Outcomes 2019

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name:
Date Enrolled:
Date of Graduation:
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
Leadership Inventory Revised 12/6/2019 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 objectives
R 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.
Class Association Year Font

HDF 190 First Year (2017-2018) Original in Italics
Revised/New in Palatino Linotype
HDF 413 Sophomore Year (2018-2019) Arial
HDF 413 Junior Year (2019-2020) Times New Roman
*ANY THING BOLD IS NEW*

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

organizational, and academic examples of
self-discipline
3. Student will demonstrate the ability to
manage emotions
4. Student will demonstrate knowledge of
stress management methods
5. Student will demonstrate the ability to
manage stress
6. Student will express a personal code of
leadership / membership ethics
7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values HDF 190 In HDF 190, one of our first tasks was to discover our according to the VIA Institute on Character.
statement (Sources = VIA, values Through this experience I learned that my top values are Humor, Curiosity, Zest, Creativity, and
clarification exercises, etc.) Fairness. I also wrote a personal values statement detailing how I plan to use my values concurrent
with my strengths to lead. I felt it was beneficial to learn about my values because it helped me to
Evidence: VIA Values Packet better understand what kind of leader I can potentially be. The personal values statement also helped
me to reflect upon what my values are and how I can use them.
In HDF 190, one of our first tasks was to discover our values according to the VIA Institute on
Character. Through this experience I learned that my top values are Humor, Curiosity, Zest, Creativity,
and Fairness. After discussing values and strengths within my small group at our HDF 190 Retreat, I
wrote a personal values statement. This statement detailed how I plan to use my values concurrent
with my strengths to lead. The first thing I talked about in my personal values statement was how I
value humor and keeping the mood light in a given situation. I feel as though I can use my strength of
empathy to understand how someone is feeling and on occasion, I can use humor to make them feel
better if they are sad or upset. In terms of leadership, I think that humor can be important because it
keeps everyone in the group happy and upbeat when moments of tension arise. Often when I sense
tension within a group, I like to crack a joke to make everyone feel at ease. Another one of my values,
curiosity I think also lends itself nicely to leadership because curiosity is all about asking questions and
knowing what is going on. Curiosity also pairs well with my strength of context because context allows
me to look at things from the past and apply those past experiences to current situations. Both curiosity
and context help me to gain and process information. I have been known to ask a lot of questions, but I
like to sit with the information I have been given for a while before I make a decision. While this can be
a disadvantage when it comes to making quick decisions, combined, this value and strength allows me
to make well informed decisions. In a leadership position I think that it is important for a leader to be
curious, ask questions and get information for the group they are trying to lead. I also think that it is
good for a leader to think about how to make decisions for the group based on things they have seen in
the past.
Another one of my values is zest. I personally interpret zest as enjoying life and trying to get the most
out of it. Life should be exciting in my opinion! I think this value compliments my adaptability strength

because I think of zest as living with excitement and spontaneity. My adaptability strength allows me to
adapt to whatever exciting adventures life may throw at me. I think that zest is important in leadership
because it shows passion. I believe that people will be more willing to follow someone who has zest
and passion for their cause.
I value creativity; therefore, I like to think about concepts in more than one way. I like to solve problems
and think about new ways to do things. I think this relates to my restorative strength because being
restorative involves fixing things and finding solutions. I think that being both creative and restorative
can benefit me as a leader because it can help me fix problems between group members or any
general problem that occurs in a group.
My final value is fairness. This means that I like to give everyone an equal opportunity to be seen and
heard. In the past, if I feel as though someone has not gotten the credit or chance they deserve, I will
talk to them about it and try to find a solution. This fairness value is similar to my strength of includer
because as an includer I will try to involve as many people as possible into a group. As an includer I
will give everyone a fair chance and recognize that each person adds a new perspective and has valid
inputs into a group.
I think that as a leader it is important to have the skill of inclusion in order to make everyone in the
group feel welcome!
It was very beneficial to learn about my values because it helped me to better understand and what
kind of leader I can potentially be. The personal values statement also helped me to reflected on what
my values are and how I can use them with my strengths.
See Evidence #3
9. Student will demonstrate practice of the

personal values statement
10. Student will demonstrate the ability to HDF 190 Musically Inclined Acapella In my acapella organization Musically Inclined I arranged a song, taught the song to our group and
lead a project from start to finish (follow- FILM 110 Organization helped to make it performance ready. Ever since I joined my acapella group, I always wanted to
through) arrange a song that we would sing at our concert. I expressed my interest in arranging a song to the
Directing Project for Film music director team after our fall concert. Hearing my interest, music board encouraged me to sit in on
Evidence: Sheet Music for Arranged 110 song selection for the next semester, allowing me to determine what song I would be arranging. The
Song: Sunday Morning by Maroon 5 music team gave me the option of co-arranging a song with another person or arranging it myself.
Although I did not have any experience arranging music, I decided to try the process on my own. After I
Evidence: Treatment for Non-Dialogue arranged the song, I had members from the music team check it over to make sure that it would work
Short Film as an acapella arrangement. My first draft of the arrangement was problematic because I wrote the
song to high for some parts and to low for other voice parts. Working with my music mentors I
amended the song to work for all voice parts, but it was discouraging because I had to change the
song seven times! Another obstacle I also faced while arranging the song was computer issues, my
work did not save for one of my final arrangements, so I had to redo an entire finalized arrangement!
Despite these roadblocks I finished the arrangement and then taught my acapella group. I taught them
by breaking them up into voice sections and having them learn their individual parts. Once we put each
of the parts together, I critiqued the sound as a whole and answered any questions that my group
members had. I also worked with the soloist to help her learn part of the song. I also suggested
choreography to include at the end of the song. At the concert I was really excited to see my song
come together and was really proud of myself for sticking with the project from start to finish!
SEE EVIDENCE #17
In Film 110, I wrote and directed a non- dialogue short film. While the
experience was rewarding, it was not without challenges. Although my team
experienced difficulties, I was able to lead my team from start to finish.
Each individual member of my class was assigned to write a treatment for a
non- dialogue short film. We then pitched our ideas to the class and then had
people join our project as crewmembers. I three people join my idea and
therefore had a crew to operate camera, lighting and audio. Since I was the
writer and director, I had many responsibilities. I had to coordinate locations
to shoot, find the availability of my crew, decide which camera equipment to
use, draw up a shot list and lastly, find actors. This involved myself having to
make a lot of phone calls and reservations, which I did not mind. The location
that I wanted to use was in the URI Art Gallery so I was sure to get in contact
with the gallery owner to make sure that he would allow us inside with the
camera. I also had check in with my crew to make sure that they were all set
with the plan on the day of shooting. I was also able to find two actors who
were available for the given time we had to shoot. I was proud of the way I was
able to handle so many different things at one time and was also proud of the
fact that I was completely on schedule. We were assigned this project on a
Tuesday and I had planned to film the shoot on that Friday. I was grateful for
the support of my team but felt accomplished for the way everything was
coming together due to my hard work and planning. The day of the shoot went
without a hitch and we got some great footage. I got everyone done with the
shoot ahead of schedule and was able to return all the equipment on time.
While I was feeling extremely good about the trajectory of this project, there
was one slight oversight that I made within our group. I had only one person
save the footage onto her hard-drive and did not obtain a copy myself. This
person, who like me was new to the film profession, accidently moved the
footage from her hard drive to a school computer which deletes everything
once it reboots. We came to find out the next day in class that all of our
footage had been deleted. While myself and my team was incredibly
disheartened by this fact, I needed to continue to lead this group from start to
finish and had to overcome this challenge. First, I did not get mad at the
person who lost the footage because it was not her fault, she didn’t know any
better and I, as the lead of the project, should have thought to take a copy of
the footage for myself. I found that I had take the next step and lead my group
in the right direction. First, I had to explain to the professor what happened.
Luckily, he was gracious and gave us an extra week to reshoot our project.
From this, I had to work with my team to brainstorm a new story idea that was
not as lavish as the first, but still got the job done. My self and a fellow crew
member spent a good amount of time reconfiguring the script to simplify and
make it easier to shoot. We wanted to make up for lost time so felt the need to
simplify. Once we had a solid treatment put together, I had to again make
phone calls, decide on camera equipment, find availability, find actors, and
schedule a reshoot. The re-shoot ended up going really well. At the end, I
made sure that EVERYONE had a copy of their footage on their hard-drive, and
a back-up copy for that matter. Towards the end us this project, I split the
editing between my self and a handy crew member and by the end of the
project, we were able turn it on a deadline. I was proud of the fact that despite
the many challenges I faced, I lead this project form start to finish.
SEE EVIDENCE #17A

11. Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
12. Student will show evidence of goals and CSV 302 URI 101 In CSV 302, I learned how to be a URI 101 mentor. In this class, we had to
objectives that were planned and develop a leaning contract where we wrote down goals for the semester and
achieved how we planned to achieve them. One of my goals for my students was to get
them involved in campus activities. I planned on achieving this goal by
researching clubs on campus and then supplying students with a link to
Evidence: Learning Contract and explore URI’s on campus clubs. I achieved this goal by researching our
Worksheet for activity. campus clubs and then coming up with a Campus “Cheat Sheet” listing a
number of resources on campus, including the link to the Campus Clubs
Webpage. I also achieved this goal by talking about the clubs that I was a part
of on campus to help students familiarize themselves with the different types
of clubs that they could join. Another goal I had was to enhance myself
esteem/public speaking skills. I planned on achieve this goal by facilitating at
least one activity with my students. While I originally planned on facilitating
one activity, I ended up facilitating two. I achieved this goal by planning out
activities for student to do and then proposing too my professor, While I at
first wanted to plan an activity surrounding values, I ended up planning up an
activity surrounding personality types (on the back of my learning contract
evidence is the worksheet that proves that I created and ran an activity).
Overall, through this experience I learned to set goals and make plans to meet
those goals.
SEE EVIDENCE # 33
13. Student will show knowledge of the
“Hierarchy of Needs” theory by Maslow
14. Student will show application of Maslow’s
theory to own life
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 Though the Gallup Strengthsquest inventory, I learned that my top five strengths are Empathy,
Signature Themes, shadow side of Context, Includer, Restorative, and Adaptability. The way I understand my strengths is as follows; I like
Strengths and/or weaknesses, and to think that I use my empathy strength to understand people and build relationships. I use my context
examples of application (Source = Gallup) strength to put things in perspective and make informative decisions. I use my includer strength to
bring people bring people together and make others feel valued. I use my restorative strength to solve
Evidence: Stregthsquest Results problems, whether they be technical or emotional. I use my adaptability strength to adjust to schedules
and conflicts in schedule. I understand that these strengths do come with weaknesses and I know that
it is beneficial to have someone with strengths other than mine to work with. For example, because of
my adaptability strength, I tend to sometimes lose focus or procrastinate. However, it would be good for
me in a group setting to work with an achiever, because they are usually very focused and know how
to get the ball rolling.
In HDF 190, we completed a Gallup Strengthsquest inventory to determine our top five leadership
strengths. This was extremely helpful for me to learn what my strengths are before this class started so
that I could use my strengths for the rest of the semester in my activities. Through Strengthsquest, I
learned that my top five strengths are Empathy, Context, Includer, Restorative, and Adaptability. I use
my strength of empathy often to anticipate the needs of others and put myself into other shoes. I find
that in groups people feel comfortable asking me questions about what is going on because I am
approachable and know how to explain things to people without making them feel inadequate. I can
understand how they are feeling in the moment and how best to relate to them. My strength of context
helps me to make decisions. Context allows me to look back in the past and try to apply what I have
seen in the past to help me make decisions about the future. Due to the fact that I like to have a lot of
information from the past before I move into the future, sometimes it takes me a long time to make
decisions which can be seen as a weakness. However, when I do make decisions they are sound and
well thought out, which is good in terms of leadership. Includer is a strength where I make sure to make
all people feel included and welcome in a group situation. I like to make sure that all people are on the
same page when it comes to group information and I hate the thought of someone being left out of a
group. I see myself using includer in college when I invite people who I see sitting alone to sit with my
friends and I for lunch or dinner. Another one of my strengths, Restorative, helps me to identify and
solve problems. I like to find creative solutions for problems I encounter and feel energized when I do
solve a problem correctly. My final strength is adaptability. Adaptability is helpful in a college setting
because it allows me to adapt to any changes I have in my schedule. Adaptability allows me to fit into
many different environments and makes it easy for me to go with the flow. One of the downsides of
adaptability is that it means I am not a very structured person. This can be difficult in college because
structure is something that is good to have when it comes to scheduling studying time and turning
assignments in on time. However, I am thankful that adaptability allows me to adjust to things so that
even if I don’t schedule a specific time to study, I will still find a way to get the job done. My strengths of
Empathy, Context, Includer, Restorative and Adaptability help me navigate through my college life and
make me who I am.
SEE EVIDENCE 17
18. Student will describe personal leadership URI 101 In URI 101, we took and MBTI Type Focus Personality Quiz. When I was a first-
style and/or personality style including year student. I found this quiz incredibly helpful because I did not know a lot
strengths and weaknesses and examples about myself. I had not yet declared a major and was unsure of what my
of application (Sources = Leadership style strengths were. When I took the quiz, it gave me better insight to my own
inventories, the L.P.I., Type Focus personality and what by positive and negative qualities are. In taking the quiz I
(MBTI), LAMP, DISC, and other career found out that I was an ENFP. This means that I am more inclined to be
inventories, etc.) extraverted, intuitive, I use my feeling to make judgements and perceive
situations before I make a decision. Some of the positive qualities of an ENFP
Evidence: MBTI Personality Assessment is that we tend to be warm and talkative. ENFP’s are creative and are good at
coming up with spontaneous ideas. We are also good at reading people and
are able to adapt to things in the fly. I strongly identified with all of these
characteristics. I find myself to be very open and friendly towards those
around me. Creativity is something I value, and I am a big fan of brainstorming
new ideas. I am good at reading others feelings and am incredibly adaptable in
new situations. I found that taking this test helped me to better understand
myself and helped me to pick my major in Communications. While there are
positive sides to being an ENFP, there are also some weaknesses that come
with my personality type. While ENFP’s are good on the fly, they also find it
difficult to plan. Because they are so spontaneous, they are known for starting
projects and not finishing them. ENFP’s use their feelings when making a
decision and sometimes this causes them to make emotional decisions
without fully evaluating the consequences. I once again relate with all of these
characteristics. I struggle with planning, time management, and not being able
to follow through on my big ideas. I have also been known to be overly
trusting and making decisions with my heart instead of my head. While I am
aware of my weaknesses as a person, I am also aware of my strengths. I try to
apply these strengths in my leadership style. I use my extraversion to include
people in group discussions, my intuition to read people and different
relationships within a group. I use my feeling ability to allow people to be
vulnerable and understand where they are coming from in a given situation.
Lastly, I use perception to feel out a situation and gather information so I can
make a fully informed decision about what my team should do next. While I
recognize that my personality does have its weakness, I know that in a
leadership situation, I can pair myself with someone who complements my
strengths, someone who is good at planning, and making logical decisions.
With the MBTI test, I was able to understand what I bring to the table as far as
my personality and strengths.
Source Myers Briggs Personality Types. (n.d.). Retrieved from

https://www.teamtechnology.co.uk/tt/t-articl/mb-simpl.htm.
SEE EVIDENCE #35
Outcome Category: Leadership Theories
Outcome Target Additional Descriptive notes regarding learning and practice

class Experiences
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)
knowledge of the
“Scientific Management”
theory of leadership by
Taylor
the above theory
(Taylor)
knowledge of the
“Management by
Objectives” theory of
leadership by Drucker
the above theory
(Drucker)
knowledge of “Theory X
and Theory Y” theory of
leadership by
MacGregor

the above theory
(MacGregor)
27. Student will show HDF 190 In HDF 190, we learned about the “Servant Leadership Model” theorized by Robert Greenleaf. This model of is highly regarded in the field of
knowledge of the leadership and is commonly seen as the ideal leadership form that people aspire to be. The Servant Leadership Model is idealized because
“Servant Leadership” it takes different approach to leadership than traditional leadership models. Instead of leadership being the main focus of this model, Servant
theory of leadership by Leadership puts service towards others ahead of leadership (hence the name Servant-Leadership). The belief of Servant Leadership is that
Greenleaf a person elects to serve others, and as a result, they will become a leader through their service. The goal of Servant Leadership is to help
others whereas the goal of more standard types of leadership might be to gain power and dominance. Unlike traditional leadership models,
Evidence: Speech Servant Leadership aims to share power among those who already have the power, the servant, and those who are being served. The
Outline for Servant servant and the person being served are dependant upon each other; seeing that the servant cannot fulfil their duty if there is nobody to
Leadership serve. The sharing of power continues as the servant aids another person. Under Servant Leadership, the servant should serve in a way that
will develop the one they are serving to be a better person. In the words of Robert Greenleaf, (1970) the servant can test their impact as a
servant leader by seeing the growth in those whom they serve, “The best test, and difficult to administer, is: Do those served grow as
persons? Do they, while being served, become healthier, wiser, freer, more autonomous, more likely themselves to become servants? And,
what is the effect on the least privileged in society? Will they benefit or at least not be further deprived?” In other words, the servant should
not only serve others, but also teach those who they serve how to serve others around them and better their community.
In HDF 190, we learned about the “Servant Leadership Model” theorized by Robert Greenleaf. This model of is highly regarded in the field of
leadership because it takes different approach to leadership than traditional leadership models. Instead of leadership being the main focus of
this model, Servant Leadership puts service towards others ahead of leadership (hence the name Servant-Leadership). Servant Leadership
works under the belief that once a person elects to serve others, they will become a leader through their service. The goal of Servant
Leadership is to help others whereas the goal of more standard types of leadership might be to gain power and dominance. Unlike traditional
leadership models, Servant Leadership aims to share power among those who already have the power, the servant, and those who are
being served. The servant and the person being served are dependent upon each other; seeing that the servant cannot fulfil their duty if
there is nobody to serve. The sharing of power continues as the servant aids another person. Under Servant Leadership, the servant should
serve in a way that will develop the one they are serving to be a better person. In the words of Robert Greenleaf, (1970) the servant can test
their impact as a servant leader by seeing the growth in those whom they serve, “The best test, and difficult to administer, is: Do those
served grow as persons? Do they, while being served, become healthier, wiser, freer, more autonomous, more likely themselves to become
servants? And, what is the effect on the least privileged in society? Will they benefit or at least not be further deprived?” In other words, the
servant should not only serve others, but also teach those who they serve how to serve others around them and better their community.
The Servant leader develops ten characteristic that they use to serve others. The first element is Listening. Listening to others is important to
the servant leader because the servant leader needs to actively listen to those that they are serving to understand what the needs of the
group are. Empathy is another characteristic that a servant leader possesses. Empathy requires the servant leader understand their group
members feelings and being able to put themselves into their group members shoes. Empathy also allows the servant leader to accept each
member because they can understand what others are going through. Healing, the third characteristic of servant leadership, is deals with
strengthening and repairing relationships that may have been broken. Healing also involves recognizing people’s “emotional hurts” and trying
to comfort them. Awareness, another element of servant leadership, encourages leaders to be aware of themselves and their surroundings.
This awareness gives servant leaders a better understanding of current issues in a group and gives them a holistic perspective on how to
serve the group. Yet another quality of a servant leader, Persuasion, involves the ability to make decisions for the group based on their ability
to convince others rather than coerce them. The characteristic of Persuasion makes the servant leadership model unlike traditional
authoritarian models of servant-leadership. Conceptualization is the sixth element of the servant leadership model and requires the leader to
think in terms of short, and long-term goals. Conceptualization is the ability of one to have a dream about of organization and to turn that
dream into reality. With Conceptualization, the leader must think about how the day to day approach will affect the organizations long term
goals. Similar to Conceptualization, Foresight is the characteristic of servant leaders that allows them to use lessons from past to predict the
future. Although the concept of foresight is relatively unexplored in the area of leadership, we know that it involves being able to make
decisions of the future based on trials in the past. The servant leadership characteristic of Stewardship is important because it involves
holding members accountable for their actions. Stewardship puts a large focus on serving the greater good of people instead of emphasizing
control over others, therefore the members of the group check on each other to make sure that each of them is serving towards the greater
good. Seeing that servant leadership is focused on the growth of people, Commitment to the growth of people is another characteristic of
servant leadership. Commitment of the growth of people allows leaders to focus on the individual development of each group member.
Under this aspect of servant leadership, the leader encourages members to be involved in group decisions as well as encouraging members
to share their opinions. The final element of servant leadership is Building Community. The servant leader recognizes that building
community within an organization is important for the productivity and environment of the organization. It is the servant leaders job to bring
about this sense of community. Using these ten elements along with the notion of putting service above self, one creates the servant
leadership model. (Scource: Servant Leadership Model- Greenleaf, Robert (1970) HDF 190: FLITE. The Center for Student Leadership
Development, The University of Rhode Island, Kingston; Rhode Island)
SEE EVIDENCE #7
the above theory
(Greenleaf)
knowledge of the
“Principle Centered
Leadership” theory by
Covey
the above theory
(Covey)
knowledge of the “14
Points / TQM” theory of
leadership by Deming
the above theory
(Deming)
knowledge of the
“Visionary Leadership”
(now often cited as
“Transformational
Leadership”) theory by
Sashkin
the above theory
(Sashkin)
knowledge of the
“Individuals in
Organizations”
leadership theory by
Argyris
the above theory
(Argyris)

37. Students will HDF 190 The 4-V Model of Ethical Leadership is a model developed by Dr. Bill Grace. This model is largely centered around the
demonstrate knowledge “common good”. Dr. Grace suggests that the 4 V’s in this model of ethical leadership are Value, Vision, Voice, and Virtue.
of the “4 V’s” theory of
Values are the understanding of our own core values that influence our choices Vision is the way we wish the world and how
leadership by Grace
(Center for Ethical we act towards others based off of what we value, Voice is speaking about our vision and sharing it with others. Finally, virtue
Leadership) is acting consistently with our values and always aiming to do what is right.
Evidence: Leadership In HDF 190, we learned about the 4-V Model of Ethical Leadership. This model, developed by Dr. Bill Grace, is
Crest Worksheet largely centered around the “common good”. Dr. Grace suggests that the 4 V’s in this model of ethical leadership
are Value, Vision, Voice, and Virtue. Values are the understanding of our own core values that influence our
choices Vision is the way we wish the world and how we act towards others based off of what we value. Values
and vison help us to identify what the group is working towards and determines why the group even exists at all.
Voice is speaking about our vision and sharing it with others. Voice can help spread the word about a group
inspire people to learn what the group stands for. Finally, virtue is acting consistently with our values and always
aiming to do what is right.
Concepts and Philosophies. Center for Ethical Leadership. Seattle: Washington
SEE EVIDENCE #8
the above theory
(Grace)
knowledge of the
“Situational Leadership”
theory by Hersey &
Blanchard
the above theory
(Hersey & Blanchard)
41. Student will show HDF 190 In HDF 190, our class learned about the Relational Leadership Model by Komives, McMahon & Lucas. This
knowledge of the particular leadership theory focuses on, understanding oneself, respecting others, and building relationships. In
“Relational Leadership”
this model, people come together to work towards a common goal or purpose, using ethical, inclusive, and
model by Komives,
McMahon & Lucas empowering behaviors. However, under this model, the process of working together as a group is just as important
as reaching the common goal. Relational leadership is accomplished by using the principles relational leadership;
Evidence: Relational knowing being and doing. The principle of knowing includes knowledge of yourself, your values, goals and
Leadership Model strengths. Self-knowledge is important to the Relational Leadership Model because without knowledge of oneself,
Handout it is difficult to lead others. Knowing oneself also makes collaborating with others easier. This is because
understanding yourself, you can accept that someone might not have the same opinion as you due to the fact they
do not have the same characteristics as you. This understanding creates respect between yourself and your group
members.
The second principle of relational leadership is being. The principle of being builds off of the principle of knowing
in that, being is taking what you know about yourself and using that knowledge to become mindful of how who
you are impacts others. For example, if you know that one of your strengths is competition, you would need to be
cognizant of how your competitive attitude would affect someone with the harmony strength, since competition
can at times lead to conflict. Being in its simplest form is just being aware of yourself and others.

The final principle of relational leadership, doing, reflects how you take action in your community. Doing refers to
your acting in an ethical manner and acting in ways that are consistent with what you believe.
One of the principles that especially resonated with me was knowing. While the main focus of relational leadership
remains relating to others, it is important, the model suggests, for one to be aware and knowledgeable of them self.
A leader needs to be aware of what their strengths and values are, how they learn best, and what (culture, gender)
has socialized them into the person they are now. This self-knowledge is meaningful for leaders because they must
know who they are in order to predict how their characteristics will contrast with others. With a sound sense of
themselves, leaders can be conscious of how they differ from others as far as strengths and weaknesses. Leaders
following relational leadership can work with people unlike themselves because they understand and respect that
others are different than them. This awareness of others stems from the fact that those leaders know themselves
first. Doing, being and knowing all make up the principles used to move through the Relational Leadership Model.
Interestingly, there is no specific order to work through the model. There are no specifics steps to follow because
the Relational Leadership model itself is very process oriented. While the common goal or purpose is the center of
the Relational Leadership Model, the process of reaching the goal by working with others, is seen as just as
important as reaching said goal. Within the process of the Relational Leadership Model, leaders must act in
inclusive, ethical, and empowering ways. To be an inclusive leader, one must know themselves, understand others,
and be able to engage others. They should be able to include others from different backgrounds and treat everyone
fairly when working towards the main purpose. To be an empowering leader under this model, one must
encourage others to reach their full potential as well as know themselves enough to reach a level of self-
empowerment. Empowering leaders are also expected to create an empowering environment, where they allow all
voices to be heard within the process of relational leadership. To be an ethical leader, one must be knowledgeable
of their own values and then be able to act according to those values. Ethical leadership also requires the leader to
lead by example and holding others to high standards of behavior. All of these thought processes come together to
create the relational leadership model.
(Source- Relational Leadership Model: Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for
College Students What Want to Make A Difference. San Francisco: Jossey-Bass. (68-72).
SEE EVIDENCE #2
42. Student will describe HDF 190 Musically Inclined In HDF 190, our class learned about the Relational Leadership Model by Komives, McMahon & Lucas. A time when I
personal application of HDF 413 SOLC personally experienced the relational leadership model was during our group project in HDF 190. Through this process, I
the above theory
understood my learning styles and how they contrasted with other’s learning styles an example of the knowing component
(Komives et al)
relational leadership model In HDF 190 we had a class discussion about group projects. After we discovered our Gallup
Evidence: Musically strengths, our class broke up into four sections based on our strengths, Executors, Influencers, Relationship Builders, and
Inclined Playbill Strategic Thinkers. We then went around the room and talked about things that bother us during group projects. I found that
I agreed very strongly with my group, relationship builders. We all talked about how in group projects we dislike the fact that
Evidence: Content some people immediately try to grab power and get the project started without even getting to know their fellow group
Asssement
members. Interestingly enough, when the executors reported out to the class what bothered them in group projects, they spoke
about disliking the fact that some people seem to be in the group project to just to get to know each other while they, the
executors, are more focused on getting the job done. Knowing myself and knowing that I prioritize relationships in a group, it
was beneficial for me to hear people who had different approaches to group work as I did. Now I can be more aware of what I
contribute to a group and how to manage myself to better fit the full needs of everybody in my group. I am more aware of what

may bother others and will be sure to check monitor myself in the group. All and all the Relational Leadership Model focuses on
relating to others on the basis of self-knowledge.
In HDF 190 we learned about the Relational Leadership Model, its ethical, empowering, and inclusive behaviors, as
well as its purpose and process driven methods. I believe that I can apply the principles of relational leadership to
of my acapella group, Musically Inclined, beginning with purpose. The overarching goal or purpose of Musically
Inclined is to put on a concert featuring songs we have written, learned, and rehearsed as a group. While our main
goal as a group is to perform at our concert, Musically Inclined’s real purpose is to give students who like to sing a
chance to sing with others who also appreciate singing and music. Upon entering this group, I understood that I
would be involved in the process of learning and practicing songs. Like the relational leadership model suggests,
the process of learning songs and practicing prepares my group for our purpose of the concert. An additional
purpose of Musically Inclined is to just have fun! The President of my group often talks about making sure we are
enjoying ourselves while we are up on stage performing. While she recognizes that it is important that we sound
good and that we are a cohesive group, she wants us all to have fun in the group because having fun is exactly why
we joined! I feel as though her belief that Musically Inclined should be fun also empowers us to have fun as well.
Something that I think our group does well under the Relational Leadership model is being inclusive. My group
does a good job of bringing different people into our group and letting all options to be heard. While Musically
Inclined is an auditioned group, we split our organization between performing and non performing members. If
you audition for the performance part of the group (singing in the concert) and are not asked to perform, you are
still invited to be a part of the group as part of our music management team. This way, you can still be included in
the group. In addition, you are also encouraged to audition as a performing member the next year. I believe that
this policy also outlines the empowering as well as the inclusive element of the Relational Leadership Model
because while our group may not accept you in one area (singing) we encourage or empower you to stay a part of
our group and contribute to our group in another way.
Musically Inclined also uses both inclusivity, empowerment, and ethical behavior when it comes to auditioning for
solos. Solo’s are always a big part of the concert and it is difficult to decide who will get what solo. During our first
semester, solo auditions were open to all performing members. Those who wished to get the solo for a certain song
would stand outside with the other soloist hopefuls, wait to be called and then perform a few bars of the song in
front of the rest of the group (the people who did not want a solo for that song). After hearing all of the soloists, the
group who listened and did not want the solo would vote on who they thought would best fit the solo and the
person with the majority of votes got the solo. As a first semester freshman, this experience was incredibly
empowering for me. Knowing that I had a voice in the decisions affecting the group made me feel like I could be a
stronger part of the group. This soloist system also created an inclusive environment because the entire group
could decide on who would get the solo instead of a few people with power. The audition process, In my opinion
also ties into ethics component of relational leadership. This is because before the auditions started, our president
made it clear that every soloist was talented and that there would be absolutely no trash talking anybody. This
related to ethics because she set the audition process to be positive and expected all of us to follow ethical behavior
and be kind to all the soloists we spoke of. Due to the ethical, empowering, and inclusive behaviors of my group
and its purpose and process oriented methods, I feel Musically Inclined applies to the relational Leadership Model.
(Source- Relational Leadership Model: Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College
Students What Want to Make A Difference. San Francisco: Jossey-Bass. (68-72).

SEE EVIDENCE #9
In HDF 413, we are part of the student group SOLC. This organization utilizes the Relational Leadership Model and I
specifically see the Purposeful component of the Relational Leadership Model demonstrated in many aspects of the
organization.
In a recent leadership retreat held by this organization, the facilitator asked the group to write our individual goals on
the back of our group goal contract. This facilitator also asked us to write something that we could do to attain this goal
to hold each other accountable. This related to purposeful leadership because this goal represented our purpose for
being in the organization and could help us to refocus ourselves if we ever felt if we ever felt stressed or overwhelmed.
To continue, SOLC an organization has a goal or purpose of trying to help groups on campus to improve their overall
group functioning. This goal holds everyone in the organization together and reminds us to continue to make impactful
change on our campus community.
In order to reach our goal, SOLC members seek to follow the Knowing Being Doing model (Komives, et al 2013d
pp.98). This model encourages participants to be highly involved in the leadership process. Knowing Being Doing
requires us to have knowledge of a particular area that we wish to lead (knowing), challenges us to be aware of our
internal and external environments (being) and apply our knowledge and attitudes towards our goal in a respectful and
responsible way.
Each part of the Knowing Being Doing model is represented in SOLC. The first concept, Knowing is an integral part of
SOLC because we have knowledge about leadership theories, group initiatives, and group development. This knowledge
will help us to connect student groups, which will ultimately help us to successfully fulfill our mission of improving
student organizations on campus.
The Being aspect of the model is demonstrated in SOLC because members are encouraged to have positive, inclusive
attitudes. SOLC is also a place where people are called to recognize their own strengths and values as well as the
strengths and values of others. This creates a sense of self-awareness as well as awareness of others. Finally, Doing is
evident in how SOLC carries itself as an organization. SOLC is an organization that acts as a change agent to improve
other groups by facilitating group initiatives. We also aim to make lasting change when we create full value contracts
that groups can use to align with their goals.
Overall, with practices such as goal setting, creating group contacts and making sure to be purposeful in our thoughts
and actions, SOLC embodies the Relational Leadership Model.
(Source- Relational Leadership Model: Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for
College Students What Want to Make A Difference. San Francisco: Jossey-Bass. (68-72).
SEE EVIDCNE 9A
43. Student will show HDF 190 In HDF 190 We learned about the concept of Constructivism. Constructivism is a teaching method in which
knowledge of the students are encouraged to take control of the process of their learning by reflecting on their own experiences. Due
concept of
to the experiential learning, this teaching method is more personalized to the student and the teacher and the
constructivism
student are more or less “equals”. Under this method, the teacher learns as much from the student as the student
Evidence: Worksheet on learns from the teacher. The teacher in this method is responsible for explaining things in different ways for the
Constructivism students and understand that different students need different things from them as teachers. However, the teacher
is not the only source of information. In a constructivist classroom, peers are encouraged to teach each other and
uses outside sources to learn. Students are encouraged to work in a collaborative effort to solve problems in
groups. Students draw conclusions about these problems and use their personal experiences to try and solve the
problem. Constructivism is unlike traditional teaching methods and is more focused on broader topics of
experiential learning. I would argue that HDF 190 follows the Constructivism teaching method because we talk
about a wide array of social issues and how to fix them (Example, Social Change). In addition, we also worked in
small groups to address problems and we learned from each other in these small groups. We also reflect on our
experiences by documenting them though this inventory.
SEE EVIDENCE #19
Source: Constructivism and Social Constructivism in the Classroom. Open Educational Resources of UCD Teaching
and Learning, University College Dublin
Retrieved from
http://www.ucdoer.ie/index.php/Education_Theory/Constructivism_and_Social_Constructivism_in_the_Classroom
44. Students will describe

personal examples of
implementing
constructivism
45. Student will demonstrate HDF 413 In HDF 413, we discussed Kolb's Model of Experiential Learning. We read about this model in our class textbook,
knowledge of the Exploring Leadership: For College Students Who Want to Make a Difference by Komives, S., Lucas N. and McMahon T.
Experiential Learning R. In Kolb’s model of Experiential Learning, Kolb proposes that leadership is primarily learned through experiences.
Model (Kolb) According to his model, new information is acquired by doing something, a “concrete experience” or through thinking
about something, an “abstract conceptualization”. Humans then process this information by reflecting upon said
Evidence: PDF experience or applying that newly learned information.
Document of the
Experiential Learning Experiential learning occurs in a cycle. Kolb’s model explains that; a concrete experience leads to reflective
Model observation, which then leads to abstract conceptualization, and active experimentation.
This cycle can also be applied in a group setting. A group could participate in an activity (a concrete experience), reflect
on that experience (reflective observation), ask questions such as, “what did that experience mean?” or “why is it
significant to our group?”. The group would then create a hypothesis surrounding what they learned and consider
whether this hypothesis would work in other situations (abstract conceptualization). They would then apply what they
learned into scenarios that would fit their group needs (Active Experimentation) (Komives, S., Lucas N. and McMahon
T. R. 2013a p.31-32).
Source: Komives, S., Lucas, N., McMahon T. R. (2013) Exploring Leadership: For College Students Who Want to Make
a Difference (Edition Three, pp. 31- 207) San Francisco California: John Wiley and Sons Inc.
SEE EVIDENCE #23
46. Student will describe HDF 413 Acapella Retreat I have witnessed aspects of the Experiential Learning Model at work. An example of a time I witnessed the Experiential
personal application of Learning Model in a cycle, was when my former acapella group and I took a trip to an acapella conference /retreat. The
the Experiential Learning purpose of this retreat was to gain information about how to improve our group's overall vocal performance. At the
Model (Kolb) retreat, we gave a performance and were evaluated by conference adjudicators. After hearing our song, the
adjudicators advised us to perform the song differently. Some of these suggestions included, becoming quieter in one
Evidence: Picture of A section of the song, being louder in others, not standing with our hands behind our back, moving less during the song,
capella group at the projecting more, among many other things. After our critique, the adjudicators helped us to apply new techniques by
retreat. directing our performance with hand motions. This was an example of the “doing something” aspect of Kolb’s model
because we had a concrete experience of learning something new. After the end of the retreat, the group reflected upon
what we had learned in the adjudication session. We asked each other what that session meant for our group and how it
was significant. This relates to the reflective observation piece of Kolb’s Model as we evaluated our experience of
performing the song in a different way. As a group, we then thought about how we could apply this new information for
our next performance. Instead of moving with the music, we discussed staying still at certain parts of the song. In the
places where the adjudicators suggested we grow softer, we considered how that would impact our audience. This
embodies the Abstract Conceptualization element of Kolb’s Model because we were only thinking about applying the
new information we learned. We finally utilized the Active Experimentation aspect of Kolb’s Model when we applied
what we learned at the conference to improve our group’s performance.
Source: Komives, S., Lucas, N., McMahon T. R. (2013) Exploring Leadership: For College Students Who Want to Make
a Difference (Edition Three, pp. 31- 207) San Francisco California: John Wiley and Sons Inc.
SEE EVIDENCE #24
47. Student will show HDF 190 In HDF 190, my classmates and I learned about the Social Change Model of Leadership Development and the many
knowledge of the “Social components that make up this model. Interestingly we learned that this model was originally developed by student
Change Model of
affairs officials by to enhance the learning of college students. Since then, it has become a great model used to
Leadership
Development” by Astin facilitate social change. Social change is a way to better the community one is part of by addressing the root cause
et al of a problem and collaborating with others to address the problem. Social change is not simple and there is no
quick fix to achieving social change. Some people may think that they are making social change when they are
Evidence: Print out of donating to a food pantry, however social change is not that simple. An example of social change might be
Social Change Model investigating the underlying causes (Economic, factors, societal pressures, marginalization’s of certain race’s) of
and 7 C’s from Power-
why people need to get food from the food pantries and trying to address those causes. Under the social change
Point Presentation.
model, people attempt to make change through ten components. Theses components are broken down by 7 C’s (or
Characteristics) of social change and three ways to go about that change. The first three levels of social change
include change on an individual, group and societal level. At the individual level, a person asks themselves how
they can personally facilitate social change. A single person can think about what strengths and values they have
and how those can help make a difference in their community. The three C’s that fall under the Individual level are
Consciousness of Self, Congruence, and Commitment. Consciousness of Self as an Individual means that one is
aware of their beliefs, their values, and how those influence how they act towards making change. Congruence is
acting in ways that are consistent with one’s beliefs and treating all people with fairness and authenticity.
Commitment, in the simplest terms, is the individual’s commitment or passion for a cause. This is important in
social change because the induvial must be committed to their cause if they want any real change to happen.
Besides acts of the individual, Social Change puts a large emphasis on group values, the next level of social change.
The group level under the social change model involves collaboration between group members and encourages
group members to use their individual strengths to help the group promote social change. The three C’s that
accompany the group level of social change are Collaboration, Common Purpose, and Controversy with Civility.
Collaboration, which is seemingly self-explanatory, is the benefit of working with other people other towards a
common goal. Collaboration is important to the group social change model because it allows multiple perspectives
to be heard and analyzed before making a decision about change. Common Purpose also helps with decision
making in a group because it requires the group to have a unified vision and having goals that meet that vision.
Controversy with Civility, the last element of group social change is important because it allows differing opinions
of group members to be listened to and respected. Controversy with Civility recognizes that there will be different
viewpoints (controversy) but encourages its members to deal with these viewpoints with civility. It is good to note
that sometimes differences in opinion can lead to more creative solutions to problems. The final level of Social
Change Leadership is the value of Society/Community Standards. Society/Community Standards invites the group
and the individual to think about how the services that are performing will impact the common good of society. It
also asks what activities are the most effective in developing goals of social change. The last “C” characteristic of
social change that falls under Society/Community Standards is Citizenship. Citizenship is the individual’s decision

to become involved with community as a leader. The citizen must work towards positive social change for the
benefit of the community as a whole. Using these ten components The Social Change model of Leadership
Development works to address community problems at the root and create an uplifting environment of social
change to benefit the common good.
SEE EVIDENCE #17
Camba-Kelsay, M. J. (2018). Overview of the social change model of leadership development [PowerPoint slides].
Retrieved from https://sakai.uri.edu/access/content/group/7fc8cca7-0c78-46db-b00c-
f5772f5bfbaa/Unit%203%3A%20Social%20Change%20Model/Overview%20of%20SCM.pdf
Source: Astin, Helen S. and Alexander W. Astin. (1996) A Social Change Model of Leadership Development
GuidebookVersion III. The National Clearinghouse of Leadership Programs, Los Angeles, California.
https://www.cmich.edu/ess/ResLife/Leadership_Opportunities/Leadership_Camp/Pages/Social_Change.aspx

the above theory (Astin
et al)
49. Students will
demonstrate knowledge
of the “Leadership
Identity Development
Model” by Komives et al
50. Students will describe
the above theory.
(Komives et al)
51. Students will
demonstrate knowledge
of the Strengths-
Development Model by
Hulme et al
the above theory (Hulme
et al)
53. Student will demonstrate
knowledge of behavior
theories of leadership
from Michigan and Ohio
State
the above theories
(Michigan & Ohio State)

knowledge of
Charismatic leadership
the above theory
knowledge of
contingency approach to
leadership by Fiedler
the above theory
(Fiedler)
knowledge of Path-Goal
theory by House
the above theory
(House)
knowledge of Leader
Member Exchange
(LMX) theory by
Dansereau, Graen &
Haga; Graen &
Cashman; Graen
the above theory
(Dansereau, Graen &
Haga; Graen &
Cashman; Graen)
knowledge of
Leadership Substitutes
Theory
the above theory
knowledge of Models of
leader emergence
66. Student will describe the
impact of traits on
leadership emergence
and performance
knowledge of Chaos
approach to leadership
by Wheatley
the above theory
(Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69. Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
70. Student will describe personal example
of using cultural anthropology /
paradigms as a leader
the “Cycles of Socialization” (Harro)
theory and its uses in leadership
72. Students will demonstrate personal
application of the “Cycles of
Socialization” (Harro)
the “Cycles of Liberation” (Harro) theory
and its uses in leadership
74. Student will demonstrate personal
application of the “Cycles of Liberation”
(Harro)
the “Configuration of Power” (Franklin)
and its relationship to leadership
application of the “Configuration of
Power” (Franklin)
77. Student will demonstrate knowledge of HDF 190 HDF 190 Retreat: Day of Discovery During the break the sessions of our HDF 190 retreat, one of the many topics my group discussed was
racial identity development (Cross & GWS 150 Intro to Gender and Race and Racial Identity. In our small groups, we tracked on a timeline the first time we knew that race
Fhagen-Smith; Rowe, Bennett & Women’s Studies was an issue, the first time we really understood the complexity of race, and the first time something
Atkinson; Ferdman & Gallegos; Kim; HDF 190 Community Building happened to us involving race proved our former beliefs wrong. I enjoyed this discussion because It
Horse; Renn etc Activity forced me to really think about how I have been socialized to look at race and at what points I was
socialized to think a certain way.
Evidence: Chart found in HDF Day of During the break the sessions of our HDF 190 retreat, one of the many topics my group discussed was
Discovery Race and identity. In our small groups, we tracked on a timeline the first time we knew that race or
gender was an issue, the first time we really understood the complexity of race or gender, as well as
the first time something happened to us involving race or gender that proved our former beliefs wrong.
The first issue we addressed was gender. In my chart, I noted that I first understood my gender when I
was about two. When I was two my little brother was born, and I understood that he was a boy and I
was girl. Since that time, I had really only thought of gender as a dichotomous concept, that you were
either a boy or a girl and there was nothing in the middle. It wasn’t until I reached college and took
gender and women’s studies that I gained a new perspective on gender and realized that gender could
be more on a scale. There can be masculine females and feminine males. In gender women’s studies I
also learned that there are multiple sexes besides male and female. I learned about the five sexes in
this class and how each is different and unique. The next topic we discussed was race and ethnicity. I
understood this concept about age six because I went to an English as a Second Language (ESL)
Elementary school were students from different ethnicities came to our school to learn English. I think
that I came do a deeper understanding of race here at URI because I now understand how race can
restrict and marginalize groups of people. In addition to race, socio-economic factors also oppress
certain groups of people. I first was aware of socio economic status when I was about nine or ten years
old when I noticed how students in my class were dressing. I remember noticing one person in my
class who would always wear the same sweatshirt and realizing that he did because he did not have
enough money to buy anything else. I think came to a greater understanding of socio economic status
when I reached college especially when we did a community building activity. In this activity, my Flite
class was broken up into small groups and were given a starting “salary” to build community. Some
groups had a higher salary than others. My group had the least amount of money to start and because
of that, we found it difficult to purchase a building permit and build our community. Our community was
heavily policed and many of our members got arrested. With a small amount of money to begin, it was
difficult for our community to survive. This was eye opening for me and helped me to understand how
being economically challenged poses problems in all areas of life. It opened my eyes to the privilege
as a white, middle class women, that I have had my entire life. Because I am white I do not have to be
worried about my community being harassed by the police. Being at URI has definitely has opened my
eyes to important ideas about my racial identity development.
SEE EVIDENCE #10

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 HDF 413 Social Identity Workshop In HDF 413, we discussed social identity and participated in a Social Identity
application of additional social identity Workshop. During this lesson, our professor focused on race, class, gender, dis/ability
development model(s) above among other categories within the lens of facilitation. She challenged us to think about
what our identities represented when we facilitated a group. Being white woman, I had
Evidence- Identity Grid from Social never given much thought to my social identity before because I have not felt seriously
Identity Workshop discriminated against. However, as we progressed through the workshop, I realized
that as a consultant, one must deal with cultural groups that are different from their
own so it is important to consider our own social identity. As our professor explained
during the lecture, when you facilitate a group, you bring with you all the social
stereotypes associated with your race, class, and gender. The way that you treat those
you are facilitating will either confirm or disprove those stereotypes. For this reason, it
is important for facilitators and consultants to be aware of their social identity and the
assumptions that come with it. To better understand our own social identity, our class
did an activity where we had to pinpoint the part of our identity that we were least
aware of, most aware of, the area that was most emphasized growing up, the area that
we wish we knew more about, the part of your identity where we felt uncomfortable
discussing with others who identify differently, where we felt the most privileged due to
our identity, and lastly, the part of our identity where we felt the most discriminated
against. After we identified our own social identities, we go into small group and
discussed our answers. This was an interesting exercise because it allowed us to see
other identities and how they viewed themselves. This exercise was also helpful because
it forced us to magnify parts of our identity that we don’t normally think about. This
ultimately lends itself to facilitation because those aspects that we are not aware of can
be magnified when we facilitate a group- especially if that group identifies differently
than us. For example, during my personal evaluation, the category I part of my identity
that I cited as most aware of, gives me the most privilege, and am most uncomfortable
talking about with those who I identity differently, was race. I never realized how big of
a deal race was to my social identity until I answered thses questions. I am glad that I
was able to evaluate this part of my identity before I facilitate those who identify as a
different race myself. This is because I have a chance to reflect about my own racial
identity before I project anything out onto those I might facilitate. I am overall glad
that we had this conversation in class because it helped me to further my understanding
of my own social identity, and the identity of others.
Scource: Komives, S. R., Lucas, N., & McMahon, T. R. (2013). Exploring leadership:
For college students who want to make a difference (3rd ed.). San Francisco: Jossey-
Bass
*Social Identity is mentioned on page 190*
SEE EVIDENCE #25

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
leadership as it relates to change agency
88. Student will describe personal examples
of being a change agent
89 Student will demonstrate knowledge of
the “Model of Intercultural Sensitivity” by
Bennett and its uses in leadership

90. Students will demonstrate personal HDF 413 In HDF 413, we learned about the “Model of Intercultural Sensitivity” by Bennett. The
application of the “Model of Intercultural Developmental Model of Intercultural Sensitivity defines six stages of Intercultural
Sensitivity” by Bennett Sensitivity. These include, Stage One: Denial of Difference, Stage Two: Defense against
Difference, Stage Three: Minimization of Difference, Stage Four Acceptance of
Difference, Stage Five: Adaptation to Difference, Stage Six: Integration of Difference
Evidence: Print out of Model of (Komives, et al 2013e pp. 203-204).
Intercultural Sensivity
In regard to this model, I believe that I stand in stage three, Minimization of
Differences. According to the text, Minimization of Differences describes a person who
has “arrived at intercultural sensitivity” (Komives, et al 2013f pp. 204) and therefore
does recognize differences in culture. However, this belief perpetuates the idea that all
humans are essentially the same. This may lead those in this stage to make assumptions
that they can act however they please when entering a new culture. For example,
someone who resides in the Minimization of Differences sector might have this to say
about culture, “ If people are really honest, they’ll recognize that some values are
universal” or “The key to getting along in any culture is to just be yourself - authentic
and honest” (Komives, et al 2013g pp. 207). Meaning that you can bring the values
from your culture into other cultures and there will be no consequences. I believe that
the danger in this belief is that not all values are universal. Some cultures may place
value on some things more than others. If one believes that we as humans are all the
same, and that we can just be ourselves in different cultures, we risk the chance of
accidentally offending those in other cultures.
I believe that I fit into this stage of the model for a few reasons. While I recognize the
fact that cultures are different, I tend to think that humans are all basically the same. I
tend to think that my way of acting in my culture is applicable to other cultures. I
believe that a lot of this has to do with the fact that I grew up in a small town with little
diversity. Since I have limited experience with different cultures outside of college life, I
am at the lower end of the Intercultural Sensitivity Model. However, after meeting new
and different types of people in college, I have been able to improve my overall cultural
sensitivity. However, I am aware that there are areas that I can grow in.
Some experiences that may help me grow regarding my cultural competence are, being
able to travel to different places and meet different people. In order to meet different
people, I can make an effort to talk to people on campus who are from a different
culture or those who have had a different upbringing than myself. Getting to know
these types of people can teach me about other cultures and make me a more well-
rounded person. In addition, I am planning on studying abroad in Dublin Ireland in the
spring semester. I believe this will help me to understand Irish and international
culture, as Dublin is known to be an intercultural city. If I try to travel and talk to
people around me, I believe that I can grow in my Intercultural Competence.
Scource: Komives, S. R., Lucas, N., & McMahon, T. R. (2013). Exploring leadership:
For college students who want to make a difference (3rd ed.). San Francisco: Jossey-
Bass
SEE EVIDENCE # 34

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 URI 101 Mentor Training Session During my training to be a URI 101 mentor, I saw a presentation on inclusive leadership and how to
inclusive leadership URI 101 use inclusive language when addressing a group. At the beginning of this presentation, I was not
aware of how my language would affect people, but I learned about the effects of discourse and how I
Evidence: Inclusive Leadership can change my language to be more accepting. During the presentation, the mentor team discussed
Worksheet from URI 101 Training the importance of being person centered before labeling somebody, and how labeling other people
Session affects how we see them. For example, they encouraged us to say _______ has a disability rather than
calling someone disabled. In this scenario, we see the person as a real human before we add the
disability piece. When we put the person first, we see them as a person with a disability who is capable
of doing things instead of as a “disabled person” who is not. Another thing I learned in this training was
to refrain from assuming someone’s identity or gender. Saying things like guys or calling someone a
he/she when they identity as something else can be potentially offensive. To avoid this, our mentor
team helped us as we worked in small groups to determine alternative ways of speaking to create a
more inclusive environment. As a group we found that “y’all” works as a better alternative to “guys”
when addressing a group and that we should try to ask people their pronouns be for immediately
referring to them as he or she. Through this experience, I developed my own code of inclusive
leadership in which I take a person-centered approach when speaking to people and use language that
promotes inclusivity and acceptance.
SEE EVIDENCE #11
Outcome Category: Critical Thinking
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of FLM 101 All of College is Basically critical In Film 101, I was assigned with the task of watching a movie and writing an in-depth film analysis. To
critical thinking COM 383 thinking but here are too explicit complete this assignment, I had to create a plot segmentation chart outlining each scene of the film,
examples. as well as explain the elements of Plot vs. Story. In addition, I also had to analyze the opening scene
of the film and talk about how the elements in the first scene provided cues to the film’s overall
Evidence: Film 101 Essay narrative structure. Finally, I had to come up with a thesis statement or claim aboutt the overall take
way of the film and how the director’s ideologies affected the film. The film I chose to analyze was 500
Evidence: Com 383 Essay (Draft) Days of Summer directed by Marc Webb. I claimed that his past experiences with love may have
inspired how he directed the movie. I talked about how the opening scene established the traits of the
characters and how those traits would affect how the characters interacted with each other. I also
broke down each scene of the plot provided analysis of the scenes. This assignment was particularly
challenging because it required me to analyze multiple elements of the film and make a conclusion
about what I saw. According to The Foundation for Critical Thinking, “Critical thinking is the
intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing,
synthesizing, and/or evaluating information gathered from, or generated by, observation, experience,
reflection, reasoning, or communication, as a guide to belief and action.” Due to the fact that I was
able to analyze the information from the film by observing the scenes and the narrative I believe that I
proficiently demonstrated critical thinking.
SEE EVIDENCE 13
(Glaser Edward M, (1941). An Experiment in the Development of Critical Thinking, Teacher’s College,
Columbia University)
In COM 383 I drafted an essay that required me to perform critical thinking. The
objective of the essay was to take a concept we had discussed in class and then apply it
a real-life example or “artifact”. For this essay I decided to use the class concept of
kairos, which I defined as the best possible moment to gain an opportunity.
(Dissoi Logoi). I applied this concept to one of my favorite musicals, The Last Five
Years by Jason Robert Brown. In this paper I was able to analyze the concept of the
opportune moment in context of my class, and in regard to the musical itself. In this
assignment, I made a claim that the show used kairos in the way that they presented
the characters and their actions. Throughout the paper I evaluated the characters
actions and provided evidence to support my claim. I showed critical thinking though
this assignment because of my ability to analyze and synthesize two sources of material
against each other. I know that I was able to do this with proficiency because I
received a grade of 24/25 on this critical thinking assignment. According to the
Glossary of Education reform, critical thinking is defined as, “when students are
analyzing, evaluating, interpreting, or synthesizing information and applying creative
thought to form an argument, solve a problem, or reach a conclusion.” I believe that I
performed critical thinking according to this definition because I interpreted two
different concepts, used and used creativity to come up evidence to support a
conclusion.
Source: Unknown, Dissoi Logoi, 403 to 395 B.C.E,

Source: “The Last Five Years.” Music Theatre International, 17 May 2019,
www.mtishows.com/the-last-five-years.
SCOURCE Partnership, G. S. (2013, August 29). Critical Thinking Definition.
Retrieved from https://www.edglossary.org/critical-thinking.
SEE EVIDENCE #13A
100. Student will show knowledge of

metaphorical analysis to critically analyze
self and leadership situations

101. Student will demonstrate proficiency of
metaphorical analysis to critically analyze
self and leadership situations
102. Student will show knowledge of at least five
decision making methods
103. Student will describe personal examples of
having used five decision making methods
104. Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts
105. Student will describe personal examples of
having used five problem solving / conflict
management
106. Student will demonstrate the ability
to synthesize multiple knowledge
perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
leadership that is used in crisis (i.e., James
& Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108. Student will describe examples of
leadership in crisis situations (i.e.,
application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Descriptive notes regarding learning and practice

class Experiences
109. Student will demonstrate knowledge of HDF 190 HDF 190: Retreat- Day of Another topic we focused on during our small group discussions was Active Listening. Using a rubric from
active listening techniques Discovery Penn State University’s Center for Conflict Management Mediation Handbook Training, we discussed what
COM- 100 active listening is, the goals and processes of listening, as well as what to say in an active listening
Evidence: Active Listening Worksheet conversation. Some common goals of active listening are. Maintaining conversation with a person, show
from Day of Discovery your understanding of the topic the person Is talking about, help a person explore or solve a problem, and
come to a conclusion about a discussion. To reach these goals, a person in a conversation can use a

positive tone of voice, reflect the person’s feelings by saying things, “you feel that…” or “you were annoyed
by…” or asking other clarification questions.
During our HDF 190 retreat, “Day of Discovery” our class broke into small groups to discuss topics
pertaining to leadership. One of these topics was active listening. Using a rubric from Penn State
University’s Center for Conflict Management Mediation Handbook Training, we discussed what active
listening is, the goals and process of active listening, as well as what to say in an active listening
conversation. Active listening is the process of truly hearing what a person has to say and comprehending
the message of the speaker. (businessdictionary.com) Some common goals of active listening are,
maintaining conversation with a person, showing your understanding of the topic the person is talking about,
or coming to a conclusion about a discussion. A place where I partake in active listening is in my
Communication 100 class. When my professor is talking I look at her and maintain eye contact with her
while she speaks. On occasion I will nod to show her that I am actively understanding the information that
she is presenting. Due to the fact that my communications class is a smaller class, I can raise my hand to
signal to my teacher that I have question or to ask for clarification. Another thing that my classmates and I
do to demonstrate active listening in this class is we repeat information back the the professor. This shows
that we comprehend what she is saying. For example I might say this to my professor after she has
explained the concept of an interpersonal script, “So an interpersonal script is a guideline to to
communication, in other words, interpersonal scripts are what we supposed to say in certain situations.” By
restating the basic idea of what my professor explained, I show her that I was paying attention to her lecture
and that I am understanding the material. At then end of her lesson, I can also use active listening skills to
summarize the new information that I have learned and fit it into the bigger picture. I could restate major
ideas my professor has mentioned and say something like, “So the way I understand it, interpersonal scripts
are person to person conversations that fall under the umbrella of verbal communication.” By repeating this
idea I am able to clarify with the professor what she has said and am able to better understanding the
content.
By using active listening techniques such as maintaining eye contacting, asking clarification questions and
summarizing ideas of the speaker, one can accomplish the common goals of active listening.
See Evidence # 1
110. Student will describe examples of using
active listening skills
functions of group communication by
Hirokawa
112. Student will describe personal
application of functions of group
communication (Hirokawa)
techniques regarding giving and
accepting of feedback
114. Student will describe examples of giving GWS 150 In Intro to Gender and Women’s studies my class wrote an interview essay based on feminism. After we
and accepting feedback. finished our essay, we went through a “peer edit” where each classmate critiqued one other’s essay. Prior to
this peer edit, I went to the writing center to have a tutor evaluate at my essay and give me feedback. I
Evidence: Peer Review worksheet from personally find it difficult to receive feedback on my writing because I have a tendency to take things
Gender and Women’s Studies esay personally. However, the tutor told me what I did well and what I could fix in a non-threatening manner,
making it easier for me to accept her feedback, I took her feedback and edited what she suggested. When I
mentioned to her that my class was doing a peer edit, she advised that I use the “compliment sandwich”
method when giving feedback to my classmates. My tutor explained that when evaluating someone's paper
you have to tell them something that they did well, then tell them something that they could improve, then
finish with another thing they did well. She explained that this way, the evaluator is not overly critical but still
helps the person improve their paper by addressing problems within the writing. During the peer edit I used
this compliment sandwich method with the people in my class. I enjoyed this because I felt like I could be
honest with my classmates about their work and I liked the fact that I could compliment them on something
they did well. I think that this method was also beneficial for the peers who’s paper’s I was evaluating
because I helped them give advice on how to improve their paper. I will definitely take the “Compliment
sandwich with me the next peer edit.
See evidence #5
115. Student will show knowledge of the 7D
coaching model (Knott)
application of the 7D Model (Knott)
117. Student will show knowledge of elements
of a Crucial Conversation and steps to
maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118. Student will describe examples of
engaging in a Crucial Conversation
facilitation techniques
facilitation techniques
121. Student will demonstrate knowledge of HDF 413 Consulting Training Retreat In HDF 413, my class had the opportunity to take part of a fall facilitation training retreat.
de-briefing techniques At this retreat, my class learned the basics of facilitating, including most notably, debrief
tactics. At the retreat we learned examples of how to perform debriefs and what debriefing
does for a group. During the retreat, I attended a small lecture facilitated by Ray and
Shawn. Together, they explained that the purpose of debriefing was for a group to
recognize the problems in the activity they just performed in, and potential problems within
their group as a whole. It was explained that debriefing follows the model known as Kolb’s
Experiential Learning Model. Through this model one has a concrete experience of doing
something, observes and reflects upon the experience, abstractly conceptualizes the
experience, and then experiments and applies the experience somewhere else. If we look at
this through a facilitation lens the concrete experience or “What” is the actual
activity/initiate that a group performs. During an initiative, the facilitator has of course,
planned ahead and picked an activity with a goal to work on the groups conflict
management, team building, communication, among other things. After the activity, or
concrete experience, the facilitator gives the group a few moments to have a reflective
observation on the experience. They will facilitate a one-word whip, a thumbometer to get
an idea of the group’s initial reactions. This is helpful as it allows the group to reflect upon
what they observed in the initiative. It also allows them to acknowledge that there were
good and bad parts of the experience. In this stage of Kolb’s model, participants of the
activity will share what they saw from the activity and give general observations of what
went down. From here the group moves into the Abstract Conceptualization, or the “So
What” stage of Kolb’s Model. In this part of the model, facilitators ask questions (or they
won’t need to because some things will come out on their own) that force participants to
think about how issues that came up in the initiative and how it relates to current issues in
the group. In abstract conceptualization groups think about the meaning behind their own
observations. For example, if conflict management was something that the group wanted to
work on, they would, in the abstract conceptualization stage, think about how conflict
within the group presented themselves within the activity. Once the group thought about
this, they would move on to the last stage of Kolb’s model, active experimentation. Active
experimentation, also known as the “Now What” part of the debrief. At this point, the

facilitator would ask the group how they could take what they leaned via the participation
in the activity and apply it to their current situation moving forward. For example, if a
group facing conflict resolution started off the activity with a lot of conflict, but then found
strategies to work their way through and finish, the facilitator would ask them to take those
strategies into their real group issues. Active experimentation encourages groups to apply
what they have learned at the retreat and to take that with them for the rest of their period
as a group.
Ultimately, using Kolb’s Model of Experiential Learning, I learned the basic tactics of a
debriefing at the SOLC Consulting retreat.
Source: Komives, S. R., Lucas, N., & McMahon, T. R. (2013). Exploring leadership: for
college students who want to make a difference. San Francisco: Jossey-Bass (31-32).
SEE EVIDENCE #31

122. Student will demonstrate proficiency of HDF 413 Rotaract Retreat IN HDF 413, we learned about debriefing techniques at our facilitation training retreat at
de-briefing techniques the beginning of the semester. I had the opportunity to demonstrate what I learned about
debriefing when I facilitated at Fencing retreat on November 4, 2019. At this retreat, I was
on a team with Amelia and Sophia, with Jessi as our lead. We planned and facilitated a
retreat for the Fencing team where our goal was to help them to debrief their events form
the last semester, build community and get them ready for the next year. The activity that I
facilitated and debriefed was focus ring. This activity was chosen because we thought that it
could help build teamwork and community among the team. Throughout the activity, the
Fencing Club was incredibly communicative and completed the activity quickly and with
few issues. Because the group was so good at focus ring, I had to try new things such as
blinding people, silencing people to increase the challenge. However, even after the
challenge increased, the team was still able to figure out a solution. While this was good for
the group, and it showed that they were high functioning, it made it more difficult for me to
come up with a strong debrief. When I started the debrief, I asked the group to rate their
experience with a thumbometer. When I got mostly positive reviews, I asked the group to
speak on what was done well. After that I asked them what as a group they could have done
better at. Lastly, I asked them how they could take what they learned in the actityv and how
they could apply that to what they learned in the future. I know that I performed these
debrief tactics proficiently because I was able to communicate my questions clearly and got
the answers that I was looking for from the group I was facilitating.
SEE EVIDENCE #32
framing based on psychology and its use
in group facilitation
framing based on psychology and its use
in group facilitation
125. Student will demonstrate knowledge the HDF 413 In HDF 413, we learned about framing and reframing methods according to Bolman and
four frames of organizations, and the Deal. A frame is a mental model with a set of ideas and assumptions about a situation.
meaning of reframing by Bolman and Frames act as a guide to help one understand what they are up against and what they can
Deal do about it. Framing is an instantaneous process that happens without anyone consciously
knowing that it is a happening. Framing and reframing are particularly helpful in group
organizations where a problem is occurring within the organization. A manager could be
trying to fix a problem but is looking at it through an incorrect frame. This is where
consultants can help to reframe the situation to help the organization look at the problem in
Evidence- print out of Reframing a different light. Re-framing is the ability to break away from the frame that you currently
Organizations Slides by Melissa J. see the situation in and then change it for a new frame. Reframing a situation means to
Camba- Kelsay think about said situation in more than one way, diagnose the problem with multiple angles
and have different strategies to fix the problem. In their Model, Bolman and Deal discuss
Additional Evidence- notes from book the four frames of organization. These four are factories, families, jungles, and carnivals.
reading Factories are the most structural of organizations. In factories, people have specialized
goals and positions, they encourage rational thinking, focus on planning, and organizational
hierarchies (organizational charts). Families, also called Human Resource Frames, value
individual workers, feelings and relationships above other things. Jungles, otherwise
known as a Power/Political frames see organizations as arenas of power where people
compete for positions. Lastly, are Carnivals, also named Temples are more symbolic in
nature. These types of organizations rely on culture, traditions, spirts and rituals to carry
on their organizations mission.
By having knowledge of these frames, one can frame and reframe a situation in order to
find a solution best suited to their frame.
Bolman,L.G.&Deal,T.E.(2013).Reframingorganizations:Artistry,choice&leadership.(5thed).
SanFrancisco,CA:Jossey-Bass
SEE EVIDENCE #26

126. Student will describe personal
application of organizational analysis
using the four frames of organizations,
and breaking the frame / reframing
(Bolman and Deal)
organizing meetings / setting agendas /
and leading meetings
of organizing meetings / setting agendas
/ leading meetings
Parliamentary Procedure
techniques for working with difficult
people
of using techniques to work effectively
with difficult people
132. Student will show knowledge of the HDF 190 In HDF 190 my class learned about Tuckman’s Five Stages of Group Development. These five stages
stages of group development include (in this order) Forming, Storming, Norming, Performing and Adjourning. When any group comes
(Tuckman/Tuckman & Jensen, Bennis or together, they experience these five stages in order to reach a common goal. In the first stage, forming,
others) group members are excited to start a project but may not know what direction they are headed in. In the
forming stage, lots of questions are asked about the goals of the group, and members of the group do not
Evidence: Tuckman’s Stages Group necessarily trust each other. After forming comes storming. In this part of group development, people assign
Mode Printout roles and responsibilities. In this stage, conflict and frustration can arise if people are unsatisfied with their
roles in the group and the group must learn how to work out these problems. Following storming comes the
norming where areas of conflict die down and group members begin to get more comfortable with each
other. Each group member accepts their role and is ready to meet the goals of the group. Performing is the

fourth stage of group development where members are making progress towards, and even accomplishing
their goals. They are working together as a high functioning team! The final stage of Tuckman’s group
model is adjourning. In the adjourning phase, the work of the team members is finally over with and they
feel deep satisfaction and pride over what they have accomplished. The adjourning stage is a time for the
group to celebrate! If a group is to be successful, they will go through all five of Tuckman’s Stages.
SEE EVIDENCE # 15
Stein, J. (2018). HR at MIT | Learning & Development | Using the Stages of Team Development.
Massachusetts Institute of Technology. Cambridge; Massachusetts.
133. Student will describe personal examples HDF 190 HDF 190 Retreat- Day of In HDF 190, we worked on a group project dedicated to Social Change. In this project we were put into
of group development in use Discovery groups based on our strengths and values and worked together towards a final presentation at the end of
(Tuckman/Tuckman & Jensen, Bennis or Animal Rights Panel the semester. As a group we worked through Tuckman’s five stages of group development. At the beginning
others). of the semester our group first met each other, and we entered the forming stage. At this early stage, we
were not extremely comfortable with one other because we did not each other very well. We were careful
Evidence: Slides from Social Change about what we said around each other in fear of stepping on each other’s toes. After participating in the
Group Project Presentation HDF 190 retreat; Day of Discovery, we learned a little bit about each other and were able to connect better,
slowly entering the storming stage. In the storming stage my group members and I started divided ourselves
into roles and decided what we were going to do for our social change project. The “storming” stage was
difficult for our group to go through because we all had to set a time to meet despite all of our crazy
schedules. We also had to establish who was going to gain control in the group and how to share power. By
the time we reached the norming stage we had already established our roles in the group and were trying to
work as a team. I feel as if my group reached the norming stage around the time we attended the animal
rights panel that we were to base our social change project off of. At this point, we knew what each of our
responsibilities were and how to fill our roles properly. During this norming stage, we decided who was
going to write the paper and who was going to give the presentation. Due to the fact that we had already
gone through the storming phase, deciding who was going to do what in the project went without conflict.
Our performing stage happened when we gave the presentation that we had put together as group and
handed in our group paper. By the end of the semester we had developed into high performing group! Our
adjourning stage happened after our presentation when celebrated our presentation and talked about what
went well. Though this project my group went through all five stages of Tuckman’s Group Development. I
really enjoyed working with my group and am hoping to keep the connections that I made with my group
members.
SEE EVIDENCE #16
134. Student will show knowledge of group HDF 413 In HDF 413, we learned about group roles and group dynamics as interpreted by Benne
roles and how they contribute to group and Sheats, 1948 and Knowles and Knowles, 1959. On page 322 of the textbook Exploring
dynamics (Johnson & Johnson; Benne & Leadership for College Students What Want to Make A Difference, the author states that
Sheats; Knowles & Knowles; etc.) when working in a group, people tend to stick to a set of preferred practices known as role
sets. Different roles evolve in different groups and people take on different roles depending
Evidence: Examples of Common Roles on the group they are in. Research by Benne and Sheats, and Knowles and Knowles
in Groups Handout indicate that there a two types of group roles, Task Roles and Group Building Roles. Both
are essential to the group function but are different in many ways. Task Roles are more
focused on the content of the group discussion itself. Task Roles include finishing goals of
group, giving information and opinions, making decisions, and overall carrying out the
main purpose of the group. Group-Building roles on the other hand are less structured and
mainly deal with the relationships of group members. It is their job to maintain the
innerworkings of the groups relationships and are concerned with the members of the
group as people.
Within these two types of roles, there are individual roles that each member of a group can
fulfil. According to Benne and Sheats, and Knowles and Knowles, within task roles there
can be an, information seeker, and opinion seeker, opinion giver, summarizer and clarifier.
Within group building roles, there is a gatekeeper, encourager, mediator, and follower. To
break down the qualities of each role, we will start with information seeker, which is mostly
self-explanatory. This person wants to gather all the facts before moving forward. They
might ask the question, “does anyone have more knowledge in this area?” Next is the
opinion seeker, who looks for opinions and ideas from the group in order to solve a
problem. They might say something like, what do you think about this?” On the other
hand, there is the opinion giver who contributes their ideas input and feeling about a
subject. An opinion giver might say something to the effect of, “I think that…”. The
summarizers job is to combine and compress the ideas of a group. The summarizer makes
ideas more organized and more digestible for everyone in the group. A summarize might
start a thought with, “Is it accurate to say that the majority of us think…” The last task
role, Clarifier is like an opinion giver as it makes ideas easier to understand. A clarifier will
add meaning onto current ideas or explain the idea further to show how the idea would
work in action. A clarifier might say something along the lines of, “So you are saying that if
we use this idea X it will increase Y and solve our problem more quickly?”
In breaking down the group- building rules we start with gatekeeper. A gatekeeper’s job is
to make sure that all people in the group have a chance to speak and share their ideas. They
invite others into the conversation and might say something like, “I noticed that ______ has
been trying to say something, lets listen to their idea. After a gatekeeper comes the
encouragers whose main job is to support ideas that come into the group. An encourager is
warming and welcoming and would likely something such as, “That is a really good point,
thank you for sharing!” Another group-building role is the mediator. The mediator resolves
conflict and attempts to make compromises on opposing points of view. A mediator might
say, “I think the two of you have a similar a goal but different points of view, lets see if we
can work together to find a solution that is satisfactory for you both.” The last group
building role is the role of follower. While seemingly unimportant, there needs to be
followers in a group for the group to function. A follower actively listens to the group
conversation and is supportive of the groups progress. A follower would say something like,
“I hear what you are saying, and I agree with your position.”
By learning about group roles in HDF 413, I was able to understand the importance of both
task and group- building roles. I am also able to better identify these roles in group
projects.
SEE EVIDENCE #29

135. Student will describe personal examples HDF 190 Tarp Activity In HDF 190, we often worked in groups and had to understand our role in those group. In our final group
of group roles and how they contribute HDF 413 project, we especially learned our roles within a group and how our strengths played into these roles. Prior
to group dynamics (Johnson & Johnson; to working in these groups, we had a class discussion about group projects and roles in group projects.
Benne & Sheats; Knowles & Knowles; After we discovered our Gallup strengths, our class broke up into four sections based on our strengths,
etc.) Executors, Influencers, Relationship Builders, and Strategic Thinkers. We then went around the room and
talked about things that bother us during group projects. I found that I agreed very strongly with my group,
Evidence: Your Unique Contribution to relationship builders. We all talked about how in group projects we dislike the fact that some people
The Team Worksheet immediately try to grab power and get the project started without even getting to know their fellow group
members. Interestingly enough, when the executors reported out to the class what bothered them in group
Revised Evidence: Picture of Tarp projects, they spoke about disliking the fact that some people seem to be in the group project to just to get
Maze Activity to know each other while they, the executors, are more focused on getting the job done. They especially
noted how they do not like when people in their group scramble last minute to finish the project. Knowing
that I prioritize relationships in a group, and that I tend to be a person working on projects last minute
(Adaptability is one of my top five strengths) it was beneficial for me to hear people who had different
approaches to group work as I did. After hearing this information, I was more aware of what I would
contribute to a group and how to manage myself to better fit the full needs of everybody in my group. When
we finally did work in the groups, I felt that I contributed with my includer strength by keeping everyone
involved with the project and asking clarification questions. I also saw myself building relationships with the
people in my group and using empathy to anticipate needs of others. Understanding that the executors in
my group wanted to get things done ahead of time I made sure that I finished my part of the project sooner
than I would have If I was working on my own. Thanks to our class discussion and the Social Change group
project I am more aware of what my roles in a group are.
SEE EVIDENCE 12
(Source- Relational Leadership Model: Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership
for College Students What Want to Make A Difference. San Francisco: Jossey-Bass. (68-72).
REVISION: In HDF 413, we applied the group role theories of Benne & Sheats and
Knowles & Knowles to our own group roles during an initiative. In this initiative, my entire
class was supplied with a large tarp with a rope taped to it so that the tarp resembled a
maze. Within the maze there were three separate holes cut out in different sections. (See
evidence 12A for a better description). Our class was given three various sized balls with the
objective of getting each ball in a decided upon hole. The challenge of this activity was the
fact that as a class, we each needed to hold on to the tarp and direct the ball around the
maze together. This could possibly have been the least favorite initiative that I have ever
participated in. This was due in part to the fact that it was frustrating to coordinate and
partially due to all the group roles that evolved thought-out the activity. The roles that I
noticed especially come out in this activity were the role of opinion giver, encourager,
gatekeeper, mediator, and follower. I personally felt that I took on the role of gatekeeper
and opinion seeker. This was because at the beginning of the activity, I was the one who
started by dropping the ball on the tarp for the first time. Before I dropped the ball, I
sought out the opinions of my team by asking, “does any have any ideas on how we can
make this work?” I believe that this group role was prevalent in large part due to my
strength of an includer. As an includer I like to make all people feel welcome in group
discussion and that is what I attempted to do. However, I found that the majority of my
class did not really have any ideas or opinions on how to go about the process. Many of
them, opinion givers, decided that it would be best if we just try it out and keeping doing it
until it worked. When this strategy continued to fail, I once again asked if anyone had any
ideas of things that we could do differently/more effectively. During this, I also felt my
context, and restorative trait activated in the opinion seeking group role. This is because my
context strength helps me to see how problems are handled in the past and find new
solutions based on past outcomes. Restorative helps me to fix problems. When I noticed that
our ball kept repeatedly falling off our tarp, I wanted to point out that this solution we kept
using in the past was NOT working and we needed to try something else. However, I felt as
though I was outnumbered by the opinion givers who insisted that I just put the ball down
and try again, which was incredibly frustrating. Due to the fact that I held the power of
dropping the ball onto the tarp, I also felt that I took on the role of gatekeeper. I would not
drop the ball until I heard everyone’s opinions. I also encouraged those with ideas to speak.
I remember at one point I heard someone give a good idea and I said something like, “That
sounds like a good idea, can you repeat that for the rest of the group?” One thing that I
found very difficult about this entire process was the fact that there were too many opinion
givers talking at the same time. This made it hard to understand what everyone was saying
and was very overwhelming. I was especially overwhelmed because I was holding the ball
for most of the time and I felt like everyone was shouting different things at me! At one
point, I held the role of opinion giver and suggested that we either have one person speak at
a time or, we elect a representative from each corner of the tarp to speak. This idea was not
used, and I was then encouraged to use the former strategy of keep trying until it works.
Fortunately, one opinion giver suggested that someone else drop the ball on the tarp. I
gratefully agreed with them and let someone else do it. For the rest of the activity, I noticed
roles like encourager emerge. This person would say positive and affirming things such as,
“We got this everyone!” and “You’re doing great!” A mediator also emerged in this
initiative when it seemed that two sides of the tarp where on different pages. This person
would say something like, “why don’t we try it this way, so we aren’t doing two things at
once.” The last role that emerged was a follower. These were people that didn’t talk but still
supported the group. After completing the activity with much frustration, our class then
talked about the group roles that each of us identified with. I identified my self as a
gatekeeper and opinion seeker because I tried to get opinions from the entire group and
encouraged others to speak. I also identified someone as a follower and mentioned that I
appreciated them not saying anything the entire time and just going with the flow of the
group. During our debrief, one follower pointed out that while they had ideas that they
could input, they realized that there were already so many opinion givers who were already
giving out ideas. This person decided to keep their mouth shut and become a follower. One
of this person’s strength was intellect, and she noted that using her intellect, she decided not
to speak for the betterment of the group. While she had ideas, she was smart enough to
keep them to herself. This person also observed that the fact that she was a bit frustrated by
not sharing her ideas because she has the strengths of intellect, but she ultimately did what
was good for the group and became a follower. I never truly considered the role of the
follower as an important one until this activity. I realized that without followers, the tarp
activity would have never been completed. Without followers to follow the ideas of options
givers, there would be too much conflict. If each person in the group was an opinion giver,
the initiative would be so much more frustrating than it already was. I leaned to value the
follower in this activity and wished that more people had the quality of intellect to know
when to be an opinion giver and when to be a follower.
While this activity was terrible, it was a good learning experience and helped me to learn
more about group roles theory according to Benne & Sheats and Knowles & Knowles.
SEE EVIDENCE #12A

memberships skills in groups
of membership skills in use
138. Student will show knowledge of the HDF 413 In HDF 413, we learned about the Challenge and Support Theory by Nevit Sanford. This
Challenge and Support theory by model asks the question, how does student development happen? I believe that at a college
Sanford, and its relationship to level, this is an extremely important questions to ask. This is because the entire reason
organizations people go to college is to develop as a person. For this reason, it is important to understand
what causes student development. Sanford’s theory proposes that a student must have
Evidence: Print out sheet of the enough challenge, and support in their field in order to grow. In his visual model, Sanford
Challenge and Support Model depicts a coordinate graph with equal amounts of challenge and support blocks, which
ultimately lead to steady linear growth. It is important to remember that institution must
balance the amount of challenge and support they give their student. If a student has too
much support and not enough challenge, they will be bored. However, if the student has too
much challenge and not enough support, the student will be overwhelmed and will not
grow. It also important to point out that the amount of challenge and support varies based
on the student at hand. A student’s readiness to face a new challenge must also be
considered. One student may not be ready to take on a challenge and that is ok. One student
may need more support that others and that is ok. If that student has enough of a challenge
to match the support they need, they will have the ability to grow.
Source: Sanford, N. (1962). The American college. New York: Wiley

SEE EVIDENCE #27
139. Student will describe personal examples HDF 413 SOLC Rotaract Retreat In HDF 413, we were required to facilitate on at least one retreat over the semester. When I
of using the theory of Challenge and co-facilitated a retreat, I felt the influence of Sanford’s theory of challenge and support as I
Support (Sanford) was challenged and supported in my learning experience. Taking Sanfords ideals in mind, ,
I tried to challenge and support my participants when facilitating. On October 20, 2019, I
Evidence: Rotaract Retreat Agenda had the opportunity to co-facilitate a retreat for the URI Rotaract Club, a service
organization on campus. This retreat was particularly exciting for me as it was my first
time facilitating a large group. Overall, the experience of the retreat was challenging
because I was pushed out of my comfort zone, yet it was rewarding because I felt as though
the program benefitted the group and their goals. I also felt myself grow as a facilitator.
Although I was excited to facilitate Rotaract, I was a bit apprehensive because I had never
facilitated on my own before. I was also a bit worried because the majority of my retreat
team was also facilitating on their own for the first time. I trusted my team of Sydney, Sean,
Kayla and Jen. However, I was worried that if I got stuck, there wouldn’t be anybody there
with enough experience to help me out. While this was a challenge for me because it was my
first time facilitating, I was lucky that I had the support of our lead, Sydney, as well as the
support of our advisor Shawn. Sydney was supportive in the way that she remained relaxed
throughout the entire retreat. She also challenged me to do things on my own. For example,
when I needed to set up minefield, she pushed me by saying something to the effect of,
“Caitlin this is your thing so go head and set it up!” In addition, her and Sean supported me
by encouraging my other team members to set up the activity with me. This meant that the
team was asking me questions on how to set up the activity. While this was challenging
because I didn’t have the perfect idea of how to set up the game, I had the support of Shawn
and Sydney to back me up if I started to set up the game incorrectly. I also knew that my
team members would not push me into doing something if I wasn’t ready. I also tried to
apply this challenge and support to my participants as I facilitated minefield. In this
initiative, members must cross from one end of a room to another while blindfolded without
touching the obstacles in their way. Facilitating this initiative was not only a challenge due
to the large size of the group, but also since they the group was very high functioning. They
completed the first round of the initiative quickly and with little difficulty. I realized that
the group had a little too much support, and not enough challenge. With this knowledge I
had to think of variations of minefield to increase the challenge aspect of the activity.
Following the idea of Sanford, I also needed a bit of support in this area because I had a
difficult time thinking of variations. Fortunately, I had support from my advisor, Shawn
who helped me to brainstorm new ideas on the spot. This resulted in variations where
participants had to switch blindfolds with one another, the facilitators putting larger
obstacles in front of participants as they walked along, and at the end, silencing people
during the activity so that they could not talk to the blindfolded person. To emphasize the
safety element of a retreat, we reinforced to participants that they only had to put
blindfolds on if they felt comfortable, and only to be silent if they were comfortable with it.
This reinforces Sanfords idea that people need to be comfortable and supported when
facing an obstacle. For this reason, we gave the participants to choose whether or not to use
the blindfold or talk. We encouraged them to challenge themselves because partaking in the
variations we laid out would be difficult and would help them grow as individuals and as a
group. Overall, the ideas of Sanford’s Challenge and Support appeared many times
throughout my Rotaract Retreat experience.
Source: Sanford, N. (1962). The American college. New York: Wiley
SEE EVIDENCE #28
140. Student will show knowledge of the HDF 190 COM 100-Learning to Write a In HDF 190, we gave a brief informative speech about Servant Leadership. I was
construction / elements of informative COM 202 Speech fortunate that my Communications class taught me the importance of a writing a
and persuasive speeches Servant Leadership Speeches speech outline and how to write an informative speech. In Com 100, I learned how
to introduce myself and making an intro or “attention grabbing” statement. I also
Evidence: Servant Leadership Speech Com 202- Learning how to write learned how to build credibility in a speech so that the audience trusts what I was
Outline an informational speech about our saying. After introducing myself, I grabbed the attention of my audience by
partner explaining a bit about my leadership story and how I never thought of leadership
Evidence: Informative Speech Outline as service oriented, like the servant leadership is modeled to be. I then built my
and Professor Handout credibility by explaining that after taking HDF 190, I have learned a lot more about
leadership theories and have the experience to talk about particular leadership
models such as the servant leadership model. Another element of speech writing
is previewing the main points of the speech you are give. In my speech I
previewed what I was going to talk about, which was the servant leadership
model, how my strengths and values tie into servant leadership, and how I
planned to use servant leadership in the future. As I continued my speech, I spoke
about my three main points and supported those points with evidence, something
that is crucial in speech giving. I also made sure to attribute my information to the
right sources. For example, when I was talking about a quote about servant
leadership, I made sure I attributed the quote to the author saying, “In Robert
Greenleaf’s 1970 Essay The Servant as Leader he describes…” Finally, at the end
of my speech I made sure let the audience know I was about to wrap up by saying,
“In conclusion”. I also had a concluding statement where I tried to incorporate my
three main points back into my conclusion. After completing this assignment, I
have more knowledge on how to develop an informative speech.
SEE EVIDENCE # 14
In Com 202, Introduction to Public Speaking, I gained knew insight and knowledge
on how to create an informative speech. In fact, the first assignment for this class
was to write and give an informative speech introducing a classmate we had been
just introduced to. Doing this speech helped me to grow my public speaking
ability from my ability giving my servant leadership speech
Before we started the assignment, our professor created a list of seven elements
that are important when writing an effective informative speech. These elements
included the idea that an informative speech should answer a stated question or
meet needs of an audience. An informative speech should also present the
audience with new information that they had not known prior to the speech. If an
informative speech is done well, it will add to the knowledge of the audience
about a topic. It will also give the audience deeper insight into a topic or, provide
further clarification. An informative speech should have information that is
relevant to an audience. An especially good informative speech will make the
audience feel as though they have a stake in the topic presented and will take
greater interest in the speech. Another element in a quality informative speech is
that important information should be repeated to create emphasis on the
audience. Repeating important phrases can help the message “sink in”. The fifth
element in an informative speech is the organization of the speech. Each speech
should have an introduction explaining the significance of the topic and
previewing the three main points. After the introduction comes the body and
conclusion of the speech. The body is the part of the speech where the orator
provides information, evidence, and facts about a certain topic. Lastly, the
conclusion od the speech summarizes the information presented in the body and
in some cases applies this information to the audience’s lives. While the
organization of the speech is important, another important element of an
informative speech is the emotional impact the content has on the audience. A
good informative speech will appeal to the emotion of the audience so that the
audience will take the speech seriously. Lastly, the final element of a good
informative speech is the language that is used. A good informative speech will
use illustrative language such as or similes metaphors to help the audience
associate the new content that you are sharing with them to the old content that
they already know about the topic.
When creating my informative speech about my classmate, I use certain elements

that my professor had outlined. se elements in this speech. For example, I
outlined my speech with a solid into, body, and conclusion. In my intro, I was sure
to preview the main parts of my body and in my conclusion, I re- summarized my
main points. Throughout my speech I also repeated important aspects of my
subject. One of the values that my partner found extremely important was the
value of hard work and respect. In my speech I mentioned my partner’s work ethic
and respect toward other over three times. I followed my professor’s advice and
by highlighting these main points this message seemed to stay with the audience.
Overall, by leaning about the seven elements of a good informative speech, I was
able to create and give an quality speech.
Scource: Burns, R. (2019). The Informative Speech:Opportunities for All to “Build

Bridges”of Meaning Understanding and Influence
SEE EVIDENCE #14

141. Student will demonstrate proficiency in COM 202 In COM 202, I learned how to properly write and deliver a persuasive speech. In
informative and persuasive public this class, I was assigned to pick an idea and then create a speech that would
speaking\ persuade my audience to support it. The topic that I choose was the importance of
buying local food. The goal of my speech was to persuade my audience to
Evidence: Persuasive Speech Outline purchase more locally sourced food and support farmers markets. I choose this
topic because I was doing a project in another class where I was researching farm
to table initiatives. In this other class, I was interviewing local farmers about the
struggles they face as a business. I realized that they need more outreach to
spread the word about farmers markets. I decided that since I had an audience of
my classmates at my disposal, I would try to spread the word about local farms. In
addition, because I had already interviewed these farmers for my other class, I
already had information that I could use to support my point.
According to the National Association for Speech and Debate, there are certain
elements that contribute to an effective persuasive speech. The first element is to
create attention about the topic. One can do this by putting an attention-grabbing
comment at the beginning of their speech. Another element of a persuasive
speech is to create common ground between oneself and the audience. When an
orator creates common ground, they show the audience why they should care
about the topic about to be presented. Next the orator previews the main points of
their speech and gives a thesis statement with their claim. Once this introduction
is set up, an effective persuasive speaker addresses what the problem of the topic
is. They then identify the causes of that problem and lastly, suggest some
solutions. In my speech, I started with an attention grabber by asking my fellow
classmates what they had for breakfast this morning. Not only did this grab their
attention but it reminded them that eating food is something we all have in
common, creating a common ground. I then previewed the main points of my
speech and laid out my thesis. My thesis was, “due to the fact that buying locally
sourced produce helps the economy, saves land, and sells the freshest
ingredients, consumers should support local farmers markets.” I dove into my
thesis further on throughout my speech. In the body of my speech, I explained the
problems that occur from simply eating food from the grocery store. I then backed
this up with evidence and data. I identified the root causes of these problems and
tried to connect with the audience but putting parts of my interview with the local
farmers into the body. Finally, I suggested some solutions and suggested that
people shop from farmers markets.
When I gave the speech, I knew that I was proficient because I received positive
feedback from my class and professor. They noted the organization of my speech
and enjoyed my delivery. The one thing I needed to work on was my poise and
confidence going forward when giving speeches. However, if I look at the
feedback given to me from my classmates (attached in evidence 30) I know that
my speech giving ability is adequate.
I was grateful for the opportunity to learn how to create and deliver a persuasive
speech. I know what I can work on in the future and was glad to be proficient for
the time.
Source: Tips for Writing a Persuasive Speech. (n.d.). Retrieved from

https://www.speechanddebate.org/wp-content/uploads/Tips-for-Writing-a-
Persuasive-Speech.pdf.
See Evidence #30

142. Student will show knowledge of planning
and conducting interviews (as the
interviewer)
143. Student will describe personal examples In my Intro to Gender and Women’s Studies class, I was tasked with interviewing a feminist about their
of planning and conducting interviews experiences with gender, and then writing a paper based on their answers. This assignment was
(as the interviewer) challenging because it forced my classmates and I out of our comfort zones to ask people potentially
uncomfortable questions. This experience was also exciting because it was the first time I ever interviewed
Evidence: Interview Project Plan someone so there were many mays I had to prepare. First, I had to find someone to interview. This in itself
was difficult because I struggled to think of someone I knew who was a feminist. Fortunately, I had just met
a student in my communications class who had already taken intro to gender women’s studies and was
familiar with the interview project. Upon discovering that she is a feminist, she agreed to let me interview
her. When it came time to plan my interview, I created an interview project plan where I generated my own
questions, along with questions suggested by my professor, to ask during the interview. I had to make sure
that my questions had a focus because I needed to write an essay based on the answer to my questions.
After establishing a time and place for the interview to happen, I prepared further for the interview by
bringing a notebook and recording the interview on my phone so that I could go back and listen to it later.
During the interview, I often strayed from the questions I originally intended to ask. I found that as I was
asking questions, my interviewee’s answers lead me to ask new questions. Conducting an interview forced
me to really listen to what my interviewee had to say so that I could as good follow up questions and gain a
deeper understanding of her views as a feminist. This interview project also allowed me to put myself and
someone else’s shoes and see feminism through their eyes. This experience can also help me in other
scenarios where I may need to interview someone else, for example, in an informational interview about a
job. The experience of planning to interview someone, preparing questions, and the ability to come up with
follow up questions will stay with me and I have learned a lot through the assignment.
See Evidence #4
preparing for and effective answers in
interviews (as the interviewee)
of preparing for and being interviewed
collaboration / coalition building
(Sources: Cilente/Komives et al; NCBI;
etc.)
of working in collaboratives/coalitions
techniques to communicate and engage
in difficult dialogues related to diversity
and inclusion.
149. Student will demonstrate proficiency in
communicating and engaging in difficult
dialogues related to diversity and
inclusion.
150. Student will describe ways to maintain
accountability in leadership / member
relationships
related to maintaining accountability as a
leader
152. Student will describe ways to build
relationships between leaders and
members
of building relationships with members as
a leader
154. Student will describe how credibility
applies to leadership, as well as the
characteristics and skills of a credible
leader
155. Student will describe personal examples HDF 190 Welcome Day For my learning contract for HDF 190, I served as a leadership ambassador for Welcome
of building, maintaining, and repairing Day here at URI. My job was to talk to potential URI first year students and give them
his/her own credibility as a leader
information about the leadership minor. I did this by smiling and making eye contact
with the high school students that came to our table. If they seemed receptive I would

Evidence: Leadership Ambassador Pin ask them how they were doing or where they were from to establish a relationship. If
and Certificate they still seemed interested in maintaining conversation, I would ask them if they would
like to hear about the Leadership Studies Program. I would then talk about my
experience with the minor and how it helped me to grow as a person. I gave them
information on how to complete the minor as well as how to apply to the institute. Due
to the fact that I was an ambassador and had to represent the minor, I needed to build
my credibility as a leader. I did this by wearing professional clothing, speaking
positively about the leadership program and not giving information about other clubs. I
was also careful to stay off my phone during Welcome Day because I wanted to
represent the program well and be taken seriously. I hope that I was able build
credibility through my professional manner and helpful information. I also hope that I
was able to convince students to join the leadership minor!
SEE EVIDENCE #20
156. Student will describe ethical standards in
influence
157. Student will describe influence applies to
leadership
158. Student will describe principles of CSV 302 Being a URI 101 Mentor In CSV 302, I learned how to be an effective URI 101 Mentor. I was taught
effective mentoring, as well as problems principles of effective leadership and learned about potential problems that can
particular to the mentoring relationship come from a mentoring relationship. According to Dr. Gordon Nakagawa, cited in
the URI 101 Mentor Instruction Guide Fall 2018, a mentor’s purpose to be an
experienced and knowledgeable guide through a situation. As a URI 101 mentor, it
was my job to be knowledgeable and experienced about the URI community and
the transition into college. Having knowledge as a current URI student, I was able
to guide to my students through their first semester at URI. According to Dr.
Nakagawa, other characteristics of a good mentor are a being a caring human
facilitator, a role model, and a trusted ally or advocate. As a human facilitator, a
mentor should be able to provide their mentee to access to resources and
experiences that may be outside of the mentee’s environment. As a URI 101
mentor, I did this by showing students links to websites such as Ecampus, Sakia,
the URI clubs’ website, and the IML leagues website. While my students may have
had access to these opportunities already, I provided mentorship and guidance by
showing them where to look. I followed the principle of Role Model as A URI 101
mentor because I showed up to class on time, was ethical and responsible, and
was consistent with my word and action. If I said I would email them about
something, I would. I also showed that I was a role model by sharing with the
class what types of clubs I was in. I encouraged them to ask me any questions
about the clubs I was in in case they were also interested in these clubs. Lastly, I
was a trusted ally/advocate because I encouraged the students to ask me any
questions they had. I also made my email available to them and said they could
email me at any time. In addition, I also set up office hours at the end of the
semester in case students had any questions about signing up for classes. While I
identified some of the positive principles of mentorship, I also recognize the
problems that can occur in a mentor/mentee relationship. Most of these problems
stem from the relationship between the mentor/mentee developing into something
that it is not meant to be.
According to Dr. Nakagawa, a mentor is not a parent, career counselor, therapist,
an idol, or a romantic partner. Although a mentor should be an experienced guide,

they should not act as a parental figure who must discipline their mentee. While a
mentor can act as a human resource, they do not have all of the time to act as a
career counselor for their mentee, there are professionals on campus who can
help with that. A mentor should be a role model, but they cannot be expected to
be perfect and regarded as an idol, for they are people with flaws. A mentor
should be an ally, but not all personal information given to a mentor can be fixed
by a mentor. A mentor is not a trained counselor and some issues might be bigger
than they can handle. Lastly, a mentor should not be a romantic partner. This is
because it can blur the lines between a mentor’s role as guide and partner, which
can complicate the relationship.
Overall, while the purpose of a mentor is to guide another person with one’s own
experience and knowledge. Following the principles of guide, advocate, and
resource, one can be an effective mentor. However, problems can arise in the
mentor/mentee relationship when the roles in the relationship are blurred and the
relationship evolves into something more dependent.
Source: URI 101 Mentor Instruction Guide Fall 2018

SEE EVIDENCE #21
159. Student will describe personal examples HDF 190 Having a mentor in HDF In HDF 190, I had the experience of being mentored by a fellow student. In CSV 302, I
of mentoring and being mentored CVS 302 190 had the experience of mentoring other students. As first year students in HDF 190,
Being a URI 101 Mentor our class got split into four small groups and were paired with a peer mentor. My
mentor was (at the time) sophomore Supply Chain Management Major, Matt
Wulbreckt. Overall, Matt was a great mentor as he was relaxed and very supportive. I
was a bit apprehensive to the entire process of being mentored by an older student. In
high school I was a team captain of my cross-county team so I understood the relative
roles of a mentor. However, with the exception of having a URI 101 mentor, I had
never had a student mentor me before. My first impression of the mentoring system
was that I didn’t really need one. I thought that I could figure out the leadership
minor all by myself. However, as the semester progressed, I quickly realized that I
did need a mentor like Matt to help answer my many questions. One of the first
things that Matt did, which I really appreciated, was the fact that he made it a point to
gather all our contact information. He created a group chat with all our group
members numbers and encouraged us to reach out to him at any time with questions.
While the group chat remained stagnant for a short time, my group had many
questions about outcomes when the first set of them were due. Matt was great at
answering our questions in a timely manner. In addition to answering our questions
about outcomes, Matt also graded our outcomes for the first time so that we had an
idea of what to improve upon. When I look back on Matt’s comments, I realize how
much time he put into grading them and how fair and accurate his feedback was. I
appreciated how encouraging his feedback was. Instead of marking everything up
and saying it was wrong, he would say something like, “good job incorporating this
aspect, however this needs to be longer and show more knowledge. Each outcome
should take about 30 minutes to do” His guidance greatly helped me improve my
outcomes for the next time I had to turn them in. Lastly, Matt encouraged us to set up
one on one meetings with him during the mid-semester. At this meeting, Matt
checked in with us to see where we stood in the minor and if we needed any help. I
found this meeting helpful as it gave me a chance to ask Matt what other leadership
classes he recommended taking and how I could further involve myself in the minor.
He was insightful, patient and I felt very supported through this meeting. This
support carried on throughout the rest of the semester and I am grateful to have had
such a great mentor! To conclude, I had a positive experience being mentored by a
fellow student. Through Matt’s example, I tried to take elements of his mentorship
that I liked and then incorporate that into my own mentorship as a URI 101 Mentor.
In CSV 302 I learned how to act as a mentor for incoming first year students for
URI 101. As a mentor, I facilitated icebreaker activities, helped students
understand systems such as Ecampus, and was available to answer any
questions students had. Having been a mentee in HDF 190 the year before, I tried
to use what my mentor had done well and apply that into my mentorship. One of
the first things I did as mentor was provide my contact information to my
students, and like Matt, I encouraged them to reach out with any questions. While
it was slow moving at first, students eventually did reach out to me and asked
questions about upcoming assignments. Like Matt, I tried to answer these
questions in a time effective manner. While I did not need to grade assignments
as Matt did, I did facilitate a few lessons and icebreaker activities. I also provided
students with several resources to help them adjust to campus life. At the
beginning of the semester I created a Q and A sheet answering questions
students had about on campus life. I also included links to resources such as the
Writing Center and the Counseling Center on this sheet. When I had a one on one
meeting with Matt, I found it to be helpful because I had the opportunity to directly
ask him questions. Since I felt that I benefitted from this meeting, I also attempted
to set up one on one meetings with my student. I did this by announcing meeting
times in class and then sending out a excel spreadsheet to sign up for a meeting
time when I was free. Unfortunately, nobody signed up. While I was a little
disappointed by the lack of turnout, I was proud that I had a least put the offer out
there.
Overall, there are very large differences between being mentored and mentoring
someone else. For one, being mentored is a lot easier as the only thing you have
to do is be prepared and ask questions. As a mentor, you need to be
knowledgeable in a specific area and be prepared to answer a slew of different
questions. However, understanding both sides of the mentor/mentee relationship
has helped me to appreciate each side. In the future I hope to take these lessons
and be a better mentor or mentee.
SEE EVIDENCE # 22
160. Student will describe principles of
effective peer leadership, as well as
problems particular to peer leadership
related to being a peer leader and being
led by peers


Outcomes 2019

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Outcomes 2019

Загружено:

Авторское право:

Доступные форматы

LEADERSHIP

Leadership Inventory Revised 12/6/2019 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 12/6/2019 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 12/6/2019 5

 Leadership theory and

Leadership Inventory Revised 12/6/2019 6

Class Association Year Font

*ANY THING BOLD IS NEW*

Leadership Inventory Revised 12/6/2019 7

2. Student will demonstrate personal,

Leadership Inventory Revised 12/6/2019 8

9. Student will demonstrate practice of the

SEE EVIDENCE #17A

Source Myers Briggs Personality Types. (n.d.). Retrieved from

SEE EVIDENCE #35

Outcome Category: Leadership Theories

Outcome Target Additional Descriptive notes regarding learning and practice

Leadership Inventory Revised 12/6/2019 13

Leadership Inventory Revised 12/6/2019 15

Leadership Inventory Revised 12/6/2019 16

Leadership Inventory Revised 12/6/2019 17

Leadership Inventory Revised 12/6/2019 18

44. Students will describe

SEE EVIDENCE #23

SEE EVIDENCE #24

Leadership Inventory Revised 12/6/2019 21

48. Student will describe

Leadership Inventory Revised 12/6/2019 22

Leadership Inventory Revised 12/6/2019 24

SEE EVIDENCE #10

*Social Identity is mentioned on page 190*

SEE EVIDENCE #25

Leadership Inventory Revised 12/6/2019 27

91. Student will demonstrate knowledge of

Outcome Category: Critical Thinking

Source: Unknown, Dissoi Logoi, 403 to 395 B.C.E,

SEE EVIDENCE #13A

100. Student will show knowledge of

Leadership Inventory Revised 12/6/2019 30

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target Additional Descriptive notes regarding learning and practice

Leadership Inventory Revised 12/6/2019 31

Leadership Inventory Revised 12/6/2019 33

SEE EVIDENCE #31

SEE EVIDENCE #26

Leadership Inventory Revised 12/6/2019 35

SEE EVIDENCE #29

SEE EVIDENCE #12A

Source: Sanford, N. (1962). The American college. New York: Wiley

Source: Sanford, N. (1962). The American college. New York: Wiley

SEE EVIDENCE #28

When creating my informative speech about my classmate, I use certain elements

Scource: Burns, R. (2019). The Informative Speech:Opportunities for All to “Build

SEE EVIDENCE #14

Source: Tips for Writing a Persuasive Speech. (n.d.). Retrieved from

See Evidence #30

Leadership Inventory Revised 12/6/2019 44

ANY THING BOLD IS NEW

Social Identity is mentioned on page 190