticism of general members. We have nearly two hundred girls in our chapter, all of which have strong
opinions about the way in which things should be run, and most of which disagree with each other.
Running a chapter this large involves a lot of compromise, which often results in a lot of dissatisfied
sisters, who expected their ideas and only their ideas to be implemented. As a result, there is a lot of
tension within the executive board. We bring the stress that comes from the chapter to our meetings,
we argue over decisions and leadership styles, and we complain to one another. As Vice President, it
is my responsibility to get this tension under control. I expect the girls on my board to treat each other
with respect, regardless of how they feel about one another’s opinions. I expect each member of my
board to earn the rest of the board’s trust by acting congruently with the values we have agreed upon,
and by respecting the jurisdiction of each girl’s position. When there is conflict, I work to resolve it
quickly, professionally, and completely. I help each board member make decisions, and I help each
board member communicate their ideas and decisions to the chapter. Most importantly, I lead each
executive board meeting with the expectation that each voice will be heard, and respected.
See evidence #32

8. Student will express a personal values HDF 190 VIA results In HDF 190, we took an assessment that helped us identify our top values. Defining the values I hold
statement (Sources = VIA, values closest to my heart helped me to create a personal value statement. For me, these values are as
clarification exercises, etc.) follows: appreciation of beauty and excellence, honesty, kindness, judgement, and fairness. These five
values come together to create my personal value statement, which has helped me to be a leader in
my everyday life, not just while actively holding a leadership position. My personal value statement
reminds me to remain open and positive. Appreciation of beauty and excellence allows me to see the
good in all situations and all people, which especially helps me in the context of relationships by
allowing me to both recognize and communicate my appreciation for other people’s strengths and
stories. Honesty is the core of my value statement. It reminds me to remain true to myself through
everything. I don’t believe that I can expect the respect that is necessary for effective leadership if I am
not genuine with myself and those around me. This also works alongside kindness. I want everything I
do to make the life of another person better or easier. Focusing my energy on the needs of others
allows me to create a better community around me and inspires the values I hold close to my heart in
other people. Judgement and fairness help me to make decisions that are best for the common good.
See evidence #6
9. Student will demonstrate practice of the HDF 190 URI 2016 Alternative Spring Break My first semester of freshman year, I applied for a spot on an Alternative Spring Break trip to Santa Fe,
personal values statement New Mexico. I got a spot on the trip, and have since been preparing for the trip during weekly
meetings. I applied for this trip because I knew how valuable time and compassion could be to
someone in need. I recognized that my spring break was a week of free time that I had to offer, so I
wanted to give it to a community in need. I am excited for this opportunity, because it is going to allow
me to hear the stories of people who come from a lifestyle I have never experienced. This will help me
to live more compassionately.
See evidence # 7
10. Student will demonstrate the ability to Kairos Retreat My junior year of high school, I was asked to plan and lead a four day retreat for the majority of my
lead a project from start to finish (follow- ASB graduating class. This involved a year of planning the details of each activity, dividing my graduating
through) class into small groups, writing a forty five minute talk on the topic of “Knowing Yourself,” and leading
small group discussions and reflections. My team of six other students and I spent over a year planning
and organizing every detail of each four day retreat, and in February of 2015, we led the retreat. Both
retreats were extremely successful.
My freshman year of college, I became involved with URI’s Alternative Spring Break trips as a
participant, and traveled with the organization to New Mexico for a week of service. Shortly after
returning to Rhode Island after this week, I was invited by the returning student trip leaders on the New
Mexico trip to be a student trip leader for the following year. I entered into this experience with three
other students, without a location or trip theme in mind. Together, we decided on a trip theme: human
rights. With this theme in mind, we identified a short list of potential locations. Because the organization
we work through always dedicates two days of the week to a local Habitat for Humanity, we then
shortened the list by contacting the most local Habitat for Humanity chapters to each potential location.
After we identified with locations were viable options for us, we decided to take a trip to Flint, Michigan,
because we felt extremely strongly about the water crisis the people of Flint have been and continue to
face. With this decision in mind, we began to research about other service organizations in the general
Flint area, communicate with people who have traveled to the area before, and advertised in
preparation for our recruitment period once the Fall 2016 semester began and applications opened up.
After the applications opened, the other student leaders and I reviewed all the applications and
conducted interviews, first a group interview and then an invite-only individual interview. The four of us
then selected a team of 18 students. Once this team had been selected, we began conducting weekly
meetings that consisted of opportunities for the students to get to know one another and build
relationships, become informed on the Flint water crisis as well as other issues related to Michigan,
and plan and prepare for fundraising. Similarly, throughout this time we had meetings with all trip team
leaders and advisors that helped us to organize ourselves. Also, we contacted multiple potential
housing opportunities, looking for an affordable and safe option for us. By the time spring break had
arrived, we had approximately five months of weekly meetings that had our students informed about
the situation they would be working with and comfortable with the group they were traveling with. We
also had a full itinerary planned in which each day was filled with various service opportunities in either
Flint, Detroit, or Ann Arbor. We had arranged for housing that had necessities such as showers, a
kitchen we could access, and Wi-Fi. We had also planned multiple fundraisers that allowed our
students to afford the trip and created a budget that allowed us to afford everything we needed to
purchase throughout the week. After returning to Rhode Island from Michigan, we led another meeting
centered on Reorientation, which gave our students the ability to answer the question “what now?” We
planned to have informative and fundraising booths in the Union, where they could sell stickers they

designed to raise money for Flint. We also gave the students a list of organizations they could get
involved with on or around campus so that they could continue working in service.
See evidence #8
11. Student will describe goals and objective HDF 492 URI Service Corps As my senior year of college comes to an end, I am beginning to define for myself goals and objects
statements regarding personal issues, related to personal issues, career issues, and community issues. HDF 492 has helped me do this by
career issues, and community issues giving me an opportunity to reflect on my last four years here at URI, and help me lean on my past
experiences as I begin to make decisions that determine my future. In terms of my personal life, I am
ending college with a new perspective on my romantic, platonic, and family relationships. I am making
it a very clear goal for myself to surround myself with people who are supportive, and to in term support
those around me. It is a goal of mine to set boundaries for my personal relationships that keep me
safe, and to stick to them. However, it is also a goal of mine to open myself up to more vulnerable
relationships and experiences. I hope to act in accordance with my wishes. For example, rather than
simply wishing I was closer to my parents and siblings, I am making it a goal of mine to actively work
toward forming a closer relationship with them. Related to my career, I am currently still applying to
positions that will allow me to utilize my skills, and that also align with my passions and ethics. I have
made it a goal to find a career that I find fulfilling, and to be patient until I find such a job. Related to
community issues, I am trying to find ways to immerse myself in service outside of college. While a
student, it was relatively easy to remain committed to my values of service because I could join
organizations that would hold me accountable, such as URI Service Corps. Without this structure, I am
relying entirely on myself to remain active in the service of my community. It is my goal to complete a
service activity at least once a month, even outside of college.
See evidence #53

12. Student will show evidence of goals and HDF 190 URI 101, URI Feinstein Experience, After participating in a mandatory URI Feinstein Experience event through my URI 101 class, I was
objectives that were planned and Civic Engagement Leader Program introduced to the Civic Engagement Leader Program. Immediately, I was interested in applying to be a
achieved Civic Engagement Leader. Civic Engagement Leaders are responsible for planning, organizing, and
leading community service events throughout the school year with the goal of integrating community
service with academic study. This opportunity would tap into my passion for service and also provide
me without outstanding opportunities to practice my leadership skills. After deciding that I wanted to
apply, I got in contact with students who I knew either were currently Civic Engagement Leaders or
students who had been in the past. I asked them their opinion on the program and also for advice on
how to get through the application program. During the spring semester, I began a relationship with the
professor who is in charge of the URI Civic Engagement Leader Program through an Alternative Spring
Break in which we both participated. I expressed my interest in applying to the program to her and we
had multiple conversations about where I would best fit within the program. Once I returned to campus
after spring break, I applied to the program. Once my application was received, I attended a group
interview. After this experience, I was moved into the second round of interviews. At this time, I was
interviewed individually by the Civic Engagement Leader intern in charge of the Education Team, which
was the team for which I applied. A few days after this interview, I received my acceptance letter into
the program.
See evidence #9
13. Student will show knowledge of the PSY 113 In PSY 113, we learned about Maslow’s Hierarchy of Needs Theory. Maslow’s Hierarchy of Needs is a
“Hierarchy of Needs” theory by Maslow theory that humans have a series of needs, some of which take precedence over others. Humans are
motivated to fulfill all five tiers of human needs, but cannot fulfill one without fulfilling those beneath it.
The most basic of these needs is Physiological, which includes things such as food, water, warmth,
and rest. The next tier is Safety needs, such as security of body, employment, resources, etc. These
two tiers comprise the basic needs of all human beings. Next, beginning the psychological needs, is
the sense of belongingness and love. This includes intimate relationships and friendship. The fourth tier
is esteem, which includes confidence and respect. Finally, the fifth tier is self-actualization, which
comes when one achieves their full potential. This final tier relates to creativity and morality. All
humans, according to Maslow, have the desire to move up the hierarchy and achieve self-actualization.
However, many people fail to reach this tier because they do not meet lower level needs. Similarly,
many people move back and forth between the different types of needs as they move through different
life experiences.
Maslow, A. (1943). A Theory of Human Motivation. Psychological
Review.
See evidence #33
14. Student will show application of Maslow’s PSY 113 In PSY 113, we learned about Maslow’s Hierarchy of Needs Theory, which describes five hierarchal
theory to own life tiers of human needs. At the base of the hierarchy is the most basic of human needs, and each need
must be met before the next tier can be met. I could easily apply this theory to my own life after my
senior year of high school, as my most basic needs were for the first time not met. During the Spring of
my senior year of high school, I returned home from a four-day retreat late on a Wednesday night.
Overnight, a freak accident left my high school without power, and school was cancelled for me the
following Thursday. Around 8am that Thursday morning, after my family had left for work and school,
as I was trying to sleep in, my house’s water heater exploded, causing a house fire. The smoke alarms
did not sound, and I continued to sleep as the fire moved throughout the house. Eventually, I woke up
to a room filled with smoke, and was able to escape my dog or I got hurt. However, I lost everything. I
could not even keep the clothes on my back, as the smoke that I had moved though to get to the exit
had been toxic. I had no home, no belongings, no clothing. Even worse, the second tier, characterized
by safety, also was not met. I had completely lost my sense of safety, and began to develop symptoms
of PTSD. I was constantly in a state of panic, terrified by every sudden movement, loud noise, or
unexpected sound. The third tier, love and belonging, also suffered. The relationship I had been in for
years prior suddenly ended a few hours after the fire, and after a few months had passed I had lost
nearly every friend I had shared high school with. With all this loss, the fourth tier, characterized by
esteem, also suffered. I felt weak and like a failure for being so afraid, I felt unworthy after so many
relationships ended, and I grew cynical. Because none of my more basic needs were being met, the
final tier, self-actualization, was certainly not met. I did not feel grounded in who I was. However, with
time came healing, and I began to see these needs become met again. After a year of living in hotels,
we moved back into a home, eating legitimate meals, and, for the first time in a long time, we had
space to ourselves to reflect and relax. I became engrossed in things that helped me heal, and less
things caused me to panic over time. I accepted the end of friendships that were not good for me, and
put energy into forming closer relationships with other people, who I continue to consider my best
friends. I was honest, open, and trusting with them, and allowed myself to love and be loved in return.
Similarly, as less things caused me to shut down, I began to spend more time with family, putting more
energy into forming relationships with my younger siblings and parents. As I did this, I felt more and
more at peace with myself, feeling more confident and feeling proud of the things I was accomplishing.
With all of these needs met, I gave myself the opportunity to reevaluate my values and passions, and
became involved with opportunities that allowed me to practice these things. In this way, while doing
the things that made me feel most myself and most at peace, I reached the fifth tier of self-
actualization.
See evidence #34

15. Student will show knowledge of the theory
of Superleadership by Manz & Sims
16. Student will show application of Manz &
Sim’s theory to own life

17. Student will describe StrengthsQuest HDF 190, HDF 415 Gallup StrengthsQuest My Gallup strengths are empathy, connectedness, intellection, individualization, and input. Empathy is
Signature Themes, shadow side of unsurprisingly my top strength. Empathy makes me particularly god at seeing things from the
Strengths and/or weaknesses, and perspectives of others. It helps me to connect to other people by giving me the ability to come off as
examples of application (Source = Gallup) approachable, understanding, and judgement free. It helps me help others to express their emotions
and discover their own voice. At times, it can put me in dangerous situations, as I put the needs and
expectations of others above my own needs. It also has the potential to make my leadership style
come off in a way that makes boundaries unclear to those I am leading if I do not actively and
consciously work to maintain and identify those boundaries with those I am working with.
Connectedness helps me understand that things happen for a reason, and that everything works as a
part of something larger. This helps me reframe when I am working to complete a task to help me
understand which small steps must be taken in order to reach my goals. It also helps me recognize the
value of all steps. Intellection makes me very introspective. This allows me to think things through
before I act or respond, and gives me a passion and talent for problem-solving. For me, I believe, this
comes off in a way that makes me very analytical. I enjoy and am good at finding the most efficient way
to reach a goal. At times, this strength takes over, and I need to pull myself out of the details and rely
on my connectedness strength to look back at the big picture. My fourth strength is individualization. I
love to get to know other people on a deep and personal level. I find it extremely important to
understand the stories of other people, to recognize the perspectives from which they are looking at a
problem and to understand what values they hold close to their hearts. This helps me when working
with difficult people, or when organizing groups of people who are different from one another so that
they can work together well. Finally, my fifth strength is input. In other words, I have a strong passion
for learning. This strength keeps me intellectually motivated and interested, and makes me resourceful.
As is probably obvious, I am best at forming strong relationships with others. I am good at building
people’s trust, and I am to treat others in a way that empowers them. I feel that my strengths come to
the surface both when I am a leader, and when I am being led, as can be seen in HDF 190 and HDF
415. In HDF 190, as a member of a group of freshmen being led through our introductory leadership
course, I worked through the curriculum and activities by forming close relationships with the members
of my group, and finding ways for us to work together in a way that highlighted each of our strengths. In
times of conflict, I was often the mediator. Similarly, in HDF 415, as a peer leader, I formed strong
relationships to help guide my own students through FLITE. My students were eight extremely different
students, each with their own unique set of strengths and their own unique stories. At times, getting
them to work together was a challenge, and all eight students had moments where they needed to lean
on me as a leader more than usual. I handled these stages, both the good and the bed, by earning
their trust individually and as a group, and helping them reach their goals by giving them the
confidence in themselves and the resources they needed to achieve.
See evidence #10

18. Student will describe personal leadership HDF 190, CSV 302 VIA Results, MBTI TypeFocus As part of CSV 302, I took the MBTI TypeFocus assessment and found that I am an INFP. Similarly, in
style and/or personality style including Assessment HDF 190, I took my VIA assessment and discovered that my top values are appreciation of beauty and
strengths and weaknesses and examples excellence, honesty, kindness, judgement, and fairness. INFP stands for introvert, intuition, feeling, and
of application (Sources = Leadership style perception. I am someone who likes to work closely with others, form strong relationships based in
inventories, the L.P.I., Type Focus trust and communication, and work together to empower one another. My TypeFocus relates to my
(MBTI), LAMP, DISC, and other career leadership style very directly. Intuitive relates to the way I am extremely aware of the feelings of those
inventories, etc.) around me, and that my strength as a leader is in working to ensure that everyone feels confident in
their own ability to achieve, and included. This is also applicable to my ability to understand the energy
I am giving off myself, and my ability to re-center myself during times of high emotions to ensure that I
am someone that is giving off the message that I am approachable and trustworthy. In this way I am
extremely relational as a leader, and relate very much to the relational leadership model. However, this
style can sometimes come off as a weakness, because it does not come, for me, with the
assertiveness and confidence to take on the type of loud, direct leadership roles we see in movies and
are socialized to understand as “good” leadership. I can apply my leadership style, and the way my
personality type fits into it, to my experience working as a peer mentor in HDF 415. I was a successful
leader in this position because I managed to relate directly and individually to each student in my
group. This helped me earn their trust, and helped me understand their needs. As a result, as
challenges came up for the group and the individuals, I knew how to help them, and they trusted me to
help them. Similarly, I can apply this to my leadership style I hold at all times. I view leadership as
something that can be taken on at all times, regardless of whether or not I am actively working in a
group or currently holding a leadership title. I think living authentically and establishing my values as
the foundation for all of my decisions is an act of leadership, and it is something I am actively working
to be true. It is extremely important for me throughout all of my life to remember my top five values, to
take time to appreciate the good and beautiful in all things, to be honest, kind, fair, and to judge
situations logically.
See evidence #6
Outcome Category: Leadership Theories
19. Student will show knowledge of the
“Authority and Bureaucracy” theory of
leadership Weber
20. Student will describe personal application
of the above theory (Weber)
“Scientific Management” theory of
leadership by Taylor
of the above theory (Taylor)
“Management by Objectives” theory of
leadership by Drucker
of the above theory (Drucker)
25. Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
MacGregor
of the above theory (MacGregor)
27. Student will show knowledge of the HDF 190 The servant leadership model was designed by Robert Greenleaf and was discussed in HDF 190. It is
“Servant Leadership” theory of leadership founded in the idea that the servant-leader is as servant first. To be a servant-leader, one must want to
by Greenleaf first, rather than feel obligated to serve. The goal of the servant leader is to promote the growth of
those with which they are working/serving. In total, there are ten characteristics that make up the
servant-leader. These are as follows: listening, empathy, healing, awareness, persuasion,
conceptualization, foresight, stewardship, commitment to the growth of people, and building
community. Each of these ten characteristics are then separated into the category of either servant,
leader, or servant leadership. Listening describes the communication and decision-making skills
necessary for a servant leader to have, and how it is necessary for these skills to be grounded in a
commitment to listening to others. To be a servant leader, the will of the group must be understood,
and it is this goal that the servant leader must work toward. Empathy refers to the servant leaders
ability to understand others, and recognizes that people need to be accepted and celebrated. Healing
describes the ability of the servant leader to promote healing. Often, those who are being served by
servant leaders have experienced hardships that have broken their spirits. The servant leader works to
promote healing in others through their service. Awareness is the ability of the servant leader to
observe issues from an integrated and holistic perspective. The servant leader makes themselves
aware of the issues that need to be addressed, and are disturbed to the point of action. Persuasion
describes the ability of the servant leader to genuinely convince other people, rather than use their
position of power to coerce people in their intended direction. Conceptualization refers to the ability of
the servant leader to think beyond the day-to-day operations, and think in broader, more big-picture
terms. Foresight is the ability of the servant leader to understand lessons from the past and the realities
of the present, and predict likely outcomes of potential decisions. Stewardship refers to the dedication
of the servant leader to the needs of others. Commitment to the Growth of People refers to the
understanding of servant leaders that people have an intrinsic valuable beyond their physical
contributions as workers. Finally, Building Community, is the value of community servant leaders hold.
Servant leaders believe that building community between those working together is essential, despite
the move from local communities to large institutions.
Greenleaf, R. K. (1970). The Servant as a Leader.

See evidence #11
28. Student will describe personal application N/A Alternative Spring Break In the fall semester of my freshman year, I applied to be a part of a team of students travelling to Santa
of the above theory (Greenleaf) Fe, New Mexico for an Alternative Spring Break trip. After getting accepted onto the team, I spent a
semester preparing for this trip. Finally, once spring break came, I spent my week with 21 other
students and faculty members working with Habitat for Humanity, a food bank, a national forest, and a
Native American cultural reserve. Throughout my week, the servant-leader characteristic of awareness
was very clear. This model describes leaders who are aware as being “sharply awake and reasonably
disturbed.” This accurately describes how I felt throughout the trip, as the stories of the people I was
serving were heartbreaking. However, they were their realities. Using the servant-leader characteristic
of listening, I was able to get a greater understanding of the issues we had traveled to work with.
Listening allowed me to remain consistently aware of the importance of the work we were doing. It also
allowed me to keep my priorities in check and keep myself from getting lazy, negative, or selfish.
Similarly, the servant-leader characteristic of commitment to the growth of people motivated me to
apply and kept me involved and passionate throughout my week. This characteristic allowed me to
remain aware of how privileged I am to have the time and resources that I have. This made me feel the
need to use my time and resources in a way that benefits the lives of others. After this experience, I
was invited to become a Student Leader on future ASB trips. This gave me a leadership position
centered in service that allowed me to practice servant leadership. In this experience, I prioritized
awareness as I led. My co-leaders and I chose Flint, Michigan as our location in response to the water
crisis. This water crisis had been going on for years before we arrived in Michigan, and had affected
the lives of thousands of people. It was a highly political, racialized issue of human rights, and it was
extremely important to me that the students I was taking to this location were made aware of all factors
that went into this human rights violation. Similarly, Healing played a significant role, as nearly every
person we met throughout the week was desperate to tell their story. While we could not offer a cure to
lead poisoning, we could hear their story, recognize the truth vs. what had been portrayed by the
media, and promise to go home and spread their story. As a leader, I needed characteristics of servant
leadership I had not needed as a participant. An example of this is foresight. I needed to plan for every
potential situation. When helping design the budget, we had to prepare for every disaster we could
think of. When choosing our hosing, we had to keep things like whether or not it could guarantee clean
water, whether it had a shower, and how close it was to a walk-in clinic. Also, Building Community was
a characteristic I had not been responsible for as a participant. It was my job, along with my co-leaders,

to build community within our team during our weekly meetings, and to ensure that community
continued to be emphasized throughout the week in Michigan.
See evidence #12

“Principle Centered Leadership” theory by
Covey
of the above theory (Covey)
31. Student will show knowledge of the “14
Points / TQM” theory of leadership by
Deming
of the above theory (Deming)
“Visionary Leadership” (now often cited
as “Transformational Leadership”) theory
by Sashkin
of the above theory (Sashkin)
“Individuals in Organizations” leadership
theory by Argyris
of the above theory (Argyris)
37. Students will demonstrate knowledge of HDF 190 In HDF 190, we studied the 4-V Model of Ethical Leadership, published by Dr. Bill
the “4 V’s” theory of leadership by Grace Grace. This model is a framework that aligns internal beliefs and values with
(Center for Ethical Leadership)
external behaviors and actions. This comes together with the purpose of advancing
the common good. The four V’s are values, voice, vision, and virtue. Ethical
leadership consistently begins with the leader understanding his/her own values. As
a result, the top of the triangle that is the 4-V model is Values, representing the
starting place for learning about Ethical Leadership. Next, vision is the ability to
look at things from the perspective of justice. Voice, the third point of the triangle,
describes the action of communicating an ethical leader’s vision to others in a clear,
authentic, convincing, and inspiring way that motivates them to action. Virtue, the
center of the triangle, describes the ethical leader’s ability to become what he/she
practice.
In HDF 190, we studied the 4-V Model of Ethical Leadership, published by Dr. Bill
Grace. A year later, while interviewing for a Peer Leader position in the 2017 HDF
190 class, I gave a presentation on this model during my interview. This model is a
framework that aligns internal beliefs and values with external behaviors and
actions. This comes together with the purpose of advancing the common good. The
four V’s are values, voice, vision, and virtue. Ethical leadership consistently begin
with the leader understanding their own values. As a result, the top of the triangle
that is the 4-V Model is Values, representing the starting place for learning about

Ethical Leadership. Next, vision is the ability to look at things from the perspective
of justice. Values and vision are connected by the component of service, meaning
that a leader’s values come to life through the leader’s service, revealing the leader’s
vision. Next, Voice, the third point of the triangle, describes the action of
communicating an ethical leader’s vision to others in a clear, authentic, convincing,
and inspiring way that motivates them to action. The component that connects
Vision to Voice is polis, which means that when a vision is given voice, it becomes
political, and the general society is affected by the leadership. Virtue, the center of
the triangle, describes the leader’s ability to become what they preach by acting in
accordance with the common good.
Grace, B. (2017). Center for Ethical Leadership. Retrieved April 15,
2017
See evidence #13
38. Student will describe personal application HDF 190 I applied to 4 V’s of ethical leadership when serving as a student leader for URI
of the above theory (Grace) Service Corps. It is extremely important to consciously ground your leadership in
ethics while working with service trips, because it is extremely easy to accidentally
serve in extremely unethical ways that exploit those that are being served. Similarly,
it is easy to create a dependency in the communities that are being served, rather
than helping those communities develop a sustainable and self-efficient community
that does not require the volunteerism of outsiders to exist. As such, I began my
experience by identifying values, and actively discussing these with my co-leaders
in order to ensure that we held each other accountable in making ethical, value-
based decisions related to service, and that we educated our participants on the
importance of this. By doing this, we together established a vision that operated as a
framework by which we intended to plan and lead our service. We developed plans
to educate ourselves, and subsequently our participants, on ethics related to pictures
and social media, the types of organizations to dedicate our time and money to, the
importance of serving in a way that empowered those being served, rather than
giving us an opportunity to speak over other people, etc. This describes our voice, as
we worked to take those defined values that we had incorporated into our vision for
our service trip, and learned how to teach them to our participants in a way that
ensured that all students involved in our trip served in a way that was ethical.
Meanwhile, virtue, to me, was something that was extremely personal. I believe all
four leaders on each of my trips, myself included, worked extremely hard to remain
consistently conscious of the values we wanted to represent, both to the
communities we wanted to serve as well as to our peers and participants. We
worked hard to stay true to our word, to lead and serve authentically, in order to
represent our virtue appropriately.
See evidence # 12

39. Student will show knowledge of the HDF 492 The Situational Leadership Theory by Hersey and Blanchard includes four
“Situational Leadership” theory by Hersey categories that a leader can fall into. These four categories range from high to low
& Blanchard
directive behavior and high to low supportive behavior on a bell curve. Delegating
is when there is low directive and low supportive behavior. This means that the
leader is not giving much support, believing that the group can handle it without
the direction or support from a leader. supporting is when there is low directive but
high support. Here, a leader is very supportive, but doesn’t give much direction,
allowing the individual or group to take on the lead themselves. Coaching is when
there is high support an d high directive. Here, the leader is very supportive, and
also gives a lot of direction on how to get something done. This usually happens
early on in the relationship or leadership position. Directing is when there is low
support but highly directive behavior, meaning that all the leader does is give
directions on how to complete something. All of the above leadership styles relate to
stages of development or the group, with delegating being the most highly
developed and directing being the least develop. It is also dependent on the
relationship between the group and between the group and the leader, and on the
difficulty of the task. There is also a maturity component, as delegating is the most
mature and directing is the least mature.
Hersey, P. & Blanchard, K. H. (1969). Life-cycle theory of leadership. Training and Development
Journal, 23, 26-34.
See evidence # 46
40. Student will describe personal application HDF 415 As a FLITE peer mentor, I applied situational leadership as I adjusted my leadership
of the above theory (Hersey & Blanchard) style to meet the development of the group and the needs of the individual. Initially,
in the first few weeks of this semester, I definitely took on the coaching position. I
was extremely involved with my group, worked hard to be extremely supportive,
and went into intense detail about how to complete each task that was expected of
them. from being extremely involved in class activities to sending homework
reminders the night before assignments were do, I was extremely involved in my
students lives. Slowly, I transitioned into the supporting role. I remained as
supportive and present for my group, but I spent less time explaining every detail of
an activity to my students, and gave them the chance to understand and lead
themselves. For a short period of time, I took on the directing role, especially during
their group activity. I helped them understand the expectations of the assignment,
and was present to answer their questions, but I took a noticeable step back from
each of my students, almost forcing them into their own leadership roles within the
group. Towards the end, as I began to see my group developing their own
leadership style and understanding how to work together effectively without my
guidance, I took on the delegating role. Here, I allowed them to lead themselves,
offering them little direction or support, mostly sitting back and watching them
grow. This was an extremely exciting process for me, as I watched eight students go
from excited students with everything to learn about themselves and about

leadership, to eight confident leaders that were capable of handling tasks they once
needed hours of outside guidance to complete.
See evidence #45

41. Student will show knowledge of the HDF 190 Relational Leadership Relational leadership is a leadership model discussed in HDF 190, proposed by
“Relational Leadership” model by Presentation Komives, McMahon, and Lucas. It is based off the three principles of knowing,
Komives, McMahon & Lucas
being, and doing. Effective relationship leadership requires a leader to know
him/herself and recognize that different people see from different perspectives. It
also requires a leader to be ethical, open, caring, and inclusive, and to ac t in ways
the reflect that. This means that a relational leader must be responsible, consistent,
and involved. Relational leadership focuses on the members of a group, with a goal
of bringing people together while working to benefit the common good. Relational
leadership is inclusive, empowering, purposeful, ethical, and process-oriented. It
focusses on the members of a group with the goal of bringing people together while
working to benefit the common good.
In HDF 190, we studied the Relational Leadership Model, published by Komives,

McMahon & Lucas. The Relational Leadership Model has five components:
inclusive, empowering, purposeful, ethical, and process-oriented. Each of these five
components come with an aspect of knowing, being, and doing, meaning that in
order for a relational leader to be empowering, for example, there are certain things
they must know, be, and do. In order to be an empowering leader, a leader must
understand the impact of power and policies on procedures, must be someone that
believes that the contributions of others are to be solicited and valued, and they
must encourage and affirm others. To be an inclusive leader, a leader must
understand their own self, believe that the differences in people are valuable, and
engage in civil discourse. To be purposeful, a leader must understand the role of a
mission or vision, believe that individuals, groups, and organizations can make a
difference, and identify goals. To be ethical, a leader must have an understanding of
their own developed values, believe that socially responsible behavior is encouraged
in all people, and behave in congruence with their values. Finally, for a leader to be
process-oriented, they must understand the group process, believe that the process
is as important as the outcome, and they must reflect. As a whole, the relational
leadership model focuses on the members of a group, with the goal of bringing
people together while working to benefit the common good. (Komives, 1998)
Komives, S. (1998). Exploring Leadership for College Students Who
Want to Make a Difference. Jossey-Bass.
See evidence #14
42. Student will describe personal application HDF 190 Kairos Retreat In HDF 190, we studied the Relational Leadership Model as proposed by Komives,
of the above theory (Komives et al) McMahon & Lucas. This model describes leadership as being made up of five
components: inclusive, empowering, purposeful, ethical, and process-oriented. I saw
myself clearly using this model during my senior year of high school, when I led a
four-day retreat for the majority of my graduating class called Kairos. I saw myself
being purposeful largely during the year before the actual retreat that I spent
planning. During this time, I collaborated with six other leaders. Together, we
reached a common ground on a handful of different issues. Choosing small groups,
picking which talk topics each leader was responsible for, and organizing activities
all involved hours-worth of discussion and debate. However, because we all shared
a common purpose of designing a retreat that was effective in reaching the mission
of Kairos and could leave a lasting impact on each student, we were able to reach a
common ground. Inclusiveness made itself most apparent during small group
discussions. I was responsible for leading a small group throughout the entire
retreat. Each member of my small group varied in the size of her comfort zone and
outgoingness. Also, the story each member was willing to share varied in intensity,
and each member had a very different cultural and personal background. My
leadership style during this retreat was inclusive in that I led small group
discussions in a way that engaged all members of my group despite that which
made them different. I did my best to embrace their differences in a celebratory
manor, rather than in a way that isolated them. I tried to focus discussions on the
fact that each member of my group had a different, important perspective to share,
and did my best to structure the discussion in a way that allowed this to inspire my
group. My leadership style was empowering most obviously during my talk. As a
leader, I was responsible for writing a forty five minute talk. The topic that I selected
was “Know Yourself.” In order to give this talk, I had to claim my own story fully,
unapologetically, and openly. I had to come to terms with my story, forgive myself
for the parts of it that I was not proud of, and be willing to dig up parts of my past
that I had intentionally left in my past. I then had to take my story and present it in a
way that empowered others. I did this by doing my best to tell my talk in a way that
others could identify with. As I led them through the process of learning how to
accept myself, I tried to help them accept themselves too. As I claimed my right to
exist as I am, I tried to help them see that they too had a right to exist as they are. By
writing clearly and openly about my feelings, I tried to express that their feelings
were also valid. I led Kairos ethically by basing my leadership style in my values.
For example, my top value is appreciation of beauty and excellence. As a result, I led
my small group in a way that celebrated each individual member for her strengths
and characteristics. Another top value of mine was honesty, and I led in accordance
with this by presenting myself in a very genuine and sincere way. Finally, I led
Kairos in a way that was process-oriented by trusting the process. In order to lead
Kairos, you must first experience Kairos as a retreatant. When I first began my
retreat as a leader, I began by comparing the retreat I was leading to the one I
experienced myself. As a result, I doubted everything. Nothing seemed to be going
the way it had gone the year before, and as a result I felt that nothing was going
right. However, I eventually learned to trust the process. I trusted that everything
that seemed to be going wrong was happening for a reason and that good would
come of it. I also began to recognize that the retreat did not need to be identical to

my retreat in order to be impactful. Once I began to think like this, I began to
recognize the change in my students. They were opening themselves up to the
retreat and me, and I began to recognize the difference in the way they spoke about
themselves and their story. By the end of the retreat, it was obvious that I had led a
retreat that had changed the lives of my students for the better, and I recognized this
entirely because I allowed myself to trust the process.
After learning about the relational leadership model in HDF 190. I strongly
identified with it. As a result, it is the model that I valued the most as I prepared to
serve as a student leader in HDF 415. In HDF 415, I am a peer leader working with
eight students as they enter into the leadership minor. My students come from
different places, have different backgrounds and perspectives on the world, and
different levels of interest and comfort within the class. Despite this, I work with the
group by establishing relationships with each individual member of my group,
working with each student to ensure that they understand the material and feel
comfortable in the class. For some students, this meant that I meet with them outside
of class to discuss assignments and content. For some, this means that I am helping
by reminding them of obligations and responsibilities. For others, this simply means
offering the student opportunity to be heard while in class. I find myself working as
an inclusive leader as I listen to each of my students, framing and re-framing the
content to ensure that everyone understands, and doing my best to keep all
members of my group involved in the class, despite how interest they may or may
not be at first. I work to be an empowering leader by encouraging each of my
students. Many of them are quick to apologize when they try to voice their opinions
and ask their questions, and emphasizing that our group is s safe space and that
their thoughts and voices are valued is a priority to me. Also, I do my best to
empower my students by promoting self-leadership. I do this by stepping back at
times and letting my students overcome challenges on their own. I work as a
purposeful leader with my students by helping my students establish short term
and long term goals, and helping each of them work together to establish those
goals. I work to be an ethical leader with my students by living up to my word, by
acting as the person and leader I claim to be while in class, by being open and clear
about my values and ensuring that my students can identify them in my behavior,
and by confronting inappropriate behavior I notice in my students. Finally, I work
as a process-oriented leader by helping my students find meaning in every step of
the journey. When challenges arise, I help them to find new perspectives that allow
them to see surprises and challenges as beneficial learning experiences. Overall, I
work to establish relationships with each of my students, doing my best to make
them feel comfortable and capable as a leader. I learned throughout this experience
that people, especially students trying something new for the first time, need a lot of
support in the beginning of their journey. Relational leadership requires a
dedication that I was not entirely expecting. I was prepared to give my all in the two
and a half hours I spent in class with my students, and to spend some time outside

of class preparing for activities and reviewing curriculum, but I was not expecting
the position to be a full time job. In building relationships with people, it is
necessary to earn their trust. Often, this is done by going above and beyond, by
grounding yourself in compassion and empathy, and by listening full heartedly. I
did this with my students, and learned a lot about how to do this while maintaining
professional boundaries.
See evidence #15

43. Student will show knowledge of the HDF 190 Constructivism Handout Constructivism is a theory about the way people learn that was discussed in HDF
concept of constructivism 190. It states that people learn by constructing their own understanding and
knowledge through experience and reflection. If we experience something for the
first time, our understanding of that experience is shaped by what we already know,
believe, how we understand ourselves.
See evidence #16

44. Students will describe personal examples HDF 190 2016 Youth Provslam Team After placing in the top five of a Grand Slam, I was given a spot on a poetry slam
of implementing constructivism CSV 302 team that will represent Providence at an international poetry festival called Brave
New Voices. This opportunity came with a huge time commitment. The team of four
other poets and I meet once a week with our four coaches in Providence. Our
practices consist of writing workshops, group reflections, and one-on-one mentoring
between poets and coaches. One big component of Brave New Voices is group
performances, which means that my team and I will be writing and performing at
least one group piece. Because we all come from different places and have different
stories, this requires us to get to know one another on a deep and personal level
relatively quickly. We all came to this experience with our own life experiences, and
we each immediately had preconceived ideas of one another. We got to know one
another better by creating something called an identity map. This was a physical
representation of the person we each were, looking at things such as our
relationship to race, sexuality, spirituality, location, fears, dreams, etc. By
understanding these things about one another, we were able to connect with one
another. As a result, we were able to learn from one another and grow as both
people and poets through our relationships. Our coaches guide us in a way that
models constructivism as well. They each prioritize our individual growth as people
and poets. They adapt their coaching style according to the way in which we each
learn and according to each of our individual comfort zones.
Constructivism plays a significant role in service, as everyone has preconceived

ideas about issue areas based on what they have learned and been told by the
media, family and friends, and fiction. In CSV 302, I helped facilitate service events
on and off campus, many of which involved students who were obligated to attend
by a professor or student conduct sentence. As a result, some participants came
without any expectation or interest in learning from the event. They had their own
preconceived ideas about the issues we were serving, and hoped only to get the

event out of the way. I addressed this during reflection, which followed every
service event. We gave all the participants the opportunity to discuss their
experience, how it impacted them, what role they played meeting the group’s goal,
and what they have learned about themselves. Often, by the end of reflection,
people had either changed the preconceived ideas about the issue area, or had
expanded upon the ideas they had come to the event with. CSV 302 helped me
implement constructivism with the greater URI community by inviting students to
adjust the preconceived ideas they have about people in need through the act of
service.
See evidence #17

45. Student will demonstrate knowledge of CSV 302 In CSV 302, we studied Kolb’s Experiential Education Model. This model is a cycle
the Experiential Learning Model (Kolb) that begins with concrete experience, which is to say that it begins with being
engaged in active, direct service work. After doing the actual service, the next step
of Kolb’s model is Reflective Observation, which involves reflecting on the
experience. In CSV 302, we learned a variety of reflection prompts that we would
facilitate after leading service events. These prompts gave us and our participants
the ability to review the reason why we had spent our day serving, the change we
were able to contribute to, and the moments that had the greatest impact on us. The
next step is Abstract Conceptualization, which refers to the conclusions and lessons
learned from the service experience. Service can result in new ideas, concepts,
strategies, and theories being considered. The next step is Active Experimentation,
which involves trying out what has been learned. The new ideas and theories are
then investigated. This leads us back to the beginning of our cycle, in which the new
theories and ideas are investigated in concrete service experiences. In CSV 302, we
learned that, because Kolb’s model is based solely on the experience of the leader,
the leader has the main role in shaping the direction of their own learning. In other
words, the more the leader choses the experience, the more they learn. Similarly, we
learned that it is important to contribute our own individual strengths, passions,
and skills to each experience. These too, can be used, reflected upon, and
conceptualized. As leaders experience new things, they learn more about
themselves.
Kolb, D. (n.d.). Experiential Learning: Experience as the Source of

Learning and Development. Englewood Cliffs: Prentice-Hall,
Inc.,.
See evidence #35
46. Student will describe personal application CSV 302 In CSC 302, I was part of the Education Team, meaning I primarily helped lead
of the Experiential Learning Model (Kolb) service events related to the issue area of education. I came into this experience
having taken FLITE, so I was aware of my own top strengths and values, and had a
basic understanding of leadership theories and models. I began my service with
these things in mind. When I began my service, I used my strengths to contribute
my best work to the event, and I was motivated my values and passion for students.
I took these ideas and values with me to every reflection, and actively reflected on
how I was successfully and unsuccessfully contributing my strengths to each event.
I learned from every group of people I served, and my passions and interests were
shaped by each event. I left each reflection with new ideas about education, service,
and myself, and I began each new event with these new ideas in mind.
See evidence #36

47. Student will show knowledge of the HDF 190 The Social Chance Model is an inclusive, empowering leadership model that views
“Social Change Model of Leadership leadership as a process, not a position. It promotes the values of equality, social
Development” by Astin et al
justice, and self-knowledge. It consists of a feedback loop. The individual develops
personal qualities and contributes them to the group, which focuses on collaboration
and interaction, which then contributes to society to bring about change for the
common good, thus affecting the individual. The Social Change Model consists of 7
characteristics, known as the “7 C’s of Leadership:” consciousness of self,
congruence, commitment, collaboration, common purpose, controversy with civility,
citizenship.
The Social Change Model is a model of leadership development that addresses the
root cause of a problem. A group or leader successfully followed the social change
model if the work done has had a lasting, positive impact on those involved. This
model views leadership as a process, not a position. It promotes the values of
equality, social justice, and self-knowledge, and those attracted to this model are
those most passionate about making a lasting difference in the world. Most simply
put, the Social Change Model is a feedback loop between the individual, the group,
and society. The individual develops personal qualities, becomes aware of their
passions, interests, and role in the world, and develops their own values. These
values and passions are then contributed by the individual to the group of which
they are a part. Within the group, there is a strong emphasis on collaboration as
individuals interact with the entire group. The group then uses this collaboration to
create positive change within society, which benefits the common good. The Social
Change Model consists of seven critical values, known as the 7 C’s of Social Change.
These values are: consciousness of self, congruence, commitment, collaboration,
common purpose, controversy with civility, and citizenship. Consciousness of self
refers to the individual being aware of their own beliefs, values, etc. It is this self-
awareness that motivates an individual to work toward change. Congruence refers
to the individual thinking, feeling, and behaving consistently. In other words, an
individual is congruent if their actions and behaviors align with their values and
beliefs. Commitment is that which motivates individuals to work toward change.
Collaboration occurs when individuals work together toward a common goal.
Collaboration works best when each individual contributes their own skills,
passions, and perspectives. Common purpose refers to work that is done with
shared aims and values. When all members of the group share a vision, and are
fueled by the same passion and values, there is common purpose. Controversy with
civility refers to the inevitable conflict that occurs when different people with
different viewpoints and perspectives come together. Controversy with civility
refers to facing this conflict with mutual respect for all members of the group, their
perspectives, and their voice. This allows this conflict to contribute to creativity.
Finally, citizenship refers to the individuals coming together as part of a group to
work for positive change on behalf of the rest of the community. It recognizes the
interdependence of people.
Astin, H. S., & Astin, A. W. (1996). A SOcial Change Model of
Leadership Development Guidebook. The National
Clearinghouse of Leadership Programs.
See evidence #18

48. Student will describe personal application HDF 190 As part of HDF 190, my small group did a service project related to mental health.
of the above theory (Astin et al) As a group, we decided to focus our service specifically on addiction. We did our
service by going to Al-Anon Family Group meetings, which are meetings. The Al-
Anon Family Groups are support groups for family and friends of problem drinkers.
This followed the Social Change Model in the feedback loop. Each member of the
small group developed his/her own personal values. We then came together as
individuals to form a group and established group values, goals, and priorities. As a
group we did our service, meeting with Al-Anon and increasing our own
understanding and awareness of the topic of addiction. We then went into society
and spread awareness of the issue. We also went into society with a newfound level
of empathy and compassion. With a greater understanding of addiction, the effect it
has on the lives of others, and the fact that everyone has a story that may not be
apparent on the outside, we entered society as kinder, more thoughtful people. This
process required a consciousness of self for each member of the group, commitment
to our goals and values, collaboration as a group for each goal to be met, and an
understanding of a common purpose.
See evidence #19

49. Students will demonstrate knowledge of HDF 190 I was first introduced to the Leadership Identity Development Model by Komives et all in HDF 190.
the “Leadership Identity Development There are six stages to this model, which each have a transitional aspect into one another. The first
Model” by Komives et al stage of the LID model is the awareness stage. This stage is the one in which an individual recognizes
a need for leadership, and begins to become involved in more direct and different ways. At this stage,
the individual recognizes leaders around them, but doesn’t recognize themselves as a leader. People
in this stage look to those they view as leaders for affirmation, usually parents, coaches, teachers, etc.
The transitional aspect of this stage is when the individual doesn’t view themselves as a leader,
becomes more involved in their environment by forming relationships and involving themselves and
new, direct ways. The next stage is exploration and engagement. This stage occurs as the individual
becomes more involved, and takes on more responsibilities. At this stage, the individual can identify
their own strengths and weaknesses, and they have the drive to become more involved. However, they
still seek the affirmation of those they view as leaders. The transitional part of this stage is when the
individual recognizes that they themselves have leadership potential, which empowers them to become
more involved and more focused. At the third stage, the leader identified stage, the individual begins to
emerge as a leader. they see others turning to them for guidance, and find ways to utilize their
strengths to help the group reach their goals. At this stage, the individual becomes involved in directly
labeled leadership positions, and begin to identify their own leadership style. The transition at this
stage is when the individual begins to view leadership as a group process and recognize the
importance of all members of a group, rather than simply believing that the success of the group relies
entirely on those in leadership positions. At the fourth stage, the individual recognizes that leadership
can exist in those who do not have a direct leadership role. The individual begins to recognize
leadership as a process, rather than the final conclusion. At the end of this stage, the individual can
facilitate community building within the group, and bring the strengths of everyone in the group to the
forefront. The transitional part of this stage comes when the individual becomes aware of the passion
and motivation that led them to the position they are now in. At the fifth stage, generativity, the
individual shifts their focus from themselves and onto the group as a whole. At this stage, stability and
sustainability are a priority, and the individual focusses on mentoring the younger/newer members of
the group. Reflection, constructive criticism, and feedback are extremely important to the individual at
this stage. At the transition, leadership identities are internalized. At the final stage, the individual
recognizes themselves as an effective leader, and recognize that the strengths they developed in this
particular role can be transitioned and utilized to fit any role. They recognize leadership as something
that exists with or without a title or position, and continue to develop themselves as a leader, even
outside of the particular organization they first joined.
See evidence #47
50. Students will describe personal HDF 190 URI Service Corps I applied the LID model to my experience as an Alternative Spring Break Student
application of the above theory. (Komives Leader for URI Service Corps. I first joined URI Service Corps as a freshman
et al)
participant. As the youngest, most inexperienced student on the trip, the last thing I
viewed myself as was a leader. I looked up to the leaders of that trip in an almost
child-like way, extremely impressed by their confidence, sincerity, and dedication.
Throughout the semester I spent preparing for the trip, and during the week spent
in New Mexico, I viewed myself very much as someone who had a lot to learn from
those around me, rather than someone who could contribute something myself.
However, I formed close friendships I still hold close today, and tried to surround
myself with the people whose characteristics I most wanted to reflect myself. At the
end of this experience, I was offered a position as a student leader for the following
year. It was explained to me that it was during the nightly reflections that I had
stood out to the leaders, and I began to recognize my empathy and introspection as
strengths, rather than weaknesses. Though extremely uncertain, I was extremely
honored as well, and accepted the position. Throughout my first year as a student
leader, I leaned on my introspection and tried to think of opportunities to serve that
may not be extremely obvious. As we took on our group of leaders, I made myself
accessible to the students by displaying myself as an empathetic, introverted,
approachable person. This was a particularly useful tool for me when working with
students who were anxious about the thought that they would need to be
insincerely extroverted in order to have a successful service trip. During the trip I
think is when I fully entered into the fourth stage, and began to see my participants
take on leadership positions without realizing it. I watched my participants,
regardless of their age or graduating class, inspire and support one another and

those we were serving, each in their own unique and powerful way. This gave me
the opportunity to sit back as a leader and let the participants come forward to show
their own strengths and passions. I believe the fifth stage carried me throughout my
final year as a student leader, where I tried to step back and focus on empowering
my participants throughout the entire experience. I found myself looking at the
participants with the same admiration I had looked at the leaders at as a freshman,
and learned just as much from them.
See evidence #12
51. Students will demonstrate knowledge of
the Strengths-Development Model by
Hulme et al
of the above theory (Hulme et al)
53. Student will demonstrate knowledge of
behavior theories of leadership from
Michigan and Ohio State
of the above theories (Michigan & Ohio
State)
Charismatic leadership
of the above theory
contingency approach to leadership by
Fiedler
of the above theory (Fiedler)
Path-Goal theory by House
of the above theory (House)
Leader Member Exchange (LMX) theory
by Dansereau, Graen & Haga; Graen &
Cashman; Graen
of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)
Leadership Substitutes Theory
of the above theory
Models of leader emergence
66. Student will describe the impact of traits
on leadership emergence and
performance

Chaos approach to leadership by
Wheatley
of the above theory (Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69. Student will demonstrate how cultural GCH 102 In GCH 102, I studied how sexual behaviors evolved over time throughout western society. This
anthropology / paradigms relate to involved studied the cultural anthropology of multiple western societies, both ancient and modern. The
leadership most significant lesson I learned from this class is that what is considered “right vs. wrong” or
“appropriate vs. inappropriate” vary drastically from society to society. This relates to leadership
because it is a lesson in the importance in inclusive leadership. Every person comes from his/her own
unique background. Allowing people with different stories and therefore different opinions to have their
voices heard and perspectives explained is essential because it creates an accepting atmosphere.
Without recognizing the cultural differences between people, these differences will lead to judgement.
This will create tension and will prevent a group/organization from working effectively and therefore
from reaching its goals.
See evidence #20

70. Student will describe personal example
of using cultural anthropology /
paradigms as a leader
71. Student will demonstrate knowledge of HDF 492 Roberta L. Harro developed the theory of the “Cycles of Socialization” to explain the social identities
the “Cycles of Socialization” (Harro) society forces everyone to fit into. The first step in the cycle of socialization is being born. We are born
theory and its uses in leadership with no control over the identities that we are born into. We have no control or ability to communicate
our identities as they relate to our gender, sexuality, socio-economic status, etc. similarly, the
stereotypes that are linked to each of these labels are ones that are attached to us at birth, and ones
we have no control over whether or not they are linked to us. Next is our first socialization. As children,
we begin to exist as social beings and surround ourselves from people like our parents and teachers,
who push their own thoughts, ideas, and stereotypes onto us. As role-models, they teach us how to
behave and think, both interpersonally and intrapersonal. After, we become institutionally and culturally
socialized. This often happens as we being school, where we see how social constructs affect
education and we see the social “rules” we come in contact with. Often, the institutions we find
ourselves in reinforce the way we divide people and the messages we believe about different
subgroups about people. the next step is enforcement, which is where the messages we receive are
reinforced by the way we treat people who either conform or question the social norms. Those who
confirm are often rewarded for sticking to the status quo, while those who question social norms are
ostracized and accused of being trouble makers. Finally, there is action. This is when the individual
decides how they want to act. Harro emphasizes that silence and non-action are, in fact, extremely
impactful actions, and they serve to allow the cycle of socialization to continue as it has been. Those
who take on action to bring an end to the way the cycle of socialization has beaten themselves or
others down put themselves in a position to successfully end the cycle.
Harro, B. (1997). The cycle of socialization. In M. Adams, W. J. Blumenfeld, R. Casteneda, H. W.

Hackman, M. Peters,& X. Zuniga (Eds.), Readings for diversity and social justice: An anthology on
racism, antisemitism, sexism, heterosexism, ableism, and classism (pp. 15-21). NY: Routledge.
See evidence #48

72. Students will demonstrate personal
application of the “Cycles of
Socialization” (Harro)

the “Cycles of Liberation” (Harro) theory
and its uses in leadership
74. Student will demonstrate personal
application of the “Cycles of Liberation”
(Harro)
the “Configuration of Power” (Franklin)
and its relationship to leadership
application of the “Configuration of
Power” (Franklin)
racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
application of model(s) of racial identity
development above
models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
application of model(s) of gender identity
above
additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate personal
application of additional social identity
development model(s) above
83. Students will demonstrate knowledge of
McIntosh’s theory of privilege and its
relationship to leadership
application of McIntosh’s theory
85. Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
86 Student will demonstrate knowledge of
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87. Student will show knowledge of effective HDF 190 Change Agency is a concept proposed by Susan Komives and studied in HDF 190 and CSV 302.
leadership as it relates to change agency CSV 302 Komives defines a change agent as a person who assumes leadership responsibilities and serves as a
catalyst for a group in an effort to make positive change occur. A change agent is an effective leader if
he/she successfully initiates a positive change. In order to be a change agent, a leader must
understand that change is a process and subsequently trust the process. Change is not immediate,
and it does not occur without obstacles. Similarly, a change agent must create an atmosphere that
corresponds with the seven C’s of social change: consciousness of self, congruence, commitment,
collaboration, common purpose, controversy with civility, citizenship. Consciousness of self refers
to the individual being aware of their own beliefs, values, etc. It is this self-
awareness that motivates an individual to work toward change. Congruence refers
to the individual thinking, feeling, and behaving consistently. In other words, an
individual is congruent if their actions and behaviors align with their values and
beliefs. Commitment is that which motivates individuals to work toward change.
Collaboration occurs when individuals work together toward a common goal.
Collaboration works best when each individual contributes their own skills,
passions, and perspectives. Common purpose refers to work that is done with
shared aims and values. When all members of the group share a vision, and are
fueled by the same passion and values, there is common purpose. Controversy with
civility refers to the inevitable conflict that occurs when different people with
different viewpoints and perspectives come together. Controversy with civility
refers to facing this conflict with mutual respect for all members of the group, their
perspectives, and their voice. This allows this conflict to contribute to creativity.
Finally, citizenship refers to the individuals coming together as part of a group to
work for positive change on behalf of the rest of the community. It recognizes the
interdependence of people. Overall, this means that a change agent must recognize the impact
that their actions have on others. Helping others take part in the change in a way that is inclusive and
effective is essential. The first step of change agency is empowerment. Claiming the role of the change
agent and inspiring others is necessary. Also, for the change agent to lead effectively, he/she must be
self-efficient. In other words, the change-agent must be confident and consistently rooted in his/her
beliefs and values. Believing that one can change the world is absolutely necessary for a change-agent
to initiate change. Then, a change agent must be able to take his/her vision and be able to articulate it
clearly to others. Being able to express a vision as well as the importance of said vision is the only way
to create change. Finally, a change-agent must be willing to take risks in order to be an effective
leader.
See evidence #21

88. Student will describe personal examples HPR 492 In HPR 492, I was given the opportunity to work alongside the Mayor of Providence and
of being a change agent Superintendent of Providence Public Schools to address the educational issue of the summer slide.
Summer slide is an educational issue that primarily effects low-income students who do not have
access to resources needed to practice the skills learned during the school year. As a result, there is a
loss of skills and knowledge that occurs over the summer. This is a significant issue because it puts
these students behind at the beginning of the school year, and also contributes significantly to the
achievement gap between students of different socio-economic statuses. Most significantly is summer
learning loss as it relates to reading skills, as this is where the greatest loss is scene, and also this is
where the greatest consequences are seen, as students who are not at an appropriate reading level by
third grade are four times more likely to not graduate high school. As a result, Providence enlisted my
and my peers help in determing best practices to address this issue in Providence. I spent a year
conducting data analysis to determine policy solutions, and reached the conclusion that providing
books, ideally a minimum of six self-selected, reading-level appropriate books (which will differ for each
student, regardless of age or grade), will have the greatest results at the cheapest price. Even better, I
proposed, was providing kindles for all Providence students with hundreds of pre-loaded, reading-level
appropriate books. This would give all students access to hundreds, rather than a maximum of six,
books, and gives them the ability to select the books as their interests change. Similarly, buying kindles
for all Providence students ultimately turned out to be cheaper than purchasing six books for all
Providence students. While the mayor and superintendent were not ready to commit to purchasing
kindles, they were interested to implement my book recommendation, and I have spent the last two
years working to help fundraise the purchase of six read-level appropriate books that students at Asa
Messer Elementary School can select and take home with them during the summer before third grade.
Literature suggests that this will have incredible results on these students reading levels in the
beginning of the following school year, which will have life-long , positive consequences on these
students lives.
See evidence #49

89 Student will demonstrate knowledge of
the “Model of Intercultural Sensitivity” by
Bennett and its uses in leadership
90. Students will demonstrate personal
application of the “Model of Intercultural
Sensitivity” by Bennett
the ally Action Continuum by Griffin &
Harro
92 Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro
Multicultural Organizational Development
Model (Jackson)
94. Student will show personal application of
the Multicultural Organizational
Development Model (Jackson)
Multicultural Change Intervention Matrix
(Pope)
96. Student will show personal application of
the Multicultural Change Intervention
Matrix
97. Student will create a personal code of HDF 190 Relational Leadership Handout Relational Leadership Handout
inclusive leadership
I understand inclusive leadership as a leadership style that focusses on creating a safe environment for
communication between all members of a group. To be an inclusive leader, one must recognize that
every single member of a group has the potential to offer something extremely significant. My personal
code of inclusive leadership is centered on communication. I try to create an atmosphere that allows
those around me to speak up and have their voice heard, and before making a big decision, I
encourage those the decision would effect to voice their opinions. It is my goal as a leader, especially

in the frame in inclusive leadership, to lead in a way that makes everyone involved feel important,
significant, and heard. In order to do this, I try to help those around me understand how/why their
opinions matter and to see how their role in a group is important. Inclusive leadership is a component
of the Relational Leadership Model, which I studied in HDF 190.
See evidence #22
Outcome Category: Critical Thinking
98. Student will show knowledge of principles HDF 492 Critical thinking guide The principles that guide critical thinking are as follows. The first is to be constantly asking questions,
of critical thinking and fallacies (logic is constantly pushing to understand one step deeper. The next is to define terms, always be aware of
used in this minor) exactly what you are thinking about. Next, examine evidence to be sure that the claims you are making
are backed by evidence. Next, analyze assumptions and biases to be sure that your thought
processes are not being swayed by preexisting thoughts or feelings. Similarly, avoid emotional
reasoning, instead relying on evidence and facts. Next, consider other interpretations. Constantly look
at different perspectives before settling on a particular way of thinking. Finally, tolerate uncertainty. It is
okay to recognize that you do not know, that answers may change. These relate to fallacies that could
impact critical thinking skills. One such fallacy is hasty generalization, which is one makes a decision
based off only a little bit of evidence. Another is begging the question, which is when the argument
ends up spinning in circles because someone feels that a particular point must be proven. Prejudice is
when one makes decisions based on stereotypes or preexisting ideas.
Caputo,J.S.,Hazel,H.C.,&McMahon,C.(1994).Interpersonalcommunication:Competency
throughcriticalthinking.NeedhamHeights,MA:AllynandBacon.
See evidence #50

99. Student will demonstrate proficiency of HDF 492 Political Science Degree As a political science major, I am constantly put in a position where I must think critically about the
critical thinking ideas that are brought before me. Much of what I learn as a political science major is stemmed in a
subject that I already have some prior knowledge about, and subsequently prior opinions about.
Similarly, most political science majors are extremely opinionated, and often well versed students. As
such, it can be difficult to separate ourselves from our own opinions and our own cohorts to look
critically at a situation. By following the principles of critical thinking, I remind myself to separate myself
from my pre existing beliefs, to remember that I do not know everything, and do not need to prove that
I do, and to continue to push the question “why?” so that I can fully understand a situation that is being
discussed. By doing this, I can become a better educated political scientist who is less weighed down
her preexisting ideas stemmed from her media of choice, political identity, and cohort.
See evidence #51

100. Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
101. Student will demonstrate proficiency of
metaphorical analysis to critically analyze
self and leadership situations

102. Student will show knowledge of at least five HDF 492 Five steps in the decision making process are identifying the goal, gathering information and weighing
decision making methods options, considering the consequences, making the decision, and evaluating the decision. Identifying
the goal addresses the problem, and focusses on the specific objectives. Similarly, it gives a reason for
working toward such goals. Gathering information allows decision makers to make logical decisions
based on evidence and research. This is extremely important, as it prevents people from making
emotional decisions, or miseducated decisions. Considering the consequences also is important in
terms of decision making, because it prevents people from making irrational decisions. It forces the
decision maker to think of both the pros and cons of a plan of action, and decide whether a particular
action is truly the best idea. Finally, evaluating the decision allows the decision maker to confirm that
they selected the best plan of action. Once each of these steps has been completed, a decision can be
committed to.
See evidence #52

103. Student will describe personal examples of HDF 492 The fall semester of my senior year, I was given two different internship opportunities. The first was a
having used five decision making methods government data analytics position that would give me the opportunity to conduct data analytics meant
to inform policy decisions. This opportunity was exactly the opportunity I would ideally build a career in,
as it blends my two passions for politics and data analytics. the second was as a Co-Op for Johnson &
Johnson, working to give best practice recommendations based on data analytics to healthcare
business partners. This was a field of study I was less passionate about. To make my decision, I had
to center myself on my goals. I was looking for an internship that could potentially lead to a job, either
directly with the company I was working for, or through connections the company would introduce me
to. I was looking for a challenging work environment that would give me an opportunity to learn.
Ideally, I was looking for a paid opportunity. Next, I began to gather information. The first opportunity
was one I was more passionate about, but it had limited connections, limited people to learn from, and
was unpaid. The second was not a field I was particular interested in, but it was a well-respected
global company, had a huge opportunity to learn was it was an extremely challenging position, and it
paid extremely well. If I took the first opportunity, it would be more fulfilling, but it likely would not have
the challenge or the support I was looking for. Similarly, I would be spending a significant amount of
time at an unpaid job. The second was extremely challenging, had a large data team to support me,
and paid me extremely well. Ultimately, I decided to accept the Johnson & Johnson position because I
felt I would learn more, and because it paid. I was happy with this decision, because I knew that the
private sector was more challenging, and while it wasn’t as interesting to me, it paid better and would
train me with the skills I could potentially return to the public sector with in a few years.
See evidence #53

104. Student will show knowledge of at least five HDF 492 Accommodating is a conflict management style that puts ones own needs and desires to the side in
problem solving / conflict management exchange for those of others. This is appropriate to use when the people in conflict are more important
methods, as well as understanding the than the issue that caused the conflict. Similarly, this is a useful tactic if you yourself are in the wrong.
roots of conflicts Avoiding is a tactic used by completely ignoring he conflict. You do not mention your own beliefs nor
those of the others. this is useful when the conflict is trivial, or when addressing the conflict would be
an unsafe decision. Compromising is a conflict management style that reaches a solution that partially
pleases all parties. This is good when the solution is more important than the total happiness of the
group, when a deadline is approaching, or when a temporary solution needs to be found. Collaborating
is when everyone works together to find a solution that meets the needs of an entire group. This is
different than compromising, because rather than identifying middle ground, the group works together
to create a win-win solution. This is important when multiple perspectives must be addressed, when
the relationship between the group is extremely important, or when the final solution is too important
for anyone to be unhappy. Finally, competing takes a firm stance and refuses to address the wants
and needs of other parties. To take on this style is to push to get your way until it happens. This is a
style to utilize when it is a question of ethics or morals, when a long-term conflict needs to end, or
when another solution would have disastrous outcomes.
See evidence #54
105. Student will describe personal examples of HDF 492 Phi Sigma Sigma As VP of my sorority, I utilized all five of the conflict management methods listed in the above
having used five problem solving / conflict outcome. When my executive council felt they needed more guidance than I felt I had the time to give
management them, I put my own needs aside and made the time for them. I felt accommodating was the best
method in this situation because I had taken on the responsibility of VP, and felt I needed to make the
time for my council. I utilized avoiding often when conflict existed between my executive board and the
president, because eventually tensions rose so high between those two groups that the conflict was
petty, was not going to ever be resolved, and addressing it as a group would only make matters worse.
I utilized compromising when a member of our sorority violated our risk contract. While some people in
our sorority wanted her to be kicked out, our risk management contract didn’t directly state that that
was the action that should be taken. As such, a disciplinary decision was made that was strict, but that
did not remove her membership from our sorority. Collaborating occurred when Greek Life as a whole
was holding a conversation about its leaderships unacceptable policies related to sexual assault. My
executive board and I met with our chapter and listened to the concerns and answered the questions
of our chapter. We did not finish the conversation until everyone felt that our board was approachable
and respectful, and was supportive enough to earn the trust of all members of our sorority. Similarly,
we agreed as a chapter to prioritize making a transparent plan related to these types of issues. Finally,
I took on competing when a sister violated our risk contract in such a way that was unacceptable. She
had put our chapter at risk, had put sisters in harms way, and had represented our sorority publicly in a
way that did not represent the values we had worked hard to embody. As a result, we reached the
conclusion that we needed to revoke her membership, regardless of how she may react or who may
be upset about that decision.
See evidence #32

106. Student will demonstrate the ability HDF 415 In HDF 415, I was a peer leader working with eight students as they enter into the leadership minor.
to synthesize multiple knowledge My students come from different places, have different backgrounds and perspectives on the world,
perspectives (course work), competencies and different levels of interest and comfort within the class. Some of my students were extremely
(communication, writing, information extroverted, were very comfortable in positions that put them in front of other people, and were more
literacy or mathematical/statistical skills) than happy to take on a public role of a leader. others struggled to find the confidence to speak up
and responsibilities (global, diversity & within our group, even after weeks of team building. Some were communications and PR majors, who
inclusion or civic knowledge) were great communicators and knew how to engage with a variety of different people. others had
STEM-based majors and weren’t as good at communicating. Others had more creative academic
paths, and were great at finding creative ways to send messages, but weren’t as great about thinking
logistically. Also, my students came from a variety of different gender, race, and sexual identities,
which each brought them together with unique perspectives on the world. Despite this, I work with the
group by establishing relationships with each individual member of my group, working with each
student to ensure that they understand the material and feel comfortable in the class. By helping them
each individually identify their own leadership style, and leading them through projects where they had
to come together to achieve a common goal, I successfully synthesized each of their unique skills,
perspectives, and competencies. This was an extremely valuable experience for me, as it taught me
how to lead people different from me.
See evidence # 15
107. Student will demonstrate knowledge of HDF 492 Braden’s Crisis Lifecycle Model outlines what happens before, during, and after a crisis. It particularly
leadership that is used in crisis (i.e., James focuses on an organizations stress level, and how this relates to its learning potential. At the beginning
& Wooten; Garvin; Covey; Frohman; is the preparation phase. At this stage, the organization is operating within their comfort zone, and the
Lalonde; Schoenberg; Joni; Braden et al; stress level is below that of the learning zone. At this stage, change is scary, as it is a threat to the
etc.) stability that is seen in the relationships within the organization. As a result, the organization is rigid,
which makes them unprepared for a crisis. To be better prepared for a crisis, leaders should
implement change. As stress increases, leaders are given an opportunity to manage this stress,
subsequently becoming more trustworthy and credible leaders. This also enables them to create a
more adaptable and flexible organization, which is a strength for when crisis does arise. Next, there is
an emergency stage, during which stress levels have gone beyond that of the learning zone. Here, the
stress levels enter the danger zone, which means that people within the organization are panicking
and shutting down. During this stage, leaders must do what they can to address the stress and put an
end its cause. This entails quick decision making and a sense of level-headedness. Similarly, it
requires clear and calm communication. Finally, a leader must find what is referred to as “ground
zero,” where they provide empathy to those in the organization that were affected by the crisis. When a
leader is calm during a crisis, those in the organization also begin to feel calm.
Braden, Victor (2005). Crisis a Leadership Opportunity. Harvard University John F. Kennedy School of
Government, 1-13.
See evidence #55

108. Student will describe examples of HDF 492 URI Service Corps On my first trip as a student leader, nearly everything that could have gone wrong
leadership in crisis situations (i.e., went wrong. Our flight was delayed by hours, we arrived to our housing so late the
application of James & Wooten; Garvin;
kitchen was locked and we had no access to food. There was a severe dust storm
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.) that made it extremely dangerous to leave our housing. We had a service
organization cancel on us the day of our arrival. Our housing was so dusty and
moldy that students were getting sick. As a result, the mood within the group was
extremely high in frustration and stress in the first day, and tensions between the
leaders began to rise as we tried to figure out how to fix what felt like the unfixable.
We handled the situation by taking a moment to reframe, by remembering that
lashing out on one another was not going to achieve anything, and that getting
emotional was not going to put us in a state of mind that was good for effective
decision making. After taking a moment to reframe, we reconvened, and began to
address each issue one at a time. When the storm passed, two leaders and an adult
chaperone ventured to find a Walmart that was still open so that we could feed our
group. The rest of us stayed back to contact other service organizations until we had
re-filled the time slot that we had lost when the organization canceled on us. We
began to get our group involved in different games and activities to increase morale.
Before long, everyone was fed and laughing, unaware of the crisis that had briefly
occurred. This allowed for the remainder of the week to go past seemingly
flawlessly from the perspective of the participants.
See evidence #8
Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109. Student will demonstrate knowledge of HDF 190 Day of Discovery FLITE Retreat In HDF 190, we learned about Active Listening as part of our Day of Discovery Retreat. This retreat
active listening techniques involved a lot of personal self-disclosure and trust-building, and active listening techniques gave us
skills to earn the trust of our group members, which created a trusting, open environment. Active
listening consists of five categories: encouraging, restating basic ideas, reflecting feelings, clarifying,
and summarizing. Encouraging occurs when an individual projects interest in what the other person is
saying. This is done by remaining non-committal and using a positive tone of voice. Restating basic
ideas shows an individual’s understanding of what is being said, and ensures that the intended
meaning is that which is being interpreted. An individual can do this by restating the ideas made by the
speaker. For example, responding with “If I understand, your idea is…” Reflecting Feelings shows the
speaker that their audience is listening, and also helps the speaker temper and evaluate their own
feelings. An individual can do this by reflecting the person’s feelings, for example, responding with “you
feel that…” or “you were pretty annoyed by…” Clarifying is when an individual asks for additional facts
and information, and helps the speaker explore all sides of the problem. This can be done by asking
specific questions, such as asking for clarification. Summarizing occurs when the ideas and facts are
drawn together. This is done when major ideas are restated, reflected, and summarized. Overall, an
individual should always maintain eye contact and have positive body language throughout the entire
conversation.
See evidence #37

110 Student will describe examples of using HDF 190 Day of Discovery FLITE Retreat In HDF 190, I was introduced to active listening. In HDF 415, I was reintroduced to active listening as I
active listening skills HDF 415 Phi Sigma Sigma prepared to teach it to my students at their Day of Discovery Retreat. Like when I was a FLITE student,
I used these techniques during the retreat. However, I was even more acutely aware of my active
listening skills during my HDF 415 Day of Discovery Retreat experience. This was my first time actively
serving as my student’s Peer Leader, and I knew that their experience would define our relationship for
the rest of the semester. It was important to me that I worked to earn their trust, and that they would
leave the retreat knowing that they could rely on me to respect them. I facilitated their “I Am” speeches
using the active listening techniques, always keeping eye contact on the student speaking, smiling and
nodding at them when they looked at me, and moving through the five active listening stages as they
told their story. As they began to disclose personal information, I wanted to ensure that my students felt
heard and respected. I understand FLITE as being an extremely personal experience, as the class is
centered on understanding more about a student’s own skills, strengths, and beliefs, and how they
align with various leadership models. As my students told more about themselves, I made sure to
make them understand our small group as being a safe place for self-discovery, self-disclosure, and
questions.
My sophomore year, I ran for Vice President of my sorority, Phi Sigma Sigma. Generally speaking, my
role as Vice President makes me responsible for all inter-workings within the chapter. One important
responsibility I have as Vice President is that I am often the middle man between general members
and the executive board. Most of the time, if a sister has a grievance or idea they would like to discuss
with the executive board, they schedule a time to meet one on one with me. As a result, throughout my
first semester as Vice President, I have had multiple one on one conversations with upset, concerned,
or impassioned sisters. No matter their reason for meeting with me, sisters are often very emotional
and very determined to have their voice heard if they are meeting with me. During these meetings, I
always use active listening skills to ensure that each sister feels heard. Even if their ideas cannot be
put into action, or their grievance cannot be addressed how they would considered to be best, I work to
make sure each sister knows that I have listened to them, that I care about them and their happiness
within the chapter, and that I am working to accommodate all sisters to the best of my ability.

See evidence #38
functions of group communication by
Hirokawa
of functions of group communication
(Hirokawa)
113. Student will show knowledge of techniques WRT 201 ProvSlam In WRT 201, we are assigned writing assignments roughly every week. each time an assignment is
regarding giving and accepting of feedback due, we have a peer review session during which we read a paper written by a peer and offer them
feedback for how to adjust their draft. They do the same for us. In this class, we learned how to give
constructive feedback. It is extremely important to outline the requirements of the assignment and
ensure that each of those requirements has been met. Next, it is extremely important to understand the
point to the paper. Understanding what the paper is hoping to achieve is important because its success
in doing so can then be assessed. In the first few weeks of this semester, we were given outlines that
asked questions about our peer’s paper that allowed us to follow a guide to assess how successful our
peer was in reaching their goals. Towards the end of the semester, we were expected to be able to do
this on our own, without a pre-written out guide. Similarly, we were also taught to understand feedback
as being an act of help, rather than an act of criticism. Outside perspectives are an incredible tool for
understanding, and receiving an outsider’s opinion on work is useful because sometimes we get so
focused on our own work we begin to miss obvious things. Finally, we were taught to be encouraging
and supportive in our feedback, to always find something positive to mention about the paper. Even if
there was a lot of room for improvement, it is important to give the person whose work you are
providing feedback on reason to believe in their own ideas and ability to reach their goals. This was a
tactic I also used while participating in ProvSlam, a slam poetry team that represents the city of
Providence in international, national, and regional competitions. As a member of team, we had to share
our creative works together, which involved a lot of team work and a lot of constructive criticism related
both to our actual written work as well as our performance skills. Especially with work on subjects as
vulnerable and emotional as many of the poems we were writing were, this was difficult, as it was hard
to criticism something so intimate. However, utilizing the skills and practices developed in WRT 201, I
was able to give and accept feedback that improved both my own performance as well as that of my
teammates, without accidentally creating a critical or hostile environment.
See evidence #56

114. Student will describe examples of giving HDF 190 ProvSlam In HDF 190, while studying the servant-leader model, each student was assigned to give a short
and accepting feedback. HDF 415 speech describing the model and how it applies to his or her individual life. During this time, students
were asked to critique the speeches their group members gave. On paper and later during discussion, I
gave both positive and feedback to each member of my group. Also, I had to take the feedback each of
my group members had for my speech.
Also, as I prepare for the Brave New Voices International Poetry Festival with my Slam Poetry team,
ProvSlam, my teammates and I are giving one another creative feedback on one another’s poetry.
Also, I am writing a group poem with a teammate, Victoria, which means that we are both writing and
performing a poem together. This means that we are constantly bouncing ideas off of one another and
offering our opinions about each other’s work. Also, my team is being coached by four established
poets. All four coaches are reading and offering edits for our work, helping inspire ideas, and helping
us turn ideas into poems. This means that I am learning how to handle constructive criticism from both
an authoritative figures and peers. I am learning how to take in constructive criticism and feedback
while remaining true to my creative voice and without getting upset, self-critical, or offended. I am also
learning how to offer my own feedback without forcing my creative voice onto the work of others.

In HDF 415, I met with each of my students individual to discuss their progress in the class. I asked
them to tell me their greatest sources of stress and discomfort, but also gave them feedback on the
things I was noticing in class. I told them about the ways I had seen them grow, the things that were
impressing me, and the things I needed them to work on. I also asked them for feedback, asking how I
was helping them as a peer leader, and what they needed more of from me. This helped me to adapt
my leadership style to the needs of each individual student, and helped me understand what was and
was not being noticed and helping my students. Meanwhile, as a result of our feedback, I watched my
students work on the things I asked them to work on and show greater confidence in the things I had
given them positive feedback on.
See evidence #23

115. Student will show knowledge of the 7D
coaching model (Knott)
application of the 7D Model (Knott)
117. Student will show knowledge of elements
of a Crucial Conversation and steps to
maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118. Student will describe examples of
engaging in a Crucial Conversation
119. Student will demonstrate knowledge of HDF 415 In HDF 415, we were expected to facilitate an activity related to the curriculum. We learned the
facilitation techniques importance of framing, because framing was how we defined how groups would work together, defined
whether the focus was on competition or teamwork, and helped relate the activity to the lesson we are
hoping the students learn. Similarly, debriefing is an important final step after the activity being
facilitated has completed. We learned to define the topics we intended to cover in the debrief first, and
then plan the facilitation of the activity around the intended outcomes we hoped to see in the debrief.
This helps to ensure that the activity includes everything meant to be included, and gives facilitation an
outcome-focused process.
See evidence #57

120. Student will demonstrate proficiency of EDC 492 In EDC 492, I was a TA in EDC 306, an education policy class. My co-TA, Travis and I, facilitated a
facilitation techniques number of activities to enhance the understanding of the curriculum. I facilitated an activity
independently at one point to enhance understanding of site-based schools, which are schools that
give the authority of decision making entirely to teachers and parents, rather than relying on a
bureaucratic system like school boards that oversee a number of local schools. I separated the class
into 3 groups and had one write a testimony in support of Providence moving to a site-based system,
another writing a testimony opposed to Providence moving to a site-based system, and a third acting
as the Providence School Board, meant to hear each group’s testimony and then vote on the proposal
in response to their testimony. The most difficult part of facilitating this activity was clearly describing
the directions. Also, it was dependent on the students completing the reading that was due during that
class, because without that reading students wouldn’t fully understand what a site-based school was.
However, the activity was extremely successful, and the students all wrote very thoughtful testimonies
that clearly represented their understanding of the subject.
See evidence #58

121. Student will demonstrate knowledge of de- HDF 415, CSV In both HDF 415 and CSV 302, I was given an opportunity to learn debriefing techniques. In CSV 302,
briefing techniques 302 we were given a handbook with a variety of different debriefing techniques. In particular, I liked to use
the Airplane Model, which was an debriefing activity that allowed participants to define the role they
had played in the service/activity. Those who felt they took charge may have defined themselves as a

pilot, those who felt they did more of a following role may define themselves as passengers or flight
attendants, and those who feel they did nothing may define themselves as cargo. I liked this technique
because it gave people an opportunity to think about why they played the role they played. Did those
who saw themselves as pilots think they were better leaders than their peers? Did they give others an
opportunity to lead, or take it upon themselves without considering others? why did those who felt like
cargo choose not to participate? Did we do in insufficient job of explaining to them what they were
supposed to be doing, did they feel overwhelmed, or were they simply not interested in participating
more fully? I feel this activity gave me the opportunity to address people’s self-image as it pertained to
groupwork, which I enjoyed. My other favorite technique was what, so what, now what? This activity
was a guided discussion in which we tried to lead participants through a discussion of what occurred,
why it mattered, and how we could continue the service/advocacy that had taken place throughout the
day and carry that into the future. I loved this technique because I found it almost always led to
extremely thoughtful conversations, and it gave participants the ability to focus on what the experience
had truly taught them. I also loved that it intentionally incorporated a “now what” conversation. I loved
this because I find that service opportunities often feel like the end when the event is over. However, by
including a “now what” during debrief, it gives students an opportunity to think about how they can
incorporate the lessons learned into their future, continuing the service that had begun during the
event. I found this particularly useful as a debrief at the end of a long term experience as well, for
exactly that reason.
See evidence #59

122. Student will demonstrate proficiency of de- CSV 302, HDF Following a service event that included a documentary about food insecurity in America, including
briefing techniques 415 topics such as food deserts, federal and state benefits that help families purchase food, etc., I led a
debriefing activity with a series of students who had been required to attend the event. I decided to ask
direct and intentional questions with the hopes of facilitating a meaningful conversation. We began with
easy and simple questions, like what the documentary was about, how it made us feel, etc. over time,
we developed into a deeper conversation about how our perspectives on the issues mentioned in the
documentary were dependent on our own experiences with food insecurity. My questions adapted to
the conversation, and I worked to include all members of the group. I had to ask intentional questions
to be sure I could understand if this service event was a useful one, if the students had actually paid
attention and gotten anything from the documentary. This allowed me to practice my debriefing skills,
and also challenge myself to remain adaptable and fluid when debriefing. I learned from this activity
that it is extremely useful to ask genuine questions, and that it is sometimes good practice to allow the
group to define the direction of a debriefing conversation, rather than to stick to a concrete list of
questions. Similarly, during HDF 415, another peer leader, Dani Hernandez, and I co-facilitated an
activity for FLITE students that was meant to teach the Tuckman stages of group development. Before
the activity, we pre-defined questions we hoped leaders would ask their students during debrief that
would guide the students through each stage of the model. The questions were meant to give students
opportunities to think deeply about the activity and relate the activity to each stage. This, we hoped,
would help them better understand the theory, but also help them understand how to incorporate their
understanding of group development into future group activities, both as a participant and as a leader.
See evidence #57

framing based on psychology and its use in
group facilitation
124. Student will demonstrate proficiency of
framing based on psychology and its use
in group facilitation

125. Student will demonstrate knowledge the
four frames of organizations, and the
meaning of reframing by Bolman and Deal
of organizational analysis using the four
frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127. Student will show knowledge of organizing HDF 492 Phi Sigma Sigma As Vice Present of my sorority, I am solely responsible for maintaining the schedule of events. It is my
meetings / setting agendas / and leading job to plan chapter meetings, to meet with executive council members, to define activities ranging from
meetings sisterhood events to service opportunities, etc. I developed a habit of outlining a list of things I wanted
to be sure to include each month. For example, I needed to have one formal chapter meeting, one
informal chapter meeting, one executive council meeting, two executive board meetings, two service
opportunities, and at least one sisterhood event each month. This often was a list that included
significantly more events and meetings. I would then create a tentative schedule with a date and time
allocated for each event on my list. I would then confirm with each group that I would be working with to
ensure that these dates and times worked. Similarly, I kept a journal in which I would write down any
important dates, announcements, things to consider, etc., which I would be sure to refer to during
meetings. In an attempt to be inclusive and purposeful, I remained as transparent as possible in
schedule, and opened a variety of lines of communication for anyone to reach me at in the event they
did not like the way I was scheduling things for the chapter.
See evidence #60

128. Student will describe personal examples of N/A Phi Sigma Sigma As Vice President of my sorority, I am responsible for overseeing all executive council positions,
organizing meetings / setting agendas / running executive board meetings, and setting the agenda for both executive council and executive
leading meetings boards. All non-executive board leadership positions are executive council positions. For example, the
service chairs, which are responsible for planning service opportunities throughout the semester for our
sister, the PR chair, who runs our social media, and our senior representatives, who help plan events
for graduating seniors during the spring semester, are all executive council positions. I lead e-council
meetings with all chair members bi-weekly, which involves me helping each chair create plan for the
semester and ensure that they are following that plan in terms of planning events, remaining within
budget, and setting reasonable and achievable goals. I also run executive board meetings every week
before we meet with our entire chapter. During these meetings, I ask each board member to discuss
the report they will be giving the chapter. I help advise them on when to give certain reports, and how
to go about saying things clearly and respectfully. I also help to ensure that each board member is
meeting the expectations of our headquarters, and that we have a calendar full of events that keep our
sisters involved with our sorority, PanHellenic community, and greater South Kingston community.
See evidence #110

129. Student will show knowledge of N/A Phi Sigma Sigma My sorority follow’s Robert’s Rules of Order when it comes to our chapter meetings. According to
Parliamentary Procedure Robert’s Rules of Order, parliamentary procedure is based on the conservation of the rights, including
the majority, the minority, individual members, absentee members, and each of these groups taken
together. This procedure considers each members opinion, regardless of their status, identity, or even
their attendance at meetings or at times of voting. This procedure aims to appease the maximum
number of people in the minimum amount of time, and applies to issues that leave the chapter
harmonious as well as issues that cause division and strife. Generally, the rules of this procedure as
follows. Only one issue can be considered at a time, and a motion must be “seconded’ by an additional
member before being put into vote and moving forward. Similarly, only one person may speak at a
time. Also, all members have equal rights, and all issues presented to the group are entitled to a full
and free debate. Finally, the rights of the minority must be protected, but the will of the majority must
prevail. This means that those who belong to the minority opinion have the right to present their ideas,

and their voice is equally important as all other members of the group. However, it is the will of the
majority that will be the deciding factor.
See evidence #61

130. Student will show knowledge of techniques HDF 415 Phi Sigma Sigma In HDF 415, I led a group of eight first-year leadership students through their introductory leadership
for working with difficult people course. Each student entered the class with their own personal definition of leadership, their own
comfort level of self-defining as a leader, and their own work ethics. Almost immediately, I learned that
every student would present their own unique challenge. Some students were possibly too comfortable
with the concept of leadership, and were uninterested in learning the theories and models that could
help them to improve their leadership style. Other students struggled to consider themselves a leader,
and became very overwhelmed. These students needed more guidance than others, meaning they
needed someone to go over the curriculum one on one with them, but also needed someone to
convince them of their own strengths and abilities. Other students simply did not express any interest in
the class, and that showed in their respect of due dates, rubrics, and class policies. Initially, I had
trouble defining the balance between stepping back and allowing my students to lead themselves, and
guiding them to decrease their stress levels and ensure their success. The students that didn’t care,
and the ones that were extremely overwhelmed by the class content and workload, made me want to
guide them through every step of the class. Some students tried to overstep professional boundaries,
calling at times I could not talk and expecting more than I could offer. Overall, I decided to define my
leadership style differently for each student. The students that were overwhelmed got more time and
energy than others. I met one on one with them to go over models and theories, to clarify assignments,
and to calm the nerves about their leadership abilities and ability to stay on top of the workload. The
students who showed disregard for the class also got more energy from me than other students, as I
continued to remind them of due dates, meeting times, and expectations, even after I had taken a step
back from other students. For the students who entered the class a little over confidence, I worked to
redefine leadership early on in the semester, and asked them to relate their leadership experience to
the class content. As they began to see their own room to improve, they became more engaged in the
class.
As Vice President of a sorority, I am tasked with pleasing a group of one hundred girls who have vastly
different opinions and expectations, and almost all of which believe there is no right way to run the
sorority besides their own. As a result, I am forced to compromise, which often leaves close to no one
happy. Some girls are outstandingly rude, sending explicit, angry messages about policies my
executive board has put in place. Some girls are passive, and speak negatively about our executive
board to everyone but members of the executive board. Other girls do not actively express their opinion
of the executive board, but do act in a way that causes problems for our executive board by breaking
contracts and going against policies. As Vice, I am often the middle man between the sorority and the
general members, meaning people often meet with or message me when they have something to say
to the executive board. Also, I play a significant role in our standards board, which is the board of
sisters responsible for handling situations in which sisters break policy or contract. In other words,
when sisters are upset, it is most often me that has to deal with it, and I am often the one speaking to a
sister when they are at their rudest. No matter the situation, I use active listening techniques to make
all sisters feel heard, no matter how angry or rude they are being. I work to make sure every sister
feels like their point has been heard and understood, and that I do want to help them, but have to keep
the best interest of the entire sorority in mind. Also, after a month of being mistreated by angry people,
I developed a policy that I would not respond to any messages, no matter what they were about, if they
were rude. If a sister wanted information, or wanted to meet, they would have to go about asking for it
respectfully and professionally. This decreased the amount of rude and explicit messages I was
receiving, and made even the angriest sisters ground themselves before coming to me.
See evidence #40

131. Student will describe personal examples of HDF 190 In HDF190, I was introduced to my top values. A year later as a sophomore, I was elected Vice
using techniques to work effectively with President of my sorority. I decided to build a foundation of leadership that was grounded in my top
difficult people values. I felt that Phi Sig had been a home to me, and had introduced me to people and experiences
that had helped me become more like a person I could say I am proud to be. However, I also knew that
was not true for all members of my sorority, and I entered into a leadership position with the intention of
changing that. However, I found this to be extremely difficult very quickly. In particular, two people
stood out as being especially difficult. One was a general member without a leadership position, but a
senior. This individual decided to start conflict between us because she was not elected to a position
that I would have overseen. When I heard that she had been speaking poorly about me to other sisters,
and to anyone that would listen at bars, I reached out to her. I attempted to explain that my position as
VP prevented me from having any voice during the election, that she hadn’t even submitted an
application for this position, which is why she was not elected, rather than because I had decided on
my own that she was not suited for the position. This did nothing to fix our relationship, or stop her from
working to attack my credibility and reputation within the chapter. For a while, I tried different tactics, I
tried to explain why she wasn’t elected, I tried to determine if there was another way I could appease
her, like offering to work with her and the sister that was elected to involve her more deeply as a
general member. Eventually, I realized nothing I could do would make her feel better, and while I
couldn’t stop her from feeling this way, I could prove to others that I am a good leader by focusing on
remaining as approachable, transparent, and consistent as possible. The second person I found to be
extremely difficult to work with was my president. Very quickly, a faction formed within my executive
board that was generally described as the president vs. everyone else. Because everyone else felt
they needed a leader to look up to, my position elected me as their leader, despite my efforts to remain
neutral and approachable. I found my president to be manipulative, lacking of any accountability or
integrity, and selfish. I watched her act in a way that sought out the best interest of herself and her
friends, even when it contradicted the values we agreed upon. She came off as a very friendly and
positive person, which made it difficult to address these problems. She was very good at flipping
situations around to make the problems I addressed either negligible or my own fault, which often
resulted in us talking in circles rather than solving anything. This caused huge problems, especially
when she started conflict that affected the unity of our executive board. She hurt the credibility of our
board as we so obviously were divided, and when she acted in a way that went against what we said
was right and was expected of our members. I found that the best way to deal with this was not by
worsening the conflict by blaming, fighting, or yelling, but rather trying to start conversations. When
these conversations did not work, I took matters into my own hands, worked hard to get a unanimous
or at least majority agreement on a plan of action, and remaining transparent with my board. I found
that earning the trust of my board and my general members was the best way to resolve the problem,
as it resulted in my board seeming less out-of-control and more unified, and my chapter more trusting
of me and subsequently my board.
See evidence #32

132. Student will show knowledge of the stages HDF 190 In HDF 190, we studied the Stages of Group Development as developed by Bruce Tuckman. These
of group development (Tuckman/Tuckman stages are forming, storming, norming, performing, and adjourning. The forming stage involves a
& Jensen, Bennis or others) positive group dynamic. The group does not know one another extremely well and is subsequently
polite. However, the roles and responsibilities of each group member aren’t very clear, and the leader
must play an active role in the group. The storming phase begins when conflict appears between team
members. This can occur when the natural working habits of team members begin to clash. Storming
can also occur when personalities clash or when members become overwhelmed or uncomfortable.
The next step, norming, begins when conflict is resolved. The strengths of group members are
recognized and appreciated. Also, outside of the professional/academic setting, relationships begin to
develop between group members. Group members begin to know one another better and potentially
socialize. As a result, a stronger commitment to the team goal develops and progress becomes
apparent. Performing begins when the goal begins to be met. At this point, there is little to no conflict
between group members and the group as a whole is efficient and positive. Finally, adjourning occurs
after the group has reached their goal. As a result, the formal purpose of the group has been met and
they disband.
See evidence #24

133. Student will describe personal examples of HDF 190 In HDF 190, the class was separated into four small groups. Each small group was led by a peer
group development in use mentor and consisted of seven to eight students. My small group consisted of eight students including
(Tuckman/Tuckman & Jensen, Bennis or myself and was led by a peer mentor named Connor Curtis. The forming stage began the day that we
others). were separated into small groups. While some of us knew each other, none of us knew each other
particularly well, and as a group we were not sure how the dynamic would work between us. During
this time, we relied heavily on Connor. We each asked her many questions, and during class she
spoke more than the rest of us. Eventually, we were given a goal as a group. We were assigned a
project that involved us conducting a service project related to the topic of mental illness. Once this
purpose was given to us, we quickly began to move into the storming phase. During this time, our
leadership and working styles began to clash. Some members of our group were very proactive and
needed to plan many steps ahead, while others were more comfortable taking the project step by step.
Similarly, schedules immediately proved to be a source of conflict between us. We struggled to find a
time where all eight of us were free, which made meeting to work on the project difficult, but also made
it difficult to find a day to actually do our service. Similarly, Connor had taken a significant step back
during this time, and learning how to lead ourselves was difficult at first. The norming stage began
after each member was given clear responsibilities and the actual service was scheduled. During this
time, relationships between individual group members began to strengthen. We began to see one
another outside of class and got to know one another on a more personal level. Similarly, because the
stress was largely over related to the project, we began to recognize the significance and importance of
the work we were doing. We bonded over the sense of pride we felt over the work we were doing, and
this mutual feeling allowed us all to prioritize our project equally. This led us smoothly into the
performing stage. Our project quickly came together, and each member completed his or her
responsibilities without issue. Our presentation came together quickly and well. Finally, adjourning was
reached after the presentation was over. Our class finished, and our formal purpose as a group ended.
We no longer had any obligations to one another, and formally our group disbanded.
See evidence #25

134. Student will show knowledge of group roles
and how they contribute to group dynamics
(Johnson & Johnson; Benne & Sheats;
Knowles & Knowles; etc.)
135. Student will describe personal examples of
group roles and how they contribute to
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136. Student will show knowledge of effective
memberships skills in groups
membership skills in use
138. Student will show knowledge of the HDF 190 In HDF 190, we learned about Nevitt Sanford’s theory of Challenge and Support. The concept behind
Challenge and Support theory by Sanford, this theory is that a student must have a balance of challenge and support in order for growth and
and its relationship to organizations personal development to occur. If there is too much support, the student will never have an opportunity
to grow. Similarly, if there is too much challenge, the student will become overwhelmed and frustrated,
and will stop trying. Along with the external factors of challenge and support, elements of readiness
must be taken into account, as an individual must be psychically and/or psychologically ready to grow
in order for this growth to occur.
Sanford, N. (1966). Self and Society: Social Change and individual
development. New York.
See evidence #41

139. Student will describe personal examples of HDF 415 In HDF 415, I was reintroduced to this theory, and it became the foundation of my leadership style for
using the theory of Challenge and Support my students. I very quickly learned that all eight of my students would require a different level of
(Sanford) challenge and support, and unlike all of my other leadership experiences, I could not have one
leadership style for the entire experience. Instead, I adapted to the needs of each student, and did my
best to offer the right balance of challenge and support to each individual student.
See evidence #42

140. Student will show knowledge of the COM 100 In COM 100, there was a tremendous focus on developing the public speaking skills of students. As a
construction / elements of informative and result, students were taught how to write effective informative and persuasive speeches. In order to
persuasive speeches write an effective speech, one must choose a topic that is appropriate for his/her audience. Also, it is
important for the speaker to pick a topic that interests him/her. Otherwise, the speech will likely seem
forced and dry, lacking of any passion. The speakers should also consider how the audience can
benefit from hearing a speech on the talk of interest as well as how much time it would take to research
and present said topic. Overall, the speech must serve a particular purpose. Structurally, an effective
speech is made up of three to five main points with three to five sub-points. The speech should be
introduced with an attention-getter, something that would cause the audience to pay attention to that
which the speaker is saying. Then, the main point or argument, depending on the type of speech, is
stated clearly in the thesis. The speakers should then state his/her own credibility in order to earn the
trust of his/her audience. Then, the speaker should preview his talk by stating the specific main points
he/she will discuss. Then, each main point is discussed in the body. What differentiates a persuasive
speech from an informative speech is that a persuasive speech has an agenda. Throughout the
entirety of a persuasive speech, the speaker should focus on positive perspectives on that which
he/she is trying to persuade the audience of. Also, by providing negative information on the opposing
side of the speaker’s argument can be a successful tactic. Alternatively, an informative speech should
remain neutral and unbiased. If the topic of an informative speech is controversial, the speaker should
provide information that supports both sides of the controversy to keep from being biased. The
conclusion then summarizes the main points of the speech. The speech is wrapped up with a final
thought, which can also be described as a “wow statement.” In other words, the speech should
conclude with a relevant sentence that will stick with the audience.
See evidence #26

141. Student will demonstrate proficiency in HPR 309 During the spring semester of my freshman year, I took HPR, an honors class on genomics. One of the
informative and persuasive public speaking goals of this class was to develop the presentation skills of each student. Another, more curriculum-
COM 100 based goal of the class was to discuss the ethics of the current world of genomics. As a result, the final
project in this class was a fifteen minute persuasive speech on the relevant topic of our choice. I chose
CSV 302 to speak about the Icelandic Genome Project, which was an incredibly controversial project that tried to
make a population-wide genomic biobank consisting of a genealogical database, a collection of
HPR 412 biobank specimens that could be used for genotyping, and a national electronic health record system.
During my presentation, I learned that finding ways for the audience to empathize with my side of the
argument was the most effective tool. I structured my speech in a way that forced my audience to look
at every situation from a perspective that made them consider how they would feel if they were put in
said situation themselves. By framing this in a way that focused on the negatives of the opposing
argument and positives of my argument, I could guide my audience toward a relatively predictable
response. By making the talk personal, the topic stuck with them, which allowed the impact of my
speech to be notable.

I also took COM 100 during this semester. This class required me to give a five minute informative
speech on the topic of my choice. I chose to give a speech on how to tell if someone is lying. I learned
while writing this speech that it is important to keep the audience involved with the speech in order to
keep their interest. Asking them questions, making jokes, and incorporating some form of discussion all
proved to be valuable tactics. I also learned that a strong introduction and conclusion is essential, and
that tying the two together can be very effective. For example, as an attention-getter, I proclaimed three
“facts” about myself. I then told the class that two of the statements were true, but one was a lie. After
giving a speech on how to tell if someone is lying, I concluded my speech by telling them which of the
three statements was a lie. I then told them that it was up to them to decide whether or not I was telling
the truth. This caught their attention as I was addressing them directly and asking something of them,
but also required them to reflect on the information I had just given them.
In CSV 302, as our final project, we had to give a “Ted Talk” presentation. Mine was entitled “Art as a
Form of Service: Changing the World though Poetry.” In this Ted Talk, I discussed the five steps to
writing a great poem as a metaphor for how to be a successful change agent. This presentation had to
last a minimum of ten minutes.
In HPR 412, my peers and I conducted a semester long project that consisted of a literature review,
synthesis, policy analysis, cost analysis, research, and finally, a presentation given to Mayor Jorge
Elorza, Superintendent Chris Maher, and their staff. In this presentation, I shared the results of my
research and analysis, specifically on the use of technological resources to combat summer learning
loss in Providence, Rhode Island. Currently, both the mayor and superintendent have taken on projects
with the intention of decreasing the amount of summer learning loss Providence students face, and our
intention was to inform them on best practices. By identifying the goals of our audience (decreased
summer learning loss in Providence) and addressing their hesitations (they already have library
programs to combat summer learning loss, and I explained that these are inefficient. Also cost is a
significant concern for Providence, and my cost analysis showed that providing tablets to Providence
students would be the most cost effective option they could act on), my presentation was able to assist
them with drafting policy to benefit the students of Providence
See evidence #27
142. Student will show knowledge of planning HDF 415 URI Service Corps In HDF 415, we went over professionalism, resume building, and interview skills. I considered these
and conducting interviews (as the lessons when flipping them around and working as the interviewer for URI Service Corps. My
interviewer) sophomore and junior years, I acted as a student leader for URI Service Corps, which involved working
through applications, and pushing students through a 3-tiered interview process that resulted in a
selection of approximately 25 students for each service trip. This was especially difficult my junior year,
when my trip received over 80 applications for 25 positions. My co-leaders and I prepared for the
upcoming interviews by identified the skills and values we felt were most important for our participants
to hold. We then pre-wrote a series of interview questions. We also pre-defined a scoring-process that
would allow us to judge applicants as fairly and equally as possible, and gave us a quantitative way to
determine which students to pass through to the next level. Once the time for the interview came, we
did our best to remain as candid about the interview process as possible, and to come off as non-
threatening and approachable as we could. We tried to make our applicants feel comfortable by
coming off as laid back and friendly, while remaining a sense of professionalism. We did this by
dressing appropriately but casually, referencing our own experiences, and maintain positive and
comfortable body language.
See evidence #43

143. Student will describe personal examples of N/A URI Service Corps After my freshman year spring break spent participating in the New Mexico Alternative Spring break put
planning and conducting interviews (as the on by what would eventually become URI Service Corps, I was invited to become a student leader for
interviewer) the following two years. My sophomore year, I planned and led the URI Service Corps Alternative
Spring break trip to Flint, Michigan. In the Fall, after accepting applications, my co-leaders and I
conducted two waves of interviews. In the first wave, we conducted group interviews, and invited all
applicants to attend. In the second wave, we conducted individual interviews. We asked questions
about the students’ majors, interests, reasons for applying, and philosophy related to service. We then
invited eighteen of the applicants to join our team based on their interviews and application.
See evidence #43

144. Student will show knowledge of preparing URI 101 During URI 101, we spent a class discussing effective job application techniques. This included tips on
for and effective answers in interviews (as how to write a successful resume and interview tips. We were advised to research the company for
the interviewee) which we are applying before an interview. This meant that we should come to the interview with a
clear understanding of the goals and mission of the company we are interested in. Similarly, a
complete understanding of what the company is looking for in an employee is necessary. Being sure
that an individual’s skills, qualifications, and interests align with the job requirements are important for
both the employer and the interviewee. Next, we were advised on how to dress professionally during
interviews. We were suggested to wear neutral colors and to wear an outfit that could be described as
“business casual.” Also, we were advised to bring a copy of our resume to an interview. During the
interview, we were reminded to remain conscious of both our verbal and non-verbal communication.
Appearing confident through our language and our posture is extremely important, as is being
respectful toward other applicants and interviewers.
See evidence #28

145. Student will describe personal examples of N/A Civic Engagement Leader Program Early in the fall semester of my freshman year, I decided I wanted to apply to be a Civic Engagement
preparing for and being interviewed Leader. As a result, when the application opened up in the spring, I took the process very seriously.
Before my first interview, I researched the Civic Engagement Leader Program. I learned what the goals
of the program were, made sure I understood what it stood for, and looked into service projects it had
put into action in the past. I then thought about how well I fit into the program. I thought about my skills,
my strengths, my values, and my passions. I saw how my empathy, individualization, and
connectedness would allow me to excel as a Civic Engagement Leader. Next, I considered what kind
of questions I expected to be asked and prepared answers. I came to the interview prepared with an
explanation of why I was applying for the program, why service was important to me, and a description
of my service experience. The day of the interview, I prepared a professional outfit to wear. During the
interview, I made sure to remain professional and confident with both my verbal language and my non-
verbal communication. I made sure to speak clearly and remained conscious of filler words such as
“um” and “uh.”
See evidence #29

146. Student will show knowledge of effective
collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)
working in collaboratives/coalitions
148. Student will demonstrate knowledge of COM 100 Intercultural communication is defined as communication that occurs in interactions between people
techniques to communicate and engage in who are culturally different, according to “Communication Fundamentals,” a textbook written by Jess K.
difficult dialogues related to diversity and Alberts, et al. Intercultural communication has both verbal and nonverbal aspects. In other words, the
inclusion. words people say as well as their body language effects communication between members of multiple
cultures. This is because there are culture-shared patterns of communication. Whole cultures share the
same perceptions of certain behaviors, though different cultures perceive these same behaviors
differently. This is also true for the values of specific cultures and behaviors.
See evidence #30

149. Student will demonstrate proficiency in HDF 190 Phi Sigma Sigma IN HDF 190, I learned about the Relational Leadership Model, which I decided to put at the foundation
communicating and engaging in difficult of all my leadership positions. As VP of my sorority, I led with the first black president of our chapter
dialogues related to diversity and inclusion. and with myself as the first openly gay vice president of our chapter. With each of us belonging to
underrepresented groups that were not usually well represented in Greek Life, we took our leadership
positions very seriously, and together had a large number of conversations about what it meant to be in
leadership in Greek life with our identities considered. Similarly, we did so with recognition that no
matter how many conversations I have or how well-meaning I may be, I can never understand what it
means to be a black woman, nor can my president understand what it means to be a gay woman.
Together, we worked to facilitate conversations about diversity and inclusion in our sorority, giving
other sisters who belonged to underrepresented groups an opportunity to share their experiences, and
giving students who did not an opportunity to understand the perspectives of those that did. We also
worked to change policies that unintentionally harmed people from underrepresented groups, such as
changing the definition of “letters appropriate” to only allowing for straightened hair, which
unintentionally affected non-white members of our chapter.
Even separately from leadership positions, I have made it a rule for myself to engage in conversation
with anyone who had genuine questions about my sexuality. I feel that prejudice comes from a place of
misunderstanding, and as uncomfortable as it is to talk about sexuality, I feel that the only way to
create a more unified society is to put energy into conversations between different people. in and
outside of leadership positions, I have made it clear in my relationships that I am open to
conversations, and happy to answer questions, even if they feel uncomfortable or potentially offensive
to ask.
See evidence #32

150. Student will describe ways to maintain HDF 415 Leadership Institute When I think of accountability, I think of the first of the four agreements introduced
accountability in leadership / member to me at Leadership Institute, to be impeccable with your words. Accountability is
relationships
established when members and leaders are authentically themselves, and do exactly
what it is they said they would do. When leading, it is important to give those you
are leading an opportunity to define what can and cannot be expected of them, as
much as it is to do that for those you are leading. Accountability can only come
about if all members of the group, including the leader, are transparent about their
intentions, and upfront about their limitations. Similarly, I think it is extremely
important to avoid making insincere excuses when there are limitations.
See evidence #62

151. Student will describe personal examples As a peer mentor in HDF 415, I maintained accountability by being clear about what
related to maintaining accountability as a I can and cannot do. when I made promises to my students, such as when I
leader
promised to give feedback on their outcomes by a certain date, I made sure to stay
true to that. However, I also was extremely honest about my limitations. I was clear
that my students could reach out to me for support, but was honest about the fact
that I could not pick up the phone at odd hours of the night, or that I was going to
take time for myself and my personal relationships occasionally, and could not be
expected to respond to texts immediately. Similarly, I asked my students to do the
same for me by defining what they could and could not do, and expecting them to
follow through on that. When they didn’t, I counted on the group to handle that
situation together as a group, only stepping in if I needed to. By leading in this way,
I feel that I was successful in developing a trusting and respectful leader/mentor
relationship between myself and the individuals in my group, as well as between
each of my students.
See evidence # 45
152. Student will describe ways to build HDF 190 I build relationships between myself and those I am leading based on the relational
relationships between leaders and leadership model. By remaining inclusive, empowering those in my groups, and
members
grounding my group in a sense of purpose and ethics, I create an environment in
which a relationship can be built between myself and those I am leading. I feel that
the most important step in this is empowerment. There is a strong sense of
companionship and gratitude that human beings form with those that make them
feel important, heard, and capable. In my experience, the strong relationships I have
formed while in a leadership position are with those who I went out of my way to
help recognize their own strengths, and to help them identify ways they can utilize
those strengths to contribute to the goals of the group. Similarly, the strongest
relationships with leaders that I have formed as a participant are with those that
made me feel important and useful.
See evidence #14

153. Student will describe personal examples of HDF 190 URI Service Corps In HDF 190, we studied the Relational Leadership Model. In summary, this model
building relationships with members as a HDF 415 describes a leadership style in which a leader is empowering, inclusive, process-
leader
oriented, ethical, and purposeful, and is grounded in the belief that the key to
leadership success is in building relationships. This is the model that I first identified
with as a FLITE student, and one I have carried with me in leadership positions I
have taken on since taking FLITE. In HDF 415, I led eight students through their
FLITE experience. It was important to me from the beginning to establish
relationships with all eight of my students. I felt that I could lead them best if they
felt they could trust me, if they could relate to me, and if I led with transparency.
Similarly, I did not believe that I would be able to find the right balance of challenge
and support for each of my students if I did not establish and trusting and honest
relationship with each of my students. I worked to get to know each of my students
as well as I could while maintain professional lines, getting to know their majors,
passions, and stories. Similarly, as a Student Leader of an Alternative Spring Break
trip through URI Service Corps, I did my best to get to know the student
participants as well as I could during our weekly pre-trip meetings. While on the
trip, throughout the day I worked to build closer relationships as we shared the
experience together. I have found that service creates a bond unique to experiences
like ASB trips, and as a Student Leader I made it a priority to create experiences that
would allow our students to gain almost as much as they gave to the Michigan
community. By building relationships with the student participants, we were able to
create a trusting and open atmosphere that allowed of us, student leaders,
participants, and advisors alike, to take as much from Michigan as we could.
See evidence #44

154. Student will describe how credibility applies HDF 415 In HDF 415, we discussed the importance of building credibility in order to build
to leadership, as well as the characteristics and maintain the respect of our students and be considered a leader. Credibility is
and skills of a credible leader
one of the most important aspects of leadership, as without it you do not have the
respect necessary to actually lead. Credibility is established through authenticity,
clear communication, and accessibility. It is extremely important while in a
leadership position to be transparent about your intentions, your goals, and your
plans for execution. By doing this, and following through on your word, you can
begin to establish credibility. It is also required to do this in a way that exudes
confidence. If a leader does not appear to believe themselves, they will not establish
credibility they need to inspire others to believe them. this often means that a leader
must take time for self reflection in order to assess what it is they believe in, and
assure that their actions are in alliance with their beliefs. Credibility is also
established through accomplishments. By reaching goals and creating a positive
impact, a leader established credibility and builds respect.
See evidence $63

155. Student will describe personal examples of HDF 415 Phi Sigma Sigma As the Vice President of Phi Sigma Sigma, it was extremely important, and
building, maintaining, and repairing his/her extremely difficult, for me to build and maintain my credibility as leader. I was Vice
own credibility as a leader
President during a very tumultuous time in my chapter’s history, during a time a lot
of factions existed both in the chapter as a whole and within my own exec board,
and I led us through a series of extremely unfortunate events during which
members acted in a way that did not align with the values I was trying to guide us
toward aligning with. As such, it was extremely important for me to be a leader the
chapter could trust and respect. I did this by remaining as authentic and transparent
as I possibly could. I was extremely honest about my intentions and my plans of
action, and began every weekly meeting with an honest expression of what I felt
about our chapter, how I felt my plans were beneficial, and how I intended to enact
them. I also made myself as approachable as I could by offering my time, phone
number, and social media information, so that members of the chapter could meet
with me to discuss their concerns in whatever manner was most comfortable to
them. while working with other people in leadership positions, I offered 1-1 meeting
opportunities, and routinely sent out anonymous surveys in which leaders could
comment on how well they felt I was meeting their goals. When my survey
responses were not what I wanted them to be, or when my chapter was not
representing themselves in the way I was trying to inspire them to, I dedicated more
time into meeting on an individual level with chapter members to identify sources
of conflict and concern. I tried hard to approach problems with empathy and
conversation, rather than act as a cold punisher.
See evidence #17

156. Student will describe ethical standards in
influence
157. Student will describe influence applies to
leadership
158. Student will describe principles of effective HDF 415, PSC Mentoring key skills In HDF 415 and PSC 306, both classes that introduced me to opportunities to act as
mentoring, as well as problems particular 306 a mentor to students, taught me key skills necessary of all those in mentoring
to the mentoring relationship
positions. The four key mentoring skills are listening actively, building trust,
determining goals and building capacity, and encouraging and inspiring the
mentee. Each of these skills can develop over time and throughout the
mentor/mentee relationship. Active listening is important be cause it creates a
positive and accepting environment that promotes open communication. This can be
done by showing interest in what the mentee has to say, using body language that
indicates that you are paying attention, and reducing interruptions and distractions.
This also means giving the mentee space to speak about their own experiences,
rather than constantly telling your own stories and finding ways to make a situation
about yourself. Building trust is a process that occurs over time. This happens
through conversations, and requires confidentiality, punctuality, and consistence.
Determining goals and building capacity requires the mentor to have a clear set of
goals they hope to achieve, and the ability to discuss openly how they reached the
goals they have already achieved. This also entails finding ways to help the mentee
identify their own goals, and helping them develop the skills and find the resources
they need to achieve those goals. Finally, encouraging and inspiring, which is
considered by some research the most valuable skill held by mentors, happens when
the mentor makes clear that the mentee has made them proud. This involves
celebrating the accomplishments, professionally and appropriately of course, of the
mentee, addressing directly when the mentee has accomplished something, and
communicating the mentor’s belief in the mentee. Problems that can occur in a
mentoring relationship include compatibility, boundaries, and patience. Some
people simply do not have compatible personalities, and when this is true between a
mentor and a mentee, it is impossible for the mentor to establish a trusting and
inspiring relationship. Similarly, boundaries can become an issue when the
relationship is extremely compatible. Discussing goals and fears can be very
intimate, and it is easy to lose a sense of professionalism when watching a mentee
grow into the person they aspire to be. Finally, patience can be difficult when it
takes longer, or more work, for a mentee to reach their goals than expected, or than
it would have for the mentor. Sometimes, mentees need to have the same
conversations repeated, or need to fail in order to learn a lesson. This can be
frustrating for the mentor.
See evidence #64

159. Student will describe personal examples of HDF 190,HDF Johnson & Johnson In HDF 190, I was a first-year student beginning my leadership journey at URI. In
mentoring and being mentored 415, PSC 306 this class, I was separated into a group of 7 other students and led by our peer
mentor, Connor Curtis. Connor led us through a semester of trials and tribulations
during which each of us developed our own leadership styles, and learned how to
be a leader during times of both success and failure. This was a fantastic experience
for me. Both Connor and I have a leadership profile that consists primarily of
relationship building strengths, and this like-mindedness we shared gave me the
comfort and reassurance I needed to believe in myself enough to throw myself into
experiences I could develop my leadership style in. she did an amazing job of
relating to us each individually, and identifying what each of us needed from her.
For me, this was reassurance at first, and then tough-love that inspired me to
develop my own autonomy. By the end of my semester, I had formed a strong
friendship with Connor, and recognized myself as a leader regardless of whether or
not she was offering me direct words of reassurance in the moment.
As an Advanced Analytics Co-Op at Johnson & Johnson, I am currently being
mentored by my co-workers, most particular by my tech lead Ed. Ed has taken me
under his wing, in a sense, by meeting with me on a weekly-to-biweekly basis to
check in on my goals and outcomes, and confirm that I am actively working toward
the goals I identified for myself at the beginning of my internship. He has helped me
develop both hard and a soft skills, and has pushed me to be a better data scientist.
When I first started at J&J, I felt extremely under-qualified and overwhelmed.
Today, I find myself with an extreme amount of knowledge I did not have before,
and a more confident data scientist. Without Ed’s commitment to my success, I do
not believe I would have the confidence in myself to have gotten myself to where I
am today
In HDF 415, I worked a peer leader in FLITE. This opportunity gave me the chance
to mentor eight first-year students through their introductory leadership course.
Throughout this experience, I developed each of the key skills required of mentors,
and also experienced each of the potential problems that could arise in mentor
relationships. For some students, I found myself having to remind myself that they
were my mentees, and taking a step back from them in order to remain professional.
I also found myself needing to take a step back because I wanted to be more
involved in their leadership development process because of the relationship we
had formed, but I knew that what would be most beneficial to them was for me to
take a step back and let them tackle an obstacle on their own. I also found myself
reminding myself to be patient with some students, who were significantly les
willing to let me step back, even when it was what was best for them. some students
required more of my time and energy, and I had to remind myself to think of what
was best for the individual student, rather than what was most convenient for
myself.
IN PSC 306, I worked as a mentor at a Providence middle school for at-risk students.
I primarily worked with one particular student, who was considered “at-risk” after
being held back mostly due to an unacceptable number of absences. By giving this
student my attention and reassurance, I gave her a reason to prioritize coming to
school and doing her work. I helped her find ways to tackle assignments in a way
that was exciting for her. Eventually, I found her consistently coming to school on
the days she knew I would be there. I also worked another student, who was
considered at risk primarily due to behavioral issues. He often felt like he was “too
good” for school, and cared only about football. For him, I helped him identify
goals, even ones that didn’t directly or obviously relate to school work, and helped

him understanding how small assignments were little steps that would eventually
lead to him achieving those goals. My mentor-style between these two students was
extremely different, with the first requiring a softer more inspiring relationship, and
the second requiring a tougher one, but this was because the two students needed
very different kinds of mentors.
See evidence #65

160. Student will describe principles of effective HDF 415 Leadership Institute My first concrete experience with peer leadership was in HDF 415, when I mentored
peer leadership, as well as problems eight freshmen through FLITE. When I think of principles that define an effective
particular to peer leadership
peer leader, I think of a concept that was introduced to me during the Leadership
Institute, the Four Agreements. The Four Agreements are as follow: 1. Be impeccable
with your word 2. Don’t take anything personally 3. Don’t make assumptions and 4.
Always do your best. To me, being impeccable with your words means two things;
represent yourself authentically, and make promises you know you can keep. To be
an effective peer leader, you must be honest about who you are, and what you stand
for, with those you are leading. Similarly, you must be able to establish a trusting
relationship with those you are leading. This can be done only if you are true to, or
impeccable with, your words. Don’t take anything personally is also extremely
important, and I feel it relates to the importance of establishing boundaries. It is
extremely easy, especially in peer leadership where those you are leading are
roughly the same age as you, to develop friendships with your group. This is a
beautiful thing, but also a dangerous thing to leadership. It is extremely important
to establish boundaries to make clear than when you are acting as a peer leader, you
are in a position of leadership, not one of friendship. This also helps when conflict
arises, by separating an issue between leader and those being led as being exactly
that, rather than a conflict between peers. Don’t make assumptions is extremely
important, as you don’t always know what a person’s stories or motivations are.
Leading without assumptions helps you meet those you are leading where they are,
rather than where you think they are, which contributes to a more inclusive and
welcoming environment. Finally, always do your best, to me, relates to the moments
that feel like failure. Peer leaders do not always have the answers and are not always
flawless, and this is okay. Similarly, establishing boundaries for the sake of your
own safety and comfort is extremely important, and peer leadership can sometimes
feel like a position that requires an individual to push themselves outside of their
safety zone. Reminding yourself that you are not at your best when you are over-
exerted is important, and forgiving yourself and working through the times you do
not know the answer is part of leadership.
See evidence #62

161. Student will describe personal examples HDF 190 HDF 190 In HDF 190, I was a member of an eight-person small group led by a peer leader,
related to being a peer leader and being HDF 415 HDF 415 Connor Curtis. Connor made it a priority to get to know each of us individually, and
led by peers
to adjust her leadership style according to each of our needs. She led in a way that
made us more confident in our own abilities as a leader, and she helped us get to
know ourselves better throughout the process. She gave us the opportunities to step
up and take risks, allowing us to learn from our mistakes and understand our own
leadership styles, while constantly reminding us that we had her unwavering
support through every experience. As a result, I left HDF 190 confident in my
abilities as a leader, capable of handling the workload and understanding the
curriculum, and more grounded in my own values and strengths. It was this impact
that Connor had on me that inspired me to apply to be a peer leader myself, a
position I was thankfully accepted. As a Peer Leader in HDF 415, I also led a small
group of eight first year students. Like Connor, I spent a lot of time and energy
getting to know each of my students individually, getting to know their strengths,
weaknesses, and needs. I then used the curriculum taught in HDF 415 to be the best
leader I could be, using theories such as Challenge and Support and the Relational
Leadership Model. This gave me the ability to earn the trust and respect of my
students necessary for them to feel safe enough to take risks necessary to grow, so
that when I challenged them, they felt capable of accepting the challenge.
See evidence #45

Final Inventory 2019

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LEADERSHIP

Name: Gabrielle Hummel

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 08/22/2017 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 08/22/2017 5

 Leadership theory and

Leadership Inventory Revised 08/22/2017 6

Leadership Inventory Revised 08/22/2017 8

See evidence #31

See evidence #32

Leadership Inventory Revised 08/22/2017 12

See evidence #53

See evidence #34

Leadership Inventory Revised 08/22/2017 14

See evidence #10

Outcome Category: Leadership Theories

Greenleaf, R. K. (1970). The Servant as a Leader.

Leadership Inventory Revised 08/22/2017 17

See evidence #12

Leadership Inventory Revised 08/22/2017 18

Leadership Inventory Revised 08/22/2017 19

Leadership Inventory Revised 08/22/2017 20

See evidence #45

In HDF 190, we studied the Relational Leadership Model, published by Komives,

Leadership Inventory Revised 08/22/2017 22

Leadership Inventory Revised 08/22/2017 23

See evidence #15

See evidence #16

Constructivism plays a significant role in service, as everyone has preconceived

Leadership Inventory Revised 08/22/2017 24

See evidence #17

Kolb, D. (n.d.). Experiential Learning: Experience as the Source of

See evidence #36

See evidence #18

See evidence #19

See evidence #47

Leadership Inventory Revised 08/22/2017 28

Leadership Inventory Revised 08/22/2017 29

Leadership Inventory Revised 08/22/2017 30

See evidence #20

Harro, B. (1997). The cycle of socialization. In M. Adams, W. J. Blumenfeld, R. Casteneda, H. W.

See evidence #48

Leadership Inventory Revised 08/22/2017 31

See evidence #21

See evidence #49

Leadership Inventory Revised 08/22/2017 34

See evidence #22

Outcome Category: Critical Thinking

See evidence #50

See evidence #51

Leadership Inventory Revised 08/22/2017 35

See evidence #52

See evidence #53

See evidence #32

See evidence #55

Outcome Category: Interpersonal and Organizational Concepts & Skills

Leadership Inventory Revised 08/22/2017 38