HDF 492 Outcomes

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

Date Enrolled: 9/5/19
Date of Graduation: May 2020

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

OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words “goals” or “curriculum areas” may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the “additional experiences”
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that
outcome. Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the “descriptive
notes” column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include
evidence that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation letters—anything that shows that
someone has determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your
evidence to include in your Portfolio.
Outcomes for Portfolio:

14, 25, 102, 103, 109, 113, 120, 122, 131, 136, 137, 142, 143,
144, 153, 155,


Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a HDF 190 Thrive URI In HDF 190, we as students did an activity where we received a piece of paper that described the kind
minimized need for approval of person we were assigned. Out of the five of us in each group, we had to decide who was going to
“survive” and go on a spaceship because “Earth was no longer inhabitable”. Once everyone knew who
they were, we had to convince each other of who was going to stay on the spaceship. At first, I showed
autonomy because I thought my character deserved to stay on the ship, but when I heard the characters
of the others in my group, I saw that my character wouldn’t serve much of a purpose in the condition we
were all in. So, I then showed a minimal need for approval and let others who deserved to stay on the
spaceship stay. It felt weird because I was fighting for my life at first but then I put myself aside for the
greater purpose of the activity (SEE Evidence #1).
When I was elected President of Thrive in Spring of 2018, I was quite dreadful for the year ahead of me.
This was because I had seen what former Presidents had gone through and the mental toll it took on
them, including the creator of the organization. When Fall 2018 arrived, I had very low energy and very
high anxiety levels with for the anticipating the year with the circumstances given. I met with my
unofficial Vice President and I expressed that I was quite unsteady and fearful for the year ahead of me
and Thrives. She felt the same way to my surprise and further suggested that we take a year off from
continuing the actions that continue this pattern of unsteadiness. At first I was hesitant because that
would mean we’d have to restructure the organization, and I felt that might’ve been even more work for
all of us. Yet, when she explained her thoughts more, I felt it made more sense. We had a very
energetic, enthusiastic, and powerful meeting that day where we decided on two things. 1) We will not
plan or organize our two larger events for the year, ChangeFest and Social Change: Concept to Reality
(SCCTR). 2) We would put all of our energy into creating social change at a grassroots level with URI
students through Impact Labs (meetings where students present their social change ideas). We shared
our thoughts with our other E-Board members to get their perspective and feedback. They also agreed
and thought our ideas were more effective for the organization. After we all had a consensus, we
officially decided to cancel our events for Fall 2018 and Spring 2019. We also created a structure of how
we plan and execute our Impact Labs going forward so they can be the as effective as possible. All of
these changes have not only bettered the organization’s structure and efficiency, but have given
everyone more peace of mind and energy to do the work. To conclude, this is a demonstration of
autonomy and minimized need of approval because the founder of the organization, the person who put
all of their energy while at URI into this organization, is my current best friend. She gave up many things
to get the organization up and running and to have it be what it is today. I decided to change its format
without her suggestions or input because I knew it was best for the group. Therefore, I sought minimal
approval to make decisions. (SEE EVIDENCE #46).

2. Student will demonstrate personal, HDF 190 Personal Google Calendar I demonstrated these qualities in HDF 190 when the class was asked to organize a group and talk about
organizational, and academic examples of our collegiate demographics like our major, clubs, residence hall, etc. I had personal self-discipline by
self-discipline listening when other people were talking and not talking the whole time to speak. I demonstrated
organizational self-discipline when I subtly organized who spoke next so there was a flow of
conversation going. I also currently have academic self-discipline in the class because I take time to
work on the assignments even when they’re not due for a while. In addition to HDF 190, I also display
personal self-discipline by motivating myself to keep up with the work and stay on top of things in my
PSY 254 class. I have organizational self-discipline in my class when it comes to reading a bunch of
lengthy chapters in a short time frame. I would use my planner to organize when I was going to read
and how much every day or week so that I would be ahead on my work. Lastly, I show academic
self-discipline in this class by reading every day, always looking in the syllabus, and emailing my
professor once in a while to clarify anything I may have questions on. I also go to the Writing Center in
Roosevelt Hall here on campus to get any help for writing papers for the class (SEE Evidence #2).
As a general rule for myself, I tend to make sure I am my primary source of motivation and I make sure
I’m consistent through self-discipline and a rigorous schedule. The personal self-discipline behaviors
that I’ve adopted this semester include insuring I’m in bed by 11:00 pm every night, even on nights
where I don’t have an 8:00 am class the next morning. This is because I am not fully functioning without
7+ hours of sleep. I schedule ‘EAT’ throughout my days of the week in my Google Calendar because I
tend to lose track of time and forget to eat. Furthermore, I’ve found myself minimizing the amount of
time I spend conversing and hanging out with friends in between the day to guarantee I have time to do
what I need to. Lastly, an important self-discipline behavior I’ve learned to adopt this semester was
learning to only say ‘yes’ to the things I could say ‘yes’ to and becoming more comfortable with saying
‘no’. My organizational self-discipline includes further use of my Google Calendar for virtually everything.
I schedule my classes, meetings, reminders, events, work shifts, personal time, and times to study or do
work. It has been one of the only tools to enhance my time management in college. I also schedule a
reminder every Wednesday to check my syllabi and schedule upcoming time blocks to do work.
Additionally, for Thrive, I use the ‘Notes’ feature on my mobile phone to list the topics of discussion for
the upcoming meetings. Finally, my academic self-discipline includes bringing myself to the library most
days of the week because I am aware of my distraction levels in my residence hall. I schedule
assignments to be done the day before the due date or at least hours within the time it’s due. Lastly,
and most importantly, I schedule larger time blocks for the more difficult subjects like chemistry, for
example, because I know it is a subject that contains cumulative information and requires cohesive
competency, which I want to understand. (SEE EVIDENCE #20)

3. Student will demonstrate the ability to HDF 190 Day of Discovery Retreat During the Day of Discovery Retreat, which was a required retreat for HDF 190, we were split up into
manage emotions smaller groups from the two larger groups. Once we were separated, we were able to talk about things
HDF 415 Personal Roommate Situations that were dense and had substance. Some topics were sensitive for others. Once emotions were
expressed, I demonstrated the ability to stay cool, calm, and collected for the other people expressing
Summer 2018 Personal Experience their feelings, so that they could have someone to lean on, emotionally. I also had the ability to manage
my own emotions when expressing personal thought so I could stay focused on the content. Personally,
I was also able to manage my emotions at home when I confronted my father for not being in my life as
often as he should have been. One day over the phone, I told my mom I wanted to talk to my father one
day about why he was so absent in my life. There was miscommunication and my mother had him over
the next day unexpectedly. When I saw him, after not having seen him for a while, I was shocked and I
almost panicked and acted as if I had somewhere to go, yet I managed my emotions and stayed. We
sat and I asked a few questions and he answered. The answers he gave sounded more like things to
brush me off and they didn’t sound like legitimate reasons for why you wouldn’t see your child. After he
left, I wasn’t sure what to do. I wrote a lot in my journals and kept an unbothered demeanor. I was only
able to conduct these feelings in front of my family for so long. When I got back to my dorm at URI, I
finally released all the tears I held back for that weekend and I decided to see a counselor to learn to
further manage my emotions (SEE Evidence #3).
An emotional assessment was given to me at the beginning of the semester in my HDF 415 class. My
results showed I scored lower in my ability to manage my own emotions than in the other areas.
However, since then, I’ve been made substantial progress. In the beginning of my 2018 semester, I had
many situations that challenged my emotional well being. One of them being my ability to manage how I
felt towards my roommates whenever a situation would occur. With my roommates, I would also express
the anger and hostility that they projected towards me. However, when I saw how much energy that was
taking from me, I decided to go to URI Counseling Services to work through managing how I felt with
those issues. They gave me techniques to better handle raw emotions whether melancholic or anger
oriented. I was able to use techniques such as breathing slowly whenever I was in confrontation with
them. I also worked to listen to what they said without taking them personally because it was just a
reflection of their emotions towards the situation. Lastly, I learned to journal and reflect so that I would
track my progress in managing how I released my emotions. Now, I am able to refrain from mirroring my
roommates’ emotions when they’re angry and try to calmly discuss what’s the matter. I have found an
increase in balance with how I handle my emotions by looking at how the consequences from each
situation can potentially hurt other interactions with my roommates. (SEE EVIDENCE #33)
The Summer of 2018 was arguably the best summer of my life. I was in an amazing internship, I was in
a relationship, and I had started the journey of learning more about my true self. However, this summer
also came with many emotionally challenging situations pertaining my relationship. In short, this was my
first relationship and it stirred up many unresolved personal issues that I had not yet mended over from
my past. Additionally, being away from them for the first time added more feelings of yearn and
restlessness. Seeing that I was at my internship for an experience, not a distraction, I searched for
strategies on how to manage my emotions in order to continue being present at the program. I had
come across one article that had five strategies on managing emotions. I chose to adopt three. The first
I followed was shifting my attentional focus because finding something else to focus on was moderately
easier than initially following the others. I shifted my attentional focus onto my projects, the information I
was learning, and the friends I made within the program. The three friends I had become close with
often gave me peace of mind and joy. When possible, I spent time going out to eat with them,
discovering the beautiful state of Michigan, and working on our projects together in the library. This
helped my mind rest from the emotional discomfort at times and focus on the tasks at hand. The next

strategy I used from the article was changing my thoughts on the situation. The article stated, “By
changing your thoughts, you may not be able to change the situation, but you can at least change the
way you believe the situation is affecting you.” I began journaling everyday to become observant of my
thoughts and monitor their patterns. What I found was many of my feelings of emotional stress and pain
were from untrue beliefs I had unconsciously embraced.This helped me gain more control of how I felt
when I knew I could control the thoughts that controlled my feelings. Finally, the last strategy I practiced
while at my internship was changing my response to the emotions. After talking to my significant other
over the phone, I would periodically experience bouts of anxiety or worrisome feelings. To combat these
feelings, I practiced deep breathing exercises and present moment awareness meditation. These
practices helped with managing my immediate response of worry after the phone calls. Therefore, being
able to calm myself down enough for my thoughts to clear up, I was able to look at my thoughts, find the
truth within them, and change how I felt in the end. (SEE EVIDENCE #27)
Source: 5 Ways to Get Your Unwanted Emotions Under Control. (n.d.). Retrieved from
https://www.psychologytoday.com/us/blog/fulfillment-any-age/201502/5-ways-get-your-unwanted-emotio
ns-under-control
4. Student will demonstrate knowledge of KIN 123 Personal/Social Methods In my KIN 123 class, we went over the stress and stress management chapters in the class. Stress is a
stress management methods state of mental or emotional strain or tension resulting from adverse or very demanding circumstances.
The methods of stress management include identifying the sources of stress, controlling the immediate
reactions to stress, using medications, service animals (for anxiety, PTSD, Autism Spectrum Disorder,
and others), therapy, having a positive state of mind, realistic self-talking (“it’s not the end of the
world”), and other methods. These methods are helpful because they help get the stressful person back
to their normal, effective way of functioning, both mentally and physically. They are crucially important
for college students especially who experience bountiful amounts of stress. I also know how to manage
stress in my personal life. I keep journals to write what I am thinking about, feeling, scared of,
anticipating, and what I’m happy about. Doing this, I feel a sense of mental relief because sometimes I
don't have anyone to ‘vent’ to and my journal was there for me to release the tension in my mind.
Socially, I would hang out with friends whenever school or home was stressing me out because every
time, it was always a fun, good time and I didn’t have to think about anything when with them (SEE
Evidence #4).

5. Student will demonstrate the ability to MTH 107 URI Counseling Center In my MTH 107 class, which deals with logistics, probability, statistics, and the like, I sometimes have
manage stress moments of stress when reviewing the material. The beginning classes were fine because I understood
Fall 2017 “Mindful” (Mobile App) the content, but as the content grew, the confusion started, bringing the stress along with it. I would use
my go-to techniques to manage the stress, such as breathing and reassuring myself that my thoughts
Fall 2018 didn’t hold any weight. I would stop what I was doing, step back for a second, and collect myself. I used
The Relaxation Response which is a list of techniques that incorporates all of these. It includes: 1.
Closing my eyes, 2. Progressively relaxing all my muscles in my body, 3. Begin to breathe slowly (inhale
through the nose and exhale through the mouth, 4. As I exhale, repeat a chosen work or phrase to
control the intruding thoughts, 5. Continue doing this for 10-20 minutes, and lastly 6. Practice this early
in the day or before bed. I do this technique whenever I am feeling especially distressed at school or at
home. I would also try to seek guidance from my mother or friends in the class. After doing this, I was
able to get the work done worry free and better cope with stressful works later on. After going through
difficulties last semester (Fall 2016), I realized I needed to see someone I could talk to here on campus
that was a sort of counselor. I looked up counseling services on the URI website and I found out that
there was a Counseling Center at Roosevelt in Room 217. I decided to go in and see someone. It was
the best decision I’ve made because not only did I find people to confide in, but they gave me useful
advice. They mainly told me to do everything I did before, but they also suggested I look deeper into my
stresses by Mindfulness Meditation. Mindfulness Meditation is when you pay attention in a particular
way: on purpose, in the present moment, and nonjudgmentally. This brings one's complete attention to
the present experience on a moment-to-moment basis. I have found this method of stress management
extremely useful and beneficial. It has opened my eyes to a lot and I recommend it to anyone (SEE
Evidence #5).
Being at URI means that I am borrowing and spending a lot of money. Money has been a financial worry
in my life before and it comes up as a worry from time to time. With tuition, I’ ve had to borrow loans and
make decisions that meant spending more money, money I didn’t necessarily have. In my Fall 2017
semester, I had difficult decisions to make about housing being that where I wanted to go was more
expensive on my family. I experiences stress because I didn’t have other choices and I didn’ t want to
spend that much money or put my family in more debt than we already are. However, when talking with
my mother, she suggested I stay calm because money was a sacrifice we’d have to make for my
education. I looked for ways to manage my stress so that it wouldn’ t interfere with academics, and in
this, I’ v e found a mobile app called “M
indful.” T he app schedules times for me to take a breathing
pause for when my body is reacting to stress. It sets reminders for me to do daily meditation sessions to
start and end my day with. Additionally, it has a “ C
heck-In”
feature which allows me to evaluate my day
and how I felt to track where and when I felt stress. With this app, I’ v e been able to save myself from
many anxiety attacks, stressful aches, and emotional episodes. I now perform the breathings pauses
and Check-In’s without the app reminding me and I have been able to manage how stress affects my
daily life. (SEE EVIDENCE #34)
My Fall 2018 semester has been a very challenging semester from many different directions. It
generated a lot of stress and it nearly consumed me, even with the stress management methods I had
used before. My stress management methods at the beginning of the semester comprised of practicing
breathing techniques, spending time with friends, and isolating what was causing me stress and
eventually work past it. At the midpoint of the semester, the stress had become so vast that my methods
evolved into 2 occasions of not doing work for a week, sleeping in more, and spending more time
watching movies or TV shows. While these methods relieved me of my immediate stress, they did not
serve me in accomplishing my goals for the semester or developing into a stronger person. I rose above
the sessions of low energy and was able to find new stress management methods that have helped me

immensely. One was the strategy of implementing breaks throughout my day to reduce feeling
overwhelmed/burnt-out, which helped with continuing my work. Another method I practiced was having
lunch with a good friend once a day to balance out the feelings of pressure or low energy and enjoy the
laughter from the lunch date. Another approach I was advised to use was writing to myself in the form of
a ‘Self Check-In.’ When feelings of uneasiness or discomfort arise, writing to myself about what I’m
feeling in the moment and reassuring myself that I am okay created a sense of comfort and stability. I
also wrote positive affirmations about how well I am doing and how I can get through what I am being
challenged by. Also when feeling stressed, I refer back to the check-ins when I want to comfort myself.
Lastly, a resourceI had scarcely used this semester that definitely assists in reducing stress levels was
the Counseling Center. After seeking further assistance from the center, they directed me to attend an
Anxiety Group where other students with similar issues would meet and help each other work through
their issues, along with a licensed counselor. Altogether, this semester has taught me the many ways in
which I can manage my stress and the methods that do and don’t work the best for me. (SEE
EVIDENCE #32)

6. Student will express a personal code of HDF 190 VIA Assessment In my HDF 190 class, I learned about ethics codes. A personal code of ethics is knowing what you stand
leadership / membership ethics for and being able to express and live by it. They are what an individual believes in and what they
COM 251 believe to be right and wrong. In leadership, a leader directs respect for ethical beliefs and values and
for the dignity and rights of others. Personally, the principles that govern my beliefs in my code of ethics
are equality, inclusion, respect, care, and acceptance. These principles kind of tie into my values of
Fairness, Forgiveness, and Judgment. As a leader, I believe treating everyone fair no matter what the
circumstance or issue is very important because it wouldn’t put anyone above anyone else. Everyone
matters equally. I also build on inclusion. Many people have their social groups closed off to outsiders.
What people should do it not stay so closed off in their groups, venture off, and include other people,
that way more people would feel accepted and we all would band together more. Respect is another
principle of mine, and not just in a ‘respect your elders’ kind of way. When people don’t agree on
certain things or have different views, instead of conflict, there should be a mutual understanding that
everyone doesn’t have the same perspective as them and they need to respect that. Additionally, I am
passionate about caring for others. I feel as though if we all cared for just one other person other than
ourselves, the difference would be unmeasurable. Lastly, I am very expressive about acceptance. I
believe no matter what race, ethnicity, gender, sexual orientation, occupation, socioeconomic status, or
age, people need to accept each other. We are all inhabitants of the earth and we need to at least
acknowledge each other’s presence and understand that no matter the demographic, we are all human
(SEE Evidence #6).
I consider my COM 251 class a place where I was able to learn a lot more about leadership and
membership ethics while working with the same small group for an entire semester. As someone who
was more often the person to organize and lead a small group, due to the lack of leadership elsewhere,
I had extracted certain characteristics to ensure group I was a part of completed the tasks. My
leadership ethics entailed establishing roles myself, keeping everyone on track by contacting and
reminding them endlessly, and checking in to verify that everyone did their parts. While this completed
the tasks and projects, it did not serve me well as an individual member of the group. When I was put in
my COM 251 small group, I first started using the same behaviors from before because I didn’t trust that
this group would do what was expected. However, to my surprise, there were more members of the
group who were willing to do their part and contribute to the group than I expected. Together, we were
able to smoothly move through tasks without conflict because everyone did their job. Additionally,
everyone had the chance to lead the group during a certain activity that they were strongest in which
dispersed the level of power. By the end of the semester, my leadership ethics had altered. I am now an
enabler, which means when someone has an idea, I empower them to add it as a part of the project. I
assure that everyone is heard when we’re all sharing our thoughts because in a group, members can
be clouded over. Furthermore, I learned to instill trust in my group members by allowing myself to take a
step back and let others lead more often, especially those who hadn’t had much experience leading. My
personal code of leadership ethics is to be enabling, trusting, self-sufficient, and exude teamwork.
Through this change, I have also come to appreciate and develop membership ethics. Being a part of
the group gave me more insight as to how every member’s efforts and contributions are imperative to
the collective group work. As a member, I, along with other members, would inform each other of what
to do and how to do it, as well as holding each other accountable to the tasks given to us. Doing my part
as an individual didn’t only ensure my success, but it supplemented the success of the group. It’s not
about who is the ‘lead’ or who is controlling the group because we all want the same outcome, so we
are all leaders and contributors in this situation. Altogether, my personal code of membership ethics is to
do your part, hold others accountable, and think in terms of the group. (SEE EVIDENCE #47)

7. Student will demonstrate practice of the HDF 190 D.I.V.E. R.I. 2017 Conference The D.I.V.E. R.I. 2017 Conference is a conference that was held at the University of Rhode Island and it
personal code of ethics stands for Diversifying Individuals Via Education. They are a group of student leaders seeking to
2018 D.I.V.E. R.I. Conference educate fellow college students about pertinent issues around race and ethnicity inclusion in higher
education. They hold workshops and discussions on college campuses to give diverse perspectives,
promote cooperation and collaboration, and inspire students to do the same. While attending this
conference, I engaged in interesting, sensitive topics of discussion such as religion, racial profiling, and
discrimination. I demonstrated my personal code of ethics when we were talking about these topics. I
used inclusion when others were expressing their views and opinions on things and I listened
attentively, and didn’t listen to respond. I used respect when someone was voicing their ideas that were
opposite of my own, and they in turn respected mine. I used equality for all the people who partook in
the conference because they are no lesser of a person than anyone else for being difference or any
greater. Lastly, in the adjourning stage of the conference, I learned to use my acceptance principle for
others, acceptance for myself, and acceptance of the fact that I am capable of making a real difference
with these issue in mind in the near and distant future. In my home life, I am dealt with the hand of a
younger sibling with ADHD and a family who is less accepting of him. I love my brother like no other and
I understand that he is different from me and that is it ok. When we were younger, I didn’t include him in
many things because I wanted to be with my friends solely, the opposite of my valued principle now. I
also care for him a great deal. I would do anything for him because I knew he went through and goes
through a lot every day and I am there to defend him. I also respect his different opinions on things and
treat him like any other person that is “normal”. My brother has shaped a vast majority of my beliefs
and values today because he has taught me how to be more accepting and including of others and to
see people as equal no matter their characteristics (SEE Evidence #7).
In my HDF 190 class, I learned about my personal code of leadership and membership ethics. My code
involves equality, inclusion, respect, care, and acceptance which I applied at the 2018 D.I.V.E. R.I.
Conference at URI. I engaged in interesting, sensitive topics about racial profiling, untold ethnic stories,
and plans of action to eradicate the social disparities People of Color face. I participated in discussions
with the principle of equality by touching on all issues of race that affect all people of color to show that
we are all equal in the eyes of injustice. I was inclusive by encouraging people to bring others to the
table during the event’s dinner to also discuss those topics. I also care about the issues that affect
Women of Color specifically, and to show that, I gave myself as a resource to two Women of color who
shared their stories about their difficulties. Furthermore, I showed respect to those who openly shared
their stories of discrimination and hate crimes targeted towards their race because they showed
perseverance through the hate towards peace. Lastly, I was accepting of those who did not identify as
having these tribulations but were willing to learn about them. I told one self-identifies White woman,
“Just because you haven’ t been throughout these adversities doesn’t mean you can’t understand or
don’ t want to.”
I also told her, “
It’ s okay to ask questions” because she was someone who wanted to
learn, and I, and many other People of Color, can appreciate that. (SEE EVIDENCE #35).

8. Student will express a personal values HDF 190 Day of Discover Retreat At the Day of Discovery Retreat given by HDF 190, we as students talked about our personal values,
statement (Sources = VIA, values whether it be in ourselves, in people, or in life in general. We all expressed out top 5 values calculated
clarification exercises, etc.) HDF 413 VIA Assessment by the Gallup StrengthsQuest Assessment. My top 5 values are Fairness, Forgiveness, Humor,
Judgment, and Teamwork. So, I am now asked to express a personal values statement. This is a
HDF 412 Summer of 2018 declaration of one’s top priorities and core beliefs. My statement is, “The principles that govern my
beliefs are Equity, Inclusion, Respect, Care, and Acceptance. These fall in with my values because I
believe everyone should be treated right and just, everyone needs to be accepting of each other and
their beliefs, everyone should be cohabitants together, care about people other than yourself, and work
with people cooperatively and openly” I identify with my values more because they help me see wrong
from right and shape my perspective of the world (SEE Evidence #3, #6).
In my HDF 190 class that I took my first year at URI, I took the VIA assessment. The assessment asks a
multitude of questions about what I value and practice in my everyday life. The values I received the
highest scores for were Fairness, Forgiveness, Humor, Judgement, and Teamwork. I understand
fairness as treating all people fairly and believe no one is above or below another. Forgiveness is a
value I hold to forgive others of their faults and to forgive myself of my own. Humor is one I connect with
the most because laughter is the source to a lot of happiness and I value having that in myself and also
when others can bring that forward. I possess Judgment by being able to critically think about situations
for an effective outcome is important, especially in a setting like college. Lastly, teamwork is a value I
received because the best outcomes happen when other minds are involved and each individual is a
part of a cohort towards a shared goal. Altogether, my personal values have made me who I am as a
leader and I will continue to use these values in my leadership style throughout my time at URI. (SEE
EVIDENCE #6).
The values I scored high on when I first came to URI were (in order): Fairness, Forgiveness, Humor,
Judgment, and Teamwork. After the Summer of 2018, I feel my values have shifted slightly into being (in
order): Love, Gratitude, Humor, Teamwork, and Spirituality. I can depict that Love came more intensely
from finding my first romantic love this year. That close relationship has been so profound and
rejuvenating that is has also helped me establish a deeper sense of self-love within myself. I also
established 4 other close friendships this summer and they have shown me how important friendships
and love are and to always value them as they are there. Another value I feel I developed was
Gratitude. I understand gratitude as always feeling thankful, appreciative, and at peace with all of the
pieces of life. Being thankful for being alive and well is something I always appreciate in myself and
others because there are many things to be thankful for! I do not feel that my value of Humor has
changed or shifted at all because I still believe laughter iAs the source of a lot of happiness and I feel it
is important to find reasons to laugh. Additionally, I do not feel my value of Teamwork has changed or
shifted because I still believe teamwork is what makes everything in life possible. It takes a collective
effort to achieve great things, and I value a team and being part of one. Lastly, my newfound value of
Spirituality has been something that’s given me more perspective than anything else. The value of
Spirituality is when you believe “Your beliefs shape your actions and are a source of comfort for you.” I
believe in the Universe as my higher power, and believing that it brings challenges to me to progress me
into the human it knows I can be, instills a feeling of faith and hope in myself and the life I have ahead of
me. (SEE EVIDENCE #24)
Source: Know and Celebrate the Real You. (n.d.). Retrieved from
http://www.viacharacter.org/www/Character-Strengths#

In my HDF 412 class, I took the VIA (Values in Action) assessment for the second time and received a new set
of top five values. My new top five values are, in order, Humor, Gratitude, Spirituality, Social Intelligence, and
Zest. I feel as though these values resonate with who I feel I am much more than other values I have scored in
this assessment. I define Humor as wanting to laugh and make others laugh by bringing in positive energy and
making jokes. Gratitude could also pair with Humor as my highest value because I am continuously making
myself aware of the many blessings I have around me and I express my many thanks for even the smallest of
things. Spirituality is a value I feel I scored higher on within the last two years. Personally, Spirituality means to
believe in a higher meaning and the Universe and to believe in all things happening for a reason. I resonate with
Spirituality the most in my day-to-day actions by repeating to myself that everything is happening as it should.
Next is Social Intelligence, which I feel I’ve had the value of since high school. I view Social Intelligence as the
ability to be in an environment and read people’s feelings, as well as my own, and know what to do in that social
situation. Lastly, Zest is defined as “Approaching life with excitement and energy... living life as an adventure;
feeling alive and activated.” I would say that in my first-year when I initially took the assessment, I was
answering the questions to produce the outcomes of values I wanted to have. However, this time, I feel that I
was able to accurately and transparently present myself in a light that is the most true to myself (SEE
EVIDENCE #66)
Source: VIA Institute. (n.d.). Retrieved from https://www.viacharacter.org/survey/surveys/finished/12005650.

9. Student will demonstrate practice of the COM 100 ChangeFest In COM 100, I was put in a group to do a group project to present about sexual assault on college
personal values statement campuses in the United States. With the group, I used my Fairness value when it came to listening to
HDF 190 Personal Life everyone’s ideas and opinions about certain topics and not letting anyone overbear anyone else. I used
HDF 291 Eternal Sunshine Forgiveness when listening to opinions and expressions that differed from my own or heard ideas that I
didn’t agree with or felt offended by. For example, one of the group members thought that “women
HDF 413 assaulted in college bring it upon themselves”. Even though I strongly disagreed, I forgave them for the
thought, expressed that I respectfully didn’t agree and moved on. I used Humor when there were times
of silence or awkwardness to bring us a little more together. Additionally, I used Judgment when it came
time to think critically about how to execute certain things and which ideas were better left unused.
Lastly, and most importantly, I used my value of Teamwork to work with different individuals to get the
project done. I also used my values similarly at the Change Fest event this past February. Change Fest
is an all-day long event that allows students from all over Rhode Island to come together, tackle a
specific topic, and work together to create real change. I joined a group of people who had a similar
interest in working to better the issue of Mental Health. We all shot out ideas on what the actual
problems are and how we can practically fix them. I used all my values to make sure idea was written
down, everyone’s shortcomings were accepted, make some jokes to feel connected to each other, look
at ideas from all angles, and make a team effort to make an actual difference (SEE Evidence #8, #9).
In my HDF 190 class, I learned about my values which are Fairness, Forgiveness, Humor, Judgment,
and Teamwork. I practiced the use of my values in my HDF 291 Rose Butler Browne Peer Mentoring
Class my Spring 2018 semester. In my HDF 291 class, which centers its content around Women of
Color, there are also other Women of Color and some who don’ t identify with being a WOC. With that, I
was able to use my value of Judgment when students who identified different than me shared their
challenges and adversities. I had to critically think about what I was going to say in response to others’
experiences as to not offend them or not affirm their challenges as being valid to me. In doing this, I
would sometimes work to listen in the class so that I would process what was going on to not judge so
quickly. Fairness was generated when talking to each student in the room. I tried to interact with
students I didn’t already know from other classes or those I had shared identities with. I used
Forgiveness when students in the class had presumptions on pieces of my identity that were false
because they weren’t informed otherwise. Because HDF 291 is a more intense, groundbreaking class, I
used humor to break the seriousness at times, reminding us all that these issues can’ t stunt our
positivity and optimism towards life. For example, at the end of a class, I will make jokes about the
weather outside when class was dismissing to bring everyone’ s spirits back up from a heavy subject
like that. Lastly, I used Teamwork when in smaller group discussions throughout the semester. In some
class meetings, we were individually assigned certain readings to share with the rest of our peers. When
in the smaller groups, we’d inform each other on the discoveries we made to enhance each other’s
learning on the different subjects. This showed that we were not in class alone and were all working
together to learn and teach each other. (SEE EVIDENCE #22).
In HDF 413, I’ve been able to use 2 of my newly discovered values. I’ve used Humor in just about
every class, whether it be with the larger group or in small groups. I make jokes about things I saw that
day, about something we as students would understand, or sounds/nonverbals that exude laughter. This
is because I understand college can be a stressful time, but I do not believe it needs to be that way all
throughout. Secondly, I’ve used Teamwork every class with the small group presentations we’ve
displayed for the class and when pairing up to answer questions asked by my professor. I’ve made it
apparent that team members all have an important role in the group by assuring everyone’s ideas were
heard and that we all feel like a unit. Next, I practice Gratitude everyday by waking up and thanking the
Universe for waking me up today with a healthy body, mind, and spirit. I have a journal where I often

write all of the things I am grateful for in my life, whether seemingly positive or negative. Furthermore, I
periodically send appreciation messages to my friends, family, professors, and mentors for being in my
life and enhancing it in one way or another. I feel it’s important to let the ones you love know that they
are appreciated. Moreover on Love, I practice Love with my friends and family the most. I work to make
time for them because they are important to me and give me love in return. I make it a point to be there
for my friends when in need and to be a source of light and comfort, loving them endlessly as well as my
family. I also give my love to people I may not know well by telling them they are loved and all the
reasons of why that is true. Lastly, I practice Spirituality by praying most days, thanking the Universe for
all it’s given me. To practice Spirituality every day, I have an app called ‘Eternal Sunshine’ that sends
me spiritual affirmations and messages to carry with me throughout the day. I often take the message
and practice to exude its meaning into life. Additionally, I speak life into my mind and body because I
believe my thoughts become my reality, so I often speak positivity into myself or write to myself. (SEE
EVIDENENCE #26)

10. Student will demonstrate the ability to lead COM 100 ChangeFest In my COM 100 class, for our second group project, another student and I decided to work on the topic
a project from start to finish of sexual assault because our previous project with this group was teaching the class two of the
(follow-through) Washtenaw County Health chapters in the book that involved sexual assault. I would say that I was one of the main leads in the
Department Ann Arbor, MI Septic project as opposed to the rest of the group. The reason I say that is because I set up the sequence in
System Study which we all talked about their topic. I also made sure we all stayed focus by scheduling meetings that
we could all attend and if someone couldn’t, we’d give them the rundown of what was discussed.
Lastly, I also thought of the idea of having everyone practice a little before the presentation so it would
run smoothly and we’d get a desired outcome. In addition to my COM 100 class, I also demonstrated
the ability to lead a project from start to finish at the Change Fest event on February 25th, 2017. At first,
everyone at the event had to pick a topic they wanted to tackle at the event to try and create real
change for it. I, and a few others, chose mental health. I already had an idea going into the event and I
was hoping the team I was matched with would at least acknowledge the idea. A member in the group
thought it would be more efficient to use their idea of “making our own organization”. It would allow
students to express their problems in daily living and do fun activities to better themselves. We used this
organization idea as the main component of our way to tackle the issue. As part of the group, I thought
of the organization name, the presentation appearance, lead the discussions on troubling topics like,
“where would we get funding?”, “who are we targeting?”, “where will be get the information to give to
the students?”, “what will be the main purpose of the organization?”, and so on. I was also the big
mediator for ideas that we all shared. I gave feedback on how certain ideas would work really well or not
with the organization. Furthermore, after the event was over, we as a group decided that we are most
definitely going to follow through with the organization that we created because not only is it severely
needed on campus, it is also something that will make students feel safer and better supported (SEE
Evidence #8, #9).
This summer, I was placed at the Washtenaw County Health Department: Environmental Division in Ann
Arbor, MI which handles anything that has to do with the public health implications regarding food,
water, soil, and air as part of my internship. I was given the task to research and present how long the
county’s septic systems were lasting before they failed in comparison to those of other counties and the
state as a whole. I started the project by researching information on septic systems as well as their
effects on the human population in a community. Next, I was trained on how to use the department’s
database where they keep all of their septic system reports and files. I created a spreadsheet of the files
of septic system failures that I retrieved from the database department’s. This process took the most
time because there were thousands, and thousands of files from many years. I met with my supervisor
frequently when I couldn’t find a file or if a file didn’t seem complete. As this study was taking place, I
also had other projects to tend to while in my internship. I was part of a 9 person group where we had
presentations to create for the internship on different topics in public health, in addition to a literature
review on the intersectionality of prenatal health and health care access. These projects took quite
some time and effort to work on, often taking attention and focus away from my study at the department.
Furthermore with my study, I had many incidents of missing data or skewed data in the database and
my supervisor and I had to take more time to correct and manage. These circumstances pushed my
project back a little and I had to ask for an extension. However, even with the difficulties of the study and
the heaviness of the internship work, I was still able to complete the study on the day it was due and the
presentations and papers ahead of time. On the day of our poster presentations of our research studies,
I told the story of my work to the organization and how I was able to assist the department in discovering
information that helped them appeal for a statewide sewage code, since Michigan is the only state in the
US. without one. I felt very accomplished and fulfilled at the end of my program and I am very happy to
have been a part of it. (SEE EVIDENCE #21)

11. Student will describe goals and objective Fall Semester 2016 Health Studies (Major) Campus The personal goals I had coming into college included growing as much as I could and doing whatever I
statements regarding personal issues, Involvement had to do for myself. This meant not hanging out with friends as much, going the extra mile in classes,
career issues, and community issues HLT 100 and taking care of my health holistically. So my objectives were integrated into a schedule that included
University of Michigan Ann Arbor my classes, study time, and “me” time to make sure I was following through with my goals. One
Summer Internship: Future Public particular goal I had in mind was achieving a 2.5 GPA for the first semester of college. Career wise,
Health Leaders Program goals weren’t fully determined as far as towards a degree because I didn’t know what career I was
going to work towards in my major of Health Studies. However, I set goals to find out by meeting with
CHM 103 advisors and professors regularly. One thing they suggested was to join organizations and clubs to see
Career in Counseling if I find my passion through that. I didn’t know what I was going to join, but I knew it was going to be
Thrive Impact Lab something. Community wise, I planned to be involved in my community with my campus involvement
and make a big difference. I made a goal that throughout my four or so years at URI, I was going to
make a lasting, positive impact here and hopefully outside as well (SEE Evidence #10, #11).
My professor for my HLT 100 class emailed me about an internship opportunity at the University of
Michigan Ann Arbor for students who are interested in the Public Health field. Being that I am interested
in obtaining a Master’ s of Public Health, I looked at the link provided. Once going over the website, I
was immediately hooked on the idea of getting the internship opportunity and I set a goal. My goal was
to be a part of something that helped every individual, especially those who can’ t help themselves, and
understand the best ways to go about achieving that through public health. I want to add to the world
becoming a healthier place overall. I applied and even received a phone interview opportunity. On the
phone, the coordinators of the program had asked me why I wanted to attend this summer internship. I
connected the answer to my personal issues. I’ve been around unhealthy people my whole life, whether
in my family or immediate surroundings. My mother had hypertension and anxiety and my little brother
had ADHD while I had an aging grandmother. I witnessed the many challenges and hardships they all
had to go through which fueled by decision to enter the health field. I made a goal to prevent others from
getting to the points that my family had gotten to because I knew they were preventable in many ways.
When I was given the opportunity to work as a Certified Nursing Assistant at Rhode Island Hospital, I
felt deeply passionate about helping the patients there, but I was also passionate about understanding
why and how they got there in the first place. It hit me that most of their reasonings for being admitted
into the hospital were from behaviors of events that could’ v e been well prevented. I explained to the
coordinators that I wanted to be a part of the program so I could learn how to effectively help those
around me become the best version of themselves. I also related it back to my community issues. In my
community, a lot of unhealthy behaviors, acts, and conditions are present and it affects every citizen
whether they know it or not. I want to use this experience and the learning I obtain from it to apply it to
the methods needed to help my community’s health. (SEE EVIDENCE #36).
This semester, I finally come into contact with a class that challenged me in more ways than one. I have
been taking Chemistry 103 (General Chemistry) and it has been a battle ever since the first day.
Halfway through the semester, I was convinced I was going to fail the course because my comparatively
low performance had prompted me to a below average grade. From this struggle, my initial goal was to
simply pass the class to avoid taking it again and relive the dread. However, when this added pressure
created more feelings of anxiety, I chose to change my goal to wanting to pass chemistry to prove to
myself that I can breakthrough a strenuous challenge and succeed, making it more personal. The
objectives I took to achieve this goal included rewriting the notes after lecture to understand the material
more, doing practice problems for each chapter, and meeting with my professor during his office hours. I
also did additional studying by watching YouTube and Khan Academy videos, doing practice problems
in between classes, and meeting with friends in the class for study sessions. I wanted to prove to myself
that I can work through a challenge and not have to struggle unnecessarily. Another area of my life

where I had set goals and objectives was in my career aspiration of becoming a counselor of some sort
for people. My goal at the start of the semester was to explore a career, or immediate job, that I would
enjoy and helped people with issues of stress and anxiety. Being that this goal is broad, I established
objectives to find out as much as I could about this field from the resources available to me at URI. I
contacted Jacqui Tisdale, the Assistant Director of Outreach and Intervention, because her position
entails helping students with issues outside of the classroom that affect a student’s performance inside
the classroom. I wanted to know if there were any opportunities where I, as an upperclassman, may be
able to help first-year students with issues such as those. Unfortunately, I was late on the search and
the deadline for those kind of opportunities had passed. However, she advised me to do more research
on the different careers in counseling and case management in the health field, which is an objective
I’ve set to further my exploration of the career. Lastly, I’ve established goals and objectives regarding
my community’s issues as well this semester. In Thrive, we chose to focus more on our Impact Labs to
create tangible social change throughout URI. This semester’s Impact Lab was to create a more
accepting and positive attitude towards mental health issues that URI students have. Therefore, it was
my, along with others’ goal to create this atmosphere at URI through Thrive. An objective we had was to
contact our leaders such as Dr. Collins, Vice President of Student Affairs, and Dr. Samuels, Director of
Counseling Services. This was because we wanted to know what URI’s initiatives were surrounding
mental health issues within students. Furthermore, we were able to schedule a meeting with them and
have our questions answered regarding the topic. The next steps for Thrive will be acted upon next
Spring semester. (SEE EVIDENCE #22)

12. Student will show evidence of goals and Fall Semester 2016 Delta Epsilon Mu THRIVE Before I began classes at URI in the Fall semester of 2016, I set personal goals for myself. One main
objectives that were planned and achieved Spring Semester goal of those goals was to receive nothing lower than an 80 (B-) grade average for each class. The
2017 classes I took included COM 100, BIO 101, PHP 201, PSY 113, and BIO 103 Lab. These are all fairly
“easy” classes according to upperclassmen at URI, but to me, they had just the right amount of
HDF 415 URI Tour guide difficulty for a first year freshman like myself. There were times where I thought I was not going to
achieve my goal, but I didn’t let those thoughts get to me. Thankfully, at the end of the semester, my
Career in Counseling transcript proved that I had completed my goal of receiving an 80 and above grade averages, and then
some. My current cumulative GPA is a 3.34, which is higher then what I expected for my first semester
at college, which was a 2.5. The way I achieved this was I spent most of my time in the library studying,
working on assignments days before they were due, going to Supplemental Instruction (SI) sessions for
BIO 101, making flash cards, and watching videos that covered the class’s material. I’d do this
everyday for the plan of getting the knowledge and grades I needed. Once the semester was over, I felt
like I was lacking in getting involved on campus and in clubs and activities. I then set a new goal to be a
part of something and be more active in campus involvement. I looked at the list of student
organizations on the URI website, talked to different advisors and staff to see which organizations would
fit me best, and I went to the meetings of the organizations I wanted to join. So, as of this 2017 Spring
semester, I am currently part of Delta Epsilon Mu, which is a co-ed, pre-health, multicultural fraternity,
THRIVE, which works to make differences and change in the URI community and I created an
organization in the making, with a group of people, called Mindful Motivators, which works to provide
prevention and support for people with or without mental disorders on campus. I hope to see this
flourish to help make real change at URI (SEE Evidence #12,#17).
For the Spring Semester of 2018, I had set out goals become a Peer Leader for FLITE and to become a
URI Tour Guide. First, during the Fall Semester of 2017, applications for becoming a Peer Leader for
the FLITE class through HDF 415 had gone out and I had applied. For the interview, we were asked to
create a presentation that explained why we wanted the position, what we felt we brought to the team,
and how it would benefit us as leaders. I worked hard on my presentation by making sure my answers
flowed, the PowerPoint was visually pleasing, and that I hit all the points the interviewers wanted. As I
arrived on the day of the interview, I had gone into the process internalizing the goal of getting the
opportunity to work with amazing first-year students, but also achieving my goal of simply gaining
interview skills for any future interviews. At the interview, I put my best feet forward and I achieved my
goal of becoming a Peer Leader for the Spring 2018 FLITE class. This was a goal because I never truly
felt worthy of attaining anything I’ve applied for. I never felt good enough to get positions other qualified
candidates applied for, so I never went into the application process with much hope. However, with
getting Peer Leader, I felt validating feelings of my candidacy overall and my abilities to be an effective
leader. Additionally, I had also created the goal of becoming a Tour Guide because I wanted a job that
was on campus and be a part of something that students at URI enjoyed doing. I had completed my
application right after they were sent out because I was determined to becoming a Tour Guide. I was
able to get to the first round of interviews and I had planned for certain questions such as, “Why do you
want to become a Tour Guide?” a nd “ What are you passionate about?” b ecause I knew other Tour
Guides had questions like that asked. I achieved my goal of getting past the first round of interviews and
I had then set another goal to get past the second round, and inevitably become a full Tour Guide. For
the second round, the coordinators sent out pieces of information about URI for me to rehearse and
present at my second round interview. I practiced the facts with my suitemates and made sure I
sounded as a Tour Guide should; energetic and enthusiastic. After second round interviews, I had
received an email congratulating me on getting the position of a URI Tour Guide for Spring of 2018.
Getting the job was also another validating feeling of my pleasurable personality and effective
interpersonal skills which the coordinators needed. With obtaining these two positions, I will take the

confidence and reassurance of my abilities in anything I apply for because I it will boost my candidacy.
(SEE EVIDENCE #37).
After discovering my passion and curiosity for counseling and case management, I established a goal to
find a career or immediate job that entails that kind of work for my gap year after college. Some
objectives I’ve executed surrounded gaining more information and experience involving counseling and
case management. I’ve applied for experiences such as Resident Advisor, the Rhode Island Generating
Healthcare Transformation (RIGHT) Fellowship, and an internship as a Social Needs Screening and
Referral Intern with the Care New England Medical Group. Subsequently, I was accepted to the RIGHT
Fellowship for next Spring semester, but I will not hear back about the RA position until next March.
More notably, I was accepted as an intern with the Care New England Medical Group next semester as
well. With this opportunity, I will learn more about how to take the issues that affect a person’s health
and apply my knowledge along with the resources given to me by the medical group to alleviate that
person of their issues. As an intern, I will work with patients, helping them complete a short survey on
their health status, and create a personalized list of community resources that fit their needs. This
accompanies my goal of wanting to find a career, or immediate job, that I enjoy and involves counseling
and/or case management. (SEE EVIDENCE #31)
13. Student will show knowledge of the COM 251 I studied Maslow’s Hierarchy of Needs theory in my COM 251: Small Group Communication
“Hierarchy of Needs” theory by Maslow class. Maslow’s theory is about psychological motivation and the needs that motivate human
behavior. There are five tiers to the theory that are structured in pyramid form going upward. As
one progresses in the pyramid, Maslow suggests that one cannot fulfill one need without
completing the preceding needs first. The tiers from bottom to top are physiological, safety, love
and belonging, esteem and self-actualization. Physiological needs include those that are a part
of our human nature and keep us alive such as air, food, water, sleep, and sex. Once those
needs are fulfilled, the next tier includes safety needs such as employment, health, environment
security, and shelter. These needs are required to keep our physiological needs fulfilled. Above
that is love and belongingness which is the need for friendship, family, human connection,
intimacy, and love. Subsequently, the esteem need is the need for confidence, respect, and a
sense of achievement in one’s life. Lastly, the need for self-actualization includes the need to
achieve personal achievement and to reach one’s fullest potential and growth. Moreover,
Maslow addresses that within different circumstances, people behave accordingly to the needs
they wish to fulfill. When someone lacks the fulfillment of a need, they are said to have
deficiency needs and behave in ways that meet those needs. For example, when someone is
hungry or thirsty, they will behave in ways that relinquish their hunger and thirst. On the
differing side, as some behaviors come from a place of lack, others can come from a place of
growth. Growth needs come from the self-actualization need for personal development and
growth as a person. We all want to further our creativity and expand our boundaries and the
behaviors we use to fulfill that need are fulfilling our growth need. Lastly, Maslow also expresses
that some needs take precedence over others, depending on the person’s psychological
makeup, and that everyone’s needs are different (SEE EVIDENCE #29).
Source: Mcleod, S. (2018, May 21). Maslow's Hierarchy of Needs. Retrieved from
https://www.simplypsychology.org/maslow.html.
14. Student will show application of Maslow’s COVID-19 During the COVID-19 outbreak and crisis, my life suddenly changed. In Maslow’s
theory to own life Hierarchy of Needs, the five tiers are structured from bottom to top titled
physiological, safety, love and belongingness, self-esteem, and self-actualization.
As this pandemic seized my home state of Rhode Island, my motivations and the

needs that motivated my behaviors quickly plummeted. I was not able to focus
on my self-actualization because I was deeply impacted by my inability to feel the
love and sense of belongingness from my friends and some family due to the
mandated quarantining. Because I wasn’t able to have the love and
belongingness I needed during this difficult time, I felt very insecure about what
my life was going to be and what was going to happen next, which caused
heightened levels of anxiety. According to Maslow, one cannot achieve a higher
need if they cannot achieve the ones preceding that. Since the events of
cancellation and postponement, my motivations have been centered around my
physiological and safety needs. If I do not have food, water, clothing, and sleep, I
will not do myself any good because the risk of exposure coupled with the lack of
those things has the potential of making matters worse. Then, and only then, can
I put energy into achieving shelter, health, and security. After everything that
has happened, my motivation for anything outside of these needs has drastically
deteriorated, such as academics, unfortunately. However, as I achieve the first
two needs and achieve love and belongingness virtually, which is something, I
may be able to achieve the top two if I continue forwar (SEE EVIDENCE #picture
of global spread).
Source:
https://www.cdc.gov/coronavirus/2019-ncov/cases-updates/cases-in-us.ht
ml
15. Student will show knowledge of the theory

of Superleadership by Manz & Sims
16. Student will show application of Manz &

Sims theory to own life

17. Student will describe StrengthsQuest HDF 190 Gallup StrengthsQuest In my HDF 190 class, I took the Gallup StrengthsQuest Assessment. This assessment was created for
Signature Themes, shadow side of people to learn about the character strengths they possess and how they apply them. There are 34
Strengths and/or weaknesses, and strengths that every person has to an extent, but when taking the assessment, the person received their
examples of application (Source = Gallup) HDF 412 Student Affairs top 5. After I did the assessment, my top 5 strengths were Leader, Futuristic, Includer, Communication,
and Achiever. Additionally, these strengths place under 1 of the 4 categories of strength application.
Those are Executing, Influencing, Relationship Building, and Strategic Thinking. Learner is described as
always having a passion to learn and being interested in many things. I am a Learner everyday, whether
in class learning content, or talking to peers and learning about their life experiences. However, every
strength gas a ‘shadow side’ as I have learned in my HDF 415 class. This is the side of the strength
that makes it a weakness as well. Learner’s shadow side is learning a lot, but producing little with what
was learned. I also possess Futuristic which is being a visionary and having the ability to be imaginative.
I’m very futuristic when it comes to thinking about the endless possibilities for positive change in the
Public Health field. The shadow side to Futuristic is I can lack pragmatism in the way I would practically
achieve the visions I have in mind, leaving them as visions sometimes. My third strength of Includer
shows I am caring and I invite others in. I use this whenever I’m in a group setting and want everyone to
come together in dialogue. The shadow side is I can be generous to a fault when including others in
certain situations. Next, I have the strength of Communication where I am a storyteller and easy to talk
to. I use communication with everyone I interact with because I love fun conversations. The shadow
side of Communication is I can be a poor listener and not give people a chance to also communicate
with me. Lastly, my last strength of Achiever gives me my strong work ethic and my strive to always do
better. Achiever is displayed when working on group projects because those are things that need to be
done in college and I strive to do them well. The shadow side to being an Achiever is I’m too
concentrated on my work sometimes and I become unbalanced in work and downtime. (SEE
EVIDENCE #38) Source: https://www.gallupstrengthscenter.com/.
In my HDF 412 class, I took the Gallup StrengthsQuest assessment for the second time and received a new set
of top five strengths. My new top five are Woo, Communication, Empathy, Learner, and Restorative. All of these
strengths are capable of being a great asset in my tentative career path of Student Affairs, however, I also need
to be weary of the shadow traits to my strengths. I define Woo as the ability to see new people and effortlessly
create connections with them. Woo can be a strength when networking with people from diverse backgrounds
for future opportunities in Student Affairs. On the other hand, Woo may come to be a challenge when living,
working, or socializing in the same Student Affairs environment for an extended time period. Meeting new
people and doing new things energize me, which is where the Woo comes from. Therefore, a challenge that may
arise is relationship maintenance in different environments I may enter in the future. The next top strength
scored is Communication. I would explain Communication as the ability to share any idea, message, or lesson in
a way that an audience will comprehend. Communication is one of the best strengths to have for this field
because it gives power to what I want heard in professional settings, such as in board and agenda meetings. A
challenge that may arise from this strength is the art of listening. I am aware of my current difficulty in actively
and/or effectively listening because of my love and drive for sharing. Listening to the ideas and messages of
other Student Affairs professionals will be a challenge but a challenge with great reward. My new strength of
Empathy wasn’t clear to me until this second assessment. I characterize Empathy as possessing the emotional
intelligence of how someone feels and understanding their emotional perspective. Empathy allows for me to
understand people’s emotional states and instinctively act on their needs. A common challenge that may arise is
having my Empathy seen as sympathy. Others in the workplace may see my understanding of their emotions as
my agreeance to their behaviors or actions. Expressing my interpreting and not my concurrence will be a
challenge. A strength that remains with me is Learner. Learner can be illustrated as having a passion for
learning and the process of it. Being a Learner can be an asset in life overall. In Student Affairs, it would
continuously energize me in challenges where I am tasked with projects and I have to learn the new content in a

short amount of time before completing the project. A challenge that may arise in the field is becoming
distracted with the excitement of learning new topics when other already present tasks need to be completed in
a timely manner. To close, my last new strength that I scored was Restorative. Restorative can be described as
being someone who loves to problem solve. Ever since I was younger, I’d loved figuring out solutions to each
challenge (what I called problems). I can see Restorative as an asset in my tentative field because I find energy
in using a multi-layered lens to solve all kinds of problems (complicated, personal, or unusual). An area where I
might find this strength to be challenging to have is when I feel I have to ‘fix’ everything. I would have to
recognize when I am not called to force my input and ‘save’ the situation from happening. This challenge will
also be a forceful one to manage in Student Affairs (SEE EVIDENCE #65).
Source: Gallup, Inc. (2019, November 19). What Are the 34 CliftonStrengths Themes? Retrieved from
https://www.gallup.com/cliftonstrengths/en/253715/34-cliftonstrengths-themes.aspx.
18. Student will describe personal leadership HDF 190 Gallup StrengthsQuest/VIA Now taking HDF 190, I am now starting to understand my personal leadership style. I believe my
style and/or personality style including Social Change Model Project personal leadership style incorporates my strengths; sought out by the Gallup StrengthQuest/VIA
strengths and weaknesses and examples survey. My top five strengths are Learner, Futuristic, Communication, Includer, and Achiever. These
of application (Sources = Leadership style strengths are seen in my leadership style because I am always willing to learn new things. Whether
inventories, the L.P.I., Type Focus (MBTI), about myself, about being a leader, or about others. I am also a futuristic person because I am always
LAMP, DISC, and other career inventories, thinking about the future and what it holds for me and my peers. I believe whatever I do now, reflects
etc.) what will be later. Additionally, I am a great communicator. I communicate with all different kinds of
people and I love to communicate a lot so no one’s left in the dark, and in a group setting, I
communicate heavily so there is an understanding of what’s going on. I also see how I am an Includer
because I never let anyone go unheard and I always nudge people to get involved more. Lastly, being
an achiever it isn’t at the top of my strengths, but I don’t fully consider it a weakness. I like to get things
done in an orderly fashion and to the best of my ability, but I won’t sacrifice my health or wellbeing for it.
My values involved in my leadership style are Fairness, Forgiveness, Humor, Judgment, and Teamwork.
I use fairness because I believe everyone no matter their demographics with fairness and equality.
Everyone deserves a chance to be heard and to express themselves. I use forgiveness for people when
they’ve done wrong, I accept them, give them a second chance, and I’m also not vengeful. Next is my
humor value because I like to laugh and make others laugh because there’s always a bright side to
things. Judgment is also one of my values because I think things through and examine them from all
sides. I don’t jump to conclusions without weighing all evidence fairly. Lastly, I strongly value teamwork
because I like working as a member of a team. I like when people come together to create something
great. An example of these strengths and values in action would be when we were assigned the Social
Change Model Project. The Social Change Model is a model leadership that teaches students to
facilitate positive social change in a institution or in a community. That is, to undertake actions which will
help the institution/community to function more effectively and humanely. We as a group chose the
project of cleaning up campus to help spread awareness about littering on campus and how it is harmful
to our environment. After having done the project, we started working on the presentation portion of it.
My strength of achiever came out to have progress with every group meeting to work towards making
this project impactful. I also used my value of teamwork. I suggested different roles for everyone in the
group to do so we could all feel a part of the group process and end goal. Everyone did a great job and
did something essential to the project (SEE Evidence #18) (FROM OUTCOME #15 IN 2013 VERSION).


Outcome Category: Leadership Theories
19. Student will show knowledge of the

“Authority and Bureaucracy” theory of
leadership Weber
20. Student will describe personal application

of the above theory (Weber)

“Scientific Management” theory of
leadership by Taylor

of the above theory (Taylor)
23. Student will show knowledge of the HDF 412 In my HDF 412 class, I learned about the “Management By Objectives” (MBO) theory by Peter Drucker in his
“Management by Objectives” theory of book The Practice of Management in 1954. The theory was developed for organizations as an approach to
leadership by Drucker clearly define the objectives of the employees and of the organization itself. MBO has 5 principles on which
organizations would operate on. The theory is often visualized as five circles arrowing to the next, creating a
circle diagram. The first principle is to determine or revise the objectives of the organization for the entire
organization. The second principle which is to translate the organizational objectives to its employees at their
level. Drucker was cited using the SMART goal acronym (specific, measurable, attainable, relevant, and
time-bound) to explain his concept. In the third principle, organizations are called to stimulate their employees
to participate in achieving organizational goals by setting up their own individual goals. This empowers
employees to become more motivated in contributing to the collective goals of the organization because they
are included in its achievements. The fourth principle is where managers are to monitor the progress of their
employees using the SMART goal outline because objectives can be monitored because they are measurable by
definition. Lastly, the fifth principle is where managers evaluate the achievements made and reward the
employees for their achievements in regards to the set goals of the organization. The theory is a practice and a
cyclical process for any organization to use. (SEE EVIDENCE #67)
Source: Hayes, A. (2019, November 18). Understanding Management by Objectives (MBO). Retrieved from

of the above theory (Drucker)
25. Student will show knowledge of “Theory X Personal Research In my personal research, I’ve learned about Douglas McGregor’s “Theory X and
and Theory Y” theory of leadership by Theory Y“ theory of leadership. This theory draws on two leadership styles of
McGregor management because his focus was within organizations and companies.
Theory X leaders are explained as having a style of leadership in which the
‘leader’ pessimistically views their employees as unmotivated and unwilling to do
the work that needs to be done. These leaders conclude that their members are
resistant to assigned responsibilities, in need of direct supervision, and need to
be disciplined and guarded mainly.McGregor describes these leaders as
authoritarian, which thrives on the power of control. Opposing Theory X leaders
are Theory Y leaders. Theory Y leaders are very much more positive and willing
to work with their members. Their view towards their employees is

collaborative, creative, and collective. This leadership style is also more
communicative and the leader views their members as willing to work and
self-motivated. Either theory begets varying results as far as worker
satisfaction and organizational outcomes. (SEE EVIDENCE # )
Source: Midgie, Michele, Mind Tools Content Team, Mind Tools Content Team, &
Mind Tools Content Team. (n.d.). Theory X and Theory Y: Understanding People's
Motivations. Retrieved from
https://www.mindtools.com/pages/article/newLDR_74.htm

of the above theory (MacGregor)
27. Student will show knowledge of the HDF 190 The Servant Leadership Model in HDF 190 was created by Robert K. Greenleaf in 1970. He said, “It
“Servant Leadership” theory of leadership begins with a natural feeling that one wants to serve. Then conscious choice brings one to aspire to
by Greenleaf HDF 412 lead.” Greenleaf says people serve others first, then they later want to lead others to do the same. He
also says there are certain characteristics servants, leaders, and servant-leaders have. There are ten
and they are Awareness, Building Community, Commitment to the Growth of People, Conceptualization,
Empathy, Foresight, Healing, Listening, Persuasion, and Stewardship. Listening, Empathy and Healing
fall into the Servant category. When a person is Listening, they are paying attention and taking in what
others have to say. When they’re showing Empathy, they are striving to understand and empathize with
others. When they are Healing, they are helping the person alleviate of any problems or complications.
In the Leader category lies Awareness, Persuasion, and Conceptualization. Having Awareness of one’s
self and the surroundings is crucially important to be able to view situations holistically. Having
Persuasion is important because it’s seeking to simply convince people, not coerce their compliance
solely. Then there’s Conceptualization which is when leaders can think beyond a day to day basis and
look at problems deeply. Lastly, there’s the integrated Servant-Leader and in that category holds
Stewardship, Commitment to the Growth of People, and Building Community. Stewardship is what
people that are CEO’s and trustees possess. They supervise and take care of their organization or
property with care. Being Committed to the Growth of People is when servant-leaders believe people
have a grand value beyond their tangible contributions as members of something. They are deeply
passionate about personal and professional growth of their peers. Lastly, when a servant-leader wants
to Build Community, they realize that a true community can only be created among those who are part
of it, the people who really matter (SEE EVIDENCE # )
In my HDF 412 class, I revisited the “Servant Leadership” theory by Robert L. Greenleaf written in his essay,
“The Servant as Leader” published in 1970. G reenleaf writes, that Servant Leadership “begins with a natural
feeling that one wants to serve. Then conscious choice brings one to aspire to lead.” People serve others first,
then later lead others to do the same. The goal, if there was one, for a servant leader to strive towards would be
for their followers to become better people and more likely to serve themselves from being served. Additionally
in the theory, Greenleaf includes ten characteristics that fall into the categories of ‘Servant’, ‘Leader’, and
‘Servant-leader’. Listening, Empathy and Healing fall into the Servant category. Listening includes paying
attention to those you’re serving and being present with their thoughts and ideas. Empathy is the act of
understanding and sharing the feelings of those served. Healing is assisting the person in alleviating their
problems or concerns. Next, in the Leader category lies Awareness, Persuasion, Conceptualization, and
Foresight. Having Awareness of one’s self and their surroundings is crucially important in viewing situations
holistically and where one fits in it. Having Persuasion is gently seeking to convince people of something, not
coerce their compliance. Conceptualization is when leaders can think beyond the present situation at hand and
look more critically at an issue/subject. Foresight is another characteristic within the Leader category. With

this, leaders are able to understand the lessons from the past, the present circumstances, and the likelihood of
certain events in the future. In the last category of characteristics, Servant-Leader, Stewardship, Commitment
to the Growth of People, and Building Community are found. Having Stewardship is having the responsibility of
supervising a team and otherwise taking care of it. Being Committed to the Growth of People is being invested
in the growth of those you serve and serve with. They are deeply passionate about personal and professional
growth of their peers. Lastly, when a Servant-leader wants to Build Community, they realize they must create
opportunities for their community to come together and act as one (SEE EVIDENCE #63)
Source: BillT. (n.d.). Servant Leadership: Putting Your Team First, and Yourself Second. Retrieved from
https://www.mindtools.com/pages/article/servant-leadership.htm.

of the above theory (Greenleaf)
29. Student will show knowledge of the HDF 412 In my HDF 412 class, I learned about the “Principle-Centered Leadership” theory by Stephen Covey. PCL is
“Principle Centered Leadership” theory by working on the basis of standards or laws and building our lives around those principles. The four main
Covey principles that govern the theory are Security, Guidance, Wisdom, and Power. Security can be defined as our
sense of worth, identity, and personal strength. Guidance is the form of direction(s) we obtain in life. Next,
Wisdom involves a sense of balance and comprehension in life. Lastly, Power is the capacity to act and the
strength to accomplish what you seek. The theory also includes eight characteristics of people who are
principle-centered leaders. They are continually learning, are service oriented, radiate positive energy, and
believe in other people. Additionally, they lead balanced lives, see life as an adventure, are synergistic, and
exercise for self-renewal. When operating on the four main principles, those principles are applied to all other
things outside of your individual and immediate life. Covey further presents four levels at which leaders can
practice the four principles. Those levels start with the personal, then venture out to the interpersonal,
managerial, and organizational levels. Personally, a leader is to practice the principles within themselves and
seek to obtain the attributes of a principle-centered leader. Interpersonally, a leader focuses on practicing their
principles within their relationships, their family, and interactions with others. Managerially, a leader seeks to
exercise their principles on their responsibilities and with the people they are working with. Lastly, on the
organizational level, leaders use their principles to organize people and processes within an organization of
some kind (SEE EVIDENCE #68).
Source: Olson. (2017, August 14). Principle-Centered Leadership. Retrieved from
https://leadwithyourlife.com/principle-centered-leadership/.

of the above theory (Covey)
31. Student will show knowledge of the “14

Points / TQM” theory of leadership by
Deming

of the above theory (Deming)

“Visionary Leadership” (now often cited
as “Transformational Leadership”) theory
by Sashkin

of the above theory (Sashkin)

“Individuals in Organizations” leadership
theory by Argyris

of the above theory (Argyris)
37. Students will demonstrate knowledge of HDF 412 In my HDF 412 class, I learned about “The Four V’s of Ethical Leadership” model by Dr. Bill Grace. Being an
the “4 V’s” theory of leadership by Grace ethical leader involves knowing what is good and doing what is good. The 4 V model can be used to determine
(Center for Ethical Leadership) how to perform what is good in an ethical approach. The model is comprised of four V’s: Value, Vision, Voice,
and in the middle of the model, Virtue. To begin, an ethical leader must know first what their Values are. By
understanding their values, leaders can begin the process of integrating their values into their personal lives as
well as their society. Next, a leader’s Vision is the ability to construct a legitimate visual of what their actions
should be. When a leader conjoins their Values with the Vision, it creates Service. Service connects Values and
Visions so that leaders have a way to stay congruent with what they hold important and how they are going to
act upon it. Then, using your Voice is to express your vision and Values and Vision in a way that motivates and
empowers others into action for a ‘common good’. When you match your Voice with your Vision, you act in Polis.
Polis is the result from a leader doing the work of voicing their vision in a public setting. The last step in the
model is attaching Voice to Values, which results in Renewal. Renewal is where the work is done by the leader
and it renews or re-establishes the original environment the leader was initially a part of. When all V’s are
comprehensively acted upon and expressed, they create a person’s Virtue. A person’s Virtue is their behavior
which shows a good moral standing, and when a leader acts upon it for the common good, they are an ethical
leader (SEE EVIDENCE #61).
Source: Center for Ethical Leadership. (2007). The four –v model. Retrieved from
http://www.ethicalleadership.org/philosophies/ethical-leadership

of the above theory (Grace)
39. Student will show knowledge of the HDF 412 In my HDF 412 class, I learned about the “Situational Leadership” theory by Paul Hershey and Ken Blanchard.
“Situational Leadership” theory by Hersey This theory focuses on how different situations call for different leadership styles and that there is no standard
& Blanchard style of leadership. Effective leaders in this theory are able to adapt to the situation at hand and lead
accordingly. The physical model is represented by a Bell curve placed on a graph of four quadrants. The x-axis
represents the distribution of Task behavior level (High to Low), which is the ability to complete the task in the
situation. The y-axis represents the distribution of Relationship behavior (High to Low), which is the ability to
cultivate and maintain relationships in the situation. Furthermore, at the bottom of the model lies a “Readiness”
of the followers of those leadership styles which scales from left to right reading Low, Moderate, and High. The
four categories of readiness on the spectrum include the lowest being “Unable or unwilling”, the moderate
levels being “Unable but willing” and “Able but unwilling”, and the highest level of readiness being “Able, willing,
and confident”. Moreover, each quadrant in the model is represented by a leadership style based on the levels of
each measurement; Task and Relationship behavior levels cross-sectioned with the follower Readiness level. In
the bottom left corner (labeled S1) with high Task behavior and low Relationship and Readiness levels is
“Telling”, a leadership style where leaders tell their followers what to do and how to do it. Going up in the model
with moderate Task behavior, Readiness of followers, and Relationship behavior in S2 is “Selling”. Here, the
leader explains information to and persuades their followers. They are open to suggestions and opinions from
them as well. Across from S2 is S3 with a “Participating” leadership style that has a higher moderate level

ofTask behavior as well as Readiness levels and Relationship behavior levels. Participating leaders take more of
a facilitating role and focus more on relationships, less on direction, and allow their followers to make decisions.
Lastly, in the bottom right corner lies S4, the leadership style with low Task and Relationship behavior but high
Readiness of followers: “Delegating”. Leaders who delegate are responsible for their followers, but focus more
on observing and monitoring them, doing minimal work. There is no right way to be a leader, and in this theory,
different situations call for different leaders (SEE EVIDENCE #)
Source: What is Situational Leadership? How Flexibility Leads to Success. (2014, November 25). Retrieved
from https://online.stu.edu/articles/education/what-is-situational-leadership.aspx.

of the above theory (Hersey & Blanchard)

41. Student will show knowledge of the HDF 190 In HDF 190, this model emphasized the importance of relationships among participants in the process
“Relational Leadership” model by of purposeful change. Making and keeping honest, good relationships starts with a knowledge of oneself
Komives, McMahon & Lucas HDF 190 and an openness to appreciate and respect others. There are five components or characteristics to this
model and they are Inclusion, Empowering, Purposeful, Ethical, and Process-Oriented. With each of
HDF 412 these components, they hit three principles of the model which are Knowing, Being, and Doing. In
Inclusion, the leader needs to be inclusive of all students, staff, and diverse points of view. In the
Knowing portion, they need the knowledge and understanding of themselves and others, world views,
and multiple realities. In Being, they need to believe that differences in people are valuable, fairness and
equality are important, and that everyone can make a difference. The in the Doing section, they must
listen and help develop people’s talents. By Empowering, the leader is empowering themselves and
others around them. They Know power and have self-esteem, they believe that the concern for the
growth and development of others is necessary, and they do by building the capacity of others and
promoting self-leadership. When a leader is Purposeful, they commit to a position given. They Know the
role of a mission or vision, they have an attitude that is hopeful and positive, and they make meaning.
Next is when a leader is Ethical. They are driven by their values, Know their values and understand
decision making, are socially responsible and encourage that in others as well, and behave congruently
and confront inappropriate behaviors in others. Lastly, a Relational Leader is Process-oriented. They
Know about team building, maintenance, and closure. They also encourage effort of high quality from
others, and collaborate, reflect, and give/receive feedback (SEE Evidence #19). (FROM OUTCOME #40
IN 2013 VERSION)
In my HDF 190 class that I had taken my Spring semester of my first year here at URI, my instructor had
taught us about one of the many leadership models, the Relational Leadership Model by Komives,
McMahon and Lucas. This model was created to show a style of leadership that focused more on
relationship building, diversity acknowledgment, and team development. There are five characteristics of
the model in which an individual following this model should acquire. They are then further divided into
three stages where a leader projects each quality. The five qualities are Inclusive, Empowering,
Purposeful, Ethical, and Process-Oriented. An individual is inclusive if they are accepting of people and
their diverse points of view. They are Empowering if they help strengthen others who are involved in
their group. A leader is Purposeful is they have “ a n individual commitment to a goal or activity”
(Komives, S., Lucas, N., & McMahon, T., 1998). An individual is Ethical when they lead with their values
and standards of their leadership first. Lastly, a leader is Process-Oriented when they pay attention to
how the group works, keep the group together, and work with them to accomplish the shared goal.
Furthermore, there are three divisions of how a leader may have accomplished these five components.
They are labeled “ K
nowing”, “Being”
, and “D
oing”. The Knowing portion is where the leader begins
to understand about the characteristic, for example, in the Process-Oriented section under Knowing, a
leader would begin to understand the group process and the relational aspect of leadership. Under the
Being section of Process-Oriented, an individual would begin to believe factors like, “the process is as
important as the outcome”, or, “G ood things happen when people trust the process” ( Komives, S.,
Lucas, N., & McMahon, T., 1998). After, the leader would perform the Doing portion of the model. In
Doing, the individual would use what they’ve learned and believe and put it into action. In the Doing of
Process-Oriented, a leader would collaborate with team members, learn to give and receive feedback
from the group, and reflect on the group’s progress and accomplishments. In a group, this theory works
to ensure that every member feels valued and essential to the group’s dynamic and pathway to the
goals it wants to achieve. It also binds the members closer together to establish a sense of community
within the group which helps to get the effects passion into practice. (SEE EVIDENCE #19).

In my HDF 412 class, I revisited the “Relational Leadership Model” by Komives, Lucas, and McMahon. This
model was created to show a style of leadership that focused more on relationship building, diversity
acknowledgment, and team development. First, there are five components to the model that signify the qualities
a relational leader expresses in their attempts in accomplishing positive change. The five qualities are Inclusive,
Empowering, Purposeful, Ethical, and Process-Oriented. Being Inclusive is being accepting of people’s diverse
backgrounds as well as their points of view. A leader is Empowering if they can strengthen and motivate others
who involved in their group. Being Purposeful is having “an individual commitment to a goal or activity” and
acting congruently with others. An individual is Ethical when they first lead with their core values and standards
of leadership. Lastly, being Process-Oriented means channeling energy into how the group works through a
project/goal and how the process leads to it. Additional to these components, there are three phases of how
someone may perform these five components in their leadership. They are labeled “Knowing”, “Being”, and
“Doing”. The Knowing portion is first where a leader begins to understand the characteristic. For example, in the
Process-Oriented section under Knowing, a leader would begin to understand the group’s process and how to
relate them to each other. Once the leader Knows and understands the quality, they will then begin to absorb
the component. In the Being section of Process-Oriented, an individual would begin to believe factors like, “the
process is as important as the outcome”, or, “Good things happen when people trust the process”. After
Knowing and Being, a leader would move onto the Doing phase of the characteristic. In Doing, the individual
would take what they’ve gathered and put it into action. In the Doing of Process-Oriented, a leader would
collaborate with team members, learn to give and receive feedback from the group, and reflect on the group’s
progress and accomplishments. Altogether, this theory works to ensure that every member in a group feels
valued and essential to the group’s dynamic and accomplishments. It also brings the group members closer
together and establishes a sense of community (SEE EVIDENCE #19).
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.

42. Student will describe personal application HDF 190 Thrive I am part of a student-run organization at the University of Rhode Island called Thrive. Thrive is a
of the above theory (Komives et al) social-entrepreneurial organization that works as URI’s think tank on campus constantly searching for
innovative and creative ideas to turn from concepts to realities. I apply the Relational Leadership Model
by Komives, Lucas, and McMahon throughout my participation in the organization as part of the
executive board. I understand Inclusiveness because I know every group member’s opinion matters
when presenting an idea or project to tackle. I also am Being inclusive by believing everyone in the
group can make a difference and that the differences in everyone are valuable. Everyone in the
organization has a certain role that they play and they are all phenomenal at it and all their hard work
really does make a difference. I am also Doing, or acting, on being Inclusive by listening to everyone’s
thoughts and ideas and by framing or reframing my ideas so everyone can understand where I’m
coming from. It’s important to consider how they’d feel about things by asking questions. Next, I am
Empowering by understanding that self-empowerment is strong enough and when you empower others
they can become strong as well. I am being Empowering by believing the growth and development of
others is important and adds to the team’s progress and success. I say encouraging words such as,
“That’s a really good idea!”, or, “This will help with a lot, thank you (group member)!”. Next, as the
Assistant Director of Organization, the Director and I are tasked with a lot of decision making and project
making so it’s important for us to have a lot of commitment to the organization’s goals to make it run
smoothly. I know to be Purposeful because it helps portray a vision for the team and myself, leading
with a purpose drives the passion. I am being Purposeful by believing that an attitude that is positive
and hopeful will bolster the strive from the rest of the group. This semester when we almost weren’t
able to hold our big event, ChangeFest, I kept a positive attitude and hopeful voice because I believed
our team could do anything and I knew that if I kept that spirit alive, the rest of the group would follow
me in belief. I am also acting purposefully when the Director and I identify goals that need to be met
every week and involve others in the vision building process by having “Impact Labs”. In these labs we
as Organization present ideas of action and possible projects. Then there’s Ethical. I know Ethical
leadership involves an individual’s values and the values of others when leading a group. I believe that
in Ethical leadership, especially within a group, actions that benefit the majority are more valued than
those that benefit one person. In Doing, I do my part of the organization and I identify issues that are
going on so we can address them collectively and solve the problem. Lastly, I understand
Process-Oriented entails knowing that it’s about the group process as well as the relational aspect of
leadership. I am being Process-Oriented by believing that “good things happen when people trust the
process” (Komives, S., Lucas, N., & McMahon, T., 1998). Working on the development of the group,
who makes the goals happen, is as important as the accomplishment of those goals. I am leading with
Process-Oriented as one of my characteristics by working in collaboration with other departments of the
organization like Design and Finance. We all also give each other feedback when doing Impact Labs
and we as organization also receive feedback. (SEE EVIDENCE #39)
In my HDF 190 class, I learned about the Relational Leadership Model by Komives et al. In application
of the model, I am part of a student-run organization at the University of Rhode Island called Thrive.
Thrive is a social-entrepreneurial organization that works as URI’ s think tank on campus constantly
searching for innovative and creative ideas to turn from concepts to realities. I apply the Relational
Leadership Model throughout my participation in the organization as part of the executive board. I
understand the Inclusiveness portion of the mode because I include every group member’s opinion
when presenting an idea or project to take on. I also am ‘ B eing’ i nclusive by believing everyone in the
group can make a difference and that the differences in everyone are valuable. Everyone in the
organization has a role that they play and they are all phenomenal at it and their hard work makes a
difference. I am also ‘ D
oing’, or acting, on being Inclusive by listening to everyone’s thoughts and ideas
and framing or reframing my ideas so everyone can understand where I’ m coming from. It’s important

to consider how they’ d feel about things by asking questions. Next, I am Empowering by understanding
that self-empowerment is strong enough, and when you empower others, they can become stronger as
well. I am being Empowering by believing the growth and development of others is important to add to
the team’ s progress and success. I say encouraging words such as, “T hat’s a really good idea!”
, or,
“This will help with a lot, thank you (group member)!” Next, as the new President of Thrive, I am tasked
with a lot of decision and project making, so it’ s important for me to have a lot of commitment to the
organization’ s goals in order for it to run smoothly. I know to be Purposeful because it helps portray a
vision for the team and myself because leading with a purpose drives the passion. I am being
Purposeful by believing that an attitude that is positive and hopeful will bolster the strive from the rest of
the group. This semester, when we weren’ t able to hold our big event ChangeFest, I kept a positive
attitude and was hopeful because I believed our team could do anything. I knew that if I kept that spirit
alive, the rest of the group would follow me in that belief. I am also acting purposefully when my Vice
President and I identify goals that need to be met every week and involve others in the vision building
process by having “I mpact Labs” . In these labs we as Organization present ideas of action and
possible projects. Then there’s Ethical. I know Ethical leadership involves an individual’s values and the
values of others when leading a group. I believe that in Ethical leadership, especially within a group,
actions that benefit the majority are more valued than those that benefit one person. In Doing, I do my
part of the organization and I identify issues that are going on so we can address them collectively and
solve the problem. Lastly, I understand Process-Oriented entails knowing that it’s about the group
process as well as the relational aspect of leadership. I am being Process-Oriented by believing that
“good things happen when people trust the process” ( Komives, S., Lucas, N., & McMahon, T., 1998).
Working on the development of the group is as important achieving those set goals. I am leading with
Process-Oriented as one of my characteristics by working in collaboration with other departments of the
organization like Design and Finance. We all also give each other feedback when doing Impact Labs
and we as organization also receive feedback. (SEE EVIDENCE #39).
43. Student will show knowledge of the HDF 291 In my HDF 291 class, I learned about the concept of constructivism by Jean Piaget. The constructivism
concept of constructivism theory is a learning theory found in psychology and explains how people learn information. The theory
HDF 412 mentions that people individually gain knowledge and create meaning from their own experiences, then
add it with the knowledge they already possess. This theory encourages students in academia to be
active learners instead of passive learners. Being that this theory is for educators, it contrasts against
traditional classroom teaching methods that educators may use. For example, in a traditional classroom,
repetition is the way of learning while in a constructivist classroom, learning is interactive. Another
contrast is that in traditional classrooms, assessments are through tests while in constructivist
classrooms, assessing a student’s understanding includes observations, testing their points of view with
dialogue, and minimal testing. The “process is as important as the product” (Educational Broadcasting
Corporation, 2004). Overall, constructivism is a more liberating way of learning where students can
learn how to learn instead of what to learn. (SEE EVIDENCE #23)
Source: Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and
learning. Retrieved from http://www.thirteen.org/edonline/concept2class/ constructivism/index.html.
In my HDF 412 class, I learned about Constructivism. Constructivism is a theory positioned around how people
learn. It’s a method used by many instructors and institutions which emphasizes learning through experiences
and reflecting on those experiences. It claims, “When we have the opportunity to learn something new, we have
to process that new information in the context of what we already know, who we are, and our own unique
experiences.” We mirror what we learn off of what exists already within our socialized minds. Then, we learn
new knowledge, which could change what we previously knew, or give us the opportunity to get rid of it or
accept it. This method of learning includes asking questions, exploring, and re-evaluating the knowledge we

already possess. Constructivism is different from traditional classrooms because, for example, instead of
beginning the curriculum with the basics of a whole, the curriculum, “emphasizes big concepts, beginning with
the whole and expanding to include the parts.” Another difference between the two is, in constructivism,
learning is more interactive and builds, whereas in a traditional classroom, repetition is the method of learning
(SEE EVIDENCE #23)
Source: Constructivism as a paradigm for teaching and learning. Retrieved January 25, 2007, from
http://www.thirteen.org/edonline/concept2class/contructivism/index.html
44. Students will describe personal examples HDF 291 PHL 212 H In my HDF 291 class, I learned about constructivism and its effective use in classroom settings in
of implementing constructivism college. Additionally in my PHL 212 H: Philosophy Honors Section - Ethics, I’ve been able to implement
my knowledge of constructivism to my learning. For example, one of my very first classes talked about
how what we all think we know of “right” and “wrong” is based on our perceptions of the world as we
see it, not so much as bases of reality. In constructivism, it says we learn information and add it to our
prior knowledge on the subject and then make new meaning of what we learned after. With this, I now
understand anytime I deem something as being “right” or “wrong” that it may not always be so; to take
what I’ve known and what I’ve newly learned and actually think about what I deem to be based on truth
or not. Another way I have been able to implement the concept of constructivism was by being
interactive with the students in the class and the instructor. The class wasn’t set up traditionally where
the instructor lectured us on different topics, we took notes, and that concluded the session. Every class
of the semester was based on dialogue, communication of our confusions, and small group interactions
to help each other understand the different complex ideas within the class. Lastly in my PHL 212H
class, I’ve implemented constructivism by always asking questions on subject matter, exploring the
content further outside of the classroom, continually assessing what I thought I already knew by
re-reading the information; confirm that I understood the information. (SEE EVIDENCE #24).

45. Student will demonstrate knowledge of the HDF 413 In HDF 413, I learned about the Experiential Learning Model by David Kolb. Kolb believes people
Experiential Learning Model (Kolb) cannot learn effectively simply by watching or hearing about an experience, they need to
experience it for themselves to fully understand it. The model he created is cyclical involving
four stages of how people learn from an experience and how they behave following their
experience. The four stages are Concrete Experience, Reflective Observation, Abstract
Conceptualization, and Active Experimentation. The Concrete Experience (feeling) stage is when
a person actually encounters or experiences something. Next is the Reflective Observation
(watching) stage which is when a person consciously reflects back on their experience, looks for
gaps of understanding, and tries to make meaning of it. Afterward, into the Abstract
Conceptualization (thinking) stage, an individual creates ideas or themes from their experience
and what they’ve observed and further conceptualizes theories to put into action. Lastly, in the
Active Experimentation (doing) stage, learners apply what they’ve learned to other situations
and see what the result will be. They test the theories they have created from their previous
experience and behave accordingly going forward. Then the cycle arises again from the new
experiences the application of their theory have brought them. The cycle can start at any stage,
but the individual must follow the logical steps that follow. Furthermore, Kolb also suggests that
different people prefer a single type of learning style which is based on two pairs of factors on
two axes. One factor to our learning style is how we approach the task/activity, the Processing
Continuum, on the x-axis of the model. The other factor on the y-axis is the Perception
Continuum, or how we think and feel about the activity/experience. Kolb believed that an
individual cannot do any two variables on the same axis at a time (watching and doing).
Therefore, when paired with the opposite axis, these variables create four learning styles:
Accommodating, Diverging, Assimilating and Converging. The Accommodating learning style
crosses the Concrete Experience (feeling) with Active Experimentation (doing). These
individuals use intuition instead of logic and are more hands-on. The Diverging learning style
crosses the Concrete Experience (feeling) with Reflective Observation (watching). These
individuals are stronger at looking at a situation from different perspectives and take more time
to gather information to generate ideas. Next, the Assimilating learning style intersects
Reflective Observation and Abstract Conceptualization. Individuals with this learning style
require a clear, full, concise understanding of the information provided. Their strengths lie within
understanding information and organizing it in a clear, logical pattern. Lastly, the Converging
learning style intersects the Abstract Conceptualization and the Active Experimentation. These
individuals are more concerned with solving a task that is more technical than interpersonal.
They also use what they’ve learned and are more willing to make decisions and problem solve
(SEE EVIDENCE # 30)
Source: Mcleod, S. (2017, February 05). Kolb's Learning Styles and Experiential Learning Cycle.
Retrieved from https://www.simplypsychology.org/learning-kolb.html.

46. Student will describe personal application HDF 413 Sophomore Breakthrough In HDF 413, I learned about Kolb’s Model of Experiential Learning. I’ve used the Kolb’s Model to
of the Experiential Learning Model (Kolb) Experience debrief activities when I applied to be a Peer Leader at the 2018 Sophomore Breakthrough
Experience retreat. As a Peer Leader, I was responsible for facilitating and debriefing activities
with the participants. As mentioned before, Kolb’s model circulates as: Concrete Experience,
Reflective Observation, Abstract Conceptualization, and Active Experimentation. During the
“Marketing Yourself” section where I co-facilitated, we asked the participants to answer
questions about themselves without saying “Um, like” or “so.” At the end of the activity, I
asked, “What happened?” and they responded defeatedly, “We kept saying ‘um, like, so’ and
had difficulty stopping.” When asked, “What did you all notice or feel?”, they said “when we
first started with 10-second responses, we were very frustrated and often caught ourselves
using the words during the activity and during everyday dialogue.” By the end of the activity, all
of the participants became more aware of their use of “Um, like,” and “so” as well as when other
participants used those filler words. We asked the participants “Why do you think we had you do
the activity?,” their response, in relation to the session topic, was “when using those filler
words, you seem less credible in what you’re saying and seem less knowledgeable or prepared
to the listener, which may cause them to tune out and not pay attention; and if you market
yourself as not knowing what you’re talking about, you’re not marketing yourself well.” Lastly, I
told the participants to reflect on what they did and felt in this activity. I also asked, “What can
you take from this activity to make sure you’re marketing yourself well in real conversations?”
They all responded with many different tactics such as recording what you say before you go
into an interview, speaking slowly and concisely, and speaking with confidence. (SEE EVIDENCE
#28).
47. Student will show knowledge of the HDF 190 Social Change addresses the root causes of a problem. In HDF 190, the Social Change Model, it says,
“Social Change Model of Leadership "The Social Change Model was created specifically for students in college who want to learn to
Development” by Astin et al HDF 412 work effectively with each other to create social change over lifetimes." In order to do this, the
model looks at three components, which are individual, Group, and Society. Within each grouping, there
are values which are associated with the model. Those 7 are Consciousness of Self, Congruence,
Commitment, Collaboration, Common Purpose, Controversy with Civility, and Citizenship.
Consciousness of Self is knowing your values and what you stand for. Congruence is being consistent
with your values matching your actions. Commitment is being committed to making a change and
seeing it through. Collaboration is when you meet with another group of people to help you on your
endeavor of creating change. For example, if a student wanted to team up with the Feinstein Experience
team, who do services all around campus regularly. Common purpose if having a common motivation
within your group so the objective and goals are equally met. Controversy with Civility is understanding
how society might view your project and how it might not be supported by other people. Lastly is
Citizenship which is thinking of ways to actually apply what you are doing to your immediate
surroundings and being an active citizen. The 8 th overall value is Change. These are called the "8
C's" of the model. In the Individual part, it describes the person having the development of
their personal qualities, self- awareness, and personal values. In the Group section, it describes an
emphasis on collaboration and interaction between the group and the individual. Lastly, the Society
portion is about bringing change for the common good of the community. With all of these components.
The student is able to create real change around them indefinitely (SEE Evidence #20).
In my HDF 412 class, I learned about the “Social Change Model” by Robert L. Greenleaf. In this model,
leadership is a “purposeful, collaborative, values-based process that results in positive social change”. In
creating comprehensive positive change, the model looks at three components of values, Individual, Group, and
Societal/Community values, represented by three circles. Collectively, there are 7 critical values that contribute

to social change. The 7 C’s or values are Consciousness of Self, Congruence, Commitment, Collaboration,
Common Purpose, Controversy with Civility, and Citizenship. In Individual values, Consciousness of Self is being
aware of your values and beliefs which motivate you towards change. Congruence is being honest and
consistent with your values as they match your actions. Additionally, Commitment is having energy that
continually motivates you to serve and achieve the group goals and change outcomes. Within Group values,
Collaboration is the value of working with others to achieve a common goal. Common Purpose is when all
members are participating actively and working within the purpose of the group. Moreover, Controversy with
Civility is included in Group values where” differences in viewpoint are inevitable, and such differences must be
aired openly, but with civility”, meaning respect. Lastly, in Society/Community values lies Citizenship.
Citizenship is where an individual becomes part of and integrated into a community and is called to lead for the
good and serve the people within their community. Altogether, there is another commonly forgotten 8th C of
Social Change which is “Change”. This value brings all levels of change together. The model shows all circles
interconnected and interdependent of each other, signifying you cannot obtain one without the other (SEE
EVIDENCE #60)
Source: Become a Leader: The Social Change Model. (n.d.). Retrieved from
https://drexel.edu/studentlife/get_involved/leadership_development/About/social-change/.
48. Student will describe personal application HDF 190 Thrive In my HDF 190 class, I learned about the “Social Change Model of Leadership Development”. I will
of the above theory (Astin et al) ChangeFest discuss my involvement in Thrive and the events we have within the organization to demonstrate
SCCTR personal application of the model. Thrive the organization works to create social change by being the
catalyst for students to bring their ideas from paper to public. Being an executive board member, I
understand that I need to follow my values of wanting to create social change at URI. With that
consciousness of self, I also need to follow congruence, which is putting my values into action. Thrive
holds an annual event called ChangeFest where we invite students from all over Rhode Island to bring
their ideas for a day long change-a-thon. They’ll work with other students on issues that affect college
campuses and create a tangible solution to possibly win cash prizes towards their idea. By being
congruent, I am part of a group that is full of commitment in making the change we wish to see on
campus. On behalf of my group, we have also established the connections necessary for creating more
change within our communities. We have collaborated with other student organizations like the URI
Dance Club, the Fencing Club, and we also plan to collaborate with many other organizations. Next in
the model, my executive board members and myself also have a common purpose. We want to make
positive impacts on URI. This is because we want students to understand that they can make change
and they just have to believe them can to start. This brings me to discussing Thrive’s newest event
called “Social Change: Concept to Reality” (SCCTR). This event is where students can learn about the
many components of creating change and how they all have the tools and newfound knowledge to do
so. Understanding controversy with civility and that some people may not support our event, Thrive
invited students from all over to get as much support as we could. Additionally by doing this, we were
able to obtain a wider range of people to come and talk about their ideas and start working on them.
Lastly, the component of citizenship in the model is felt when people can feel they are an influencing
part of society. In Thrive, I have been able to spark that understanding at ChangeFest, SCCTR, and in
URI and non-URI students with conversations and encouraging words. To me, Citizenship is extremely
important because I believe a person needs to feel part of a community in order to do something within
it. (SEE EVIDENCE #40).
49. Students will demonstrate knowledge of

the “Leadership Identity Development
Model” by Komives et al

50. Students will describe personal application
of the above theory. (Komives et al)
51. Students will demonstrate knowledge of

the Strengths-Development Model by
Hulme et al

of the above theory (Hulme et al)
53. Student will demonstrate knowledge of

behavior theories of leadership from
Michigan and Ohio State

of the above theories (Michigan & Ohio
State)

Charismatic leadership

of the above theory

contingency approach to leadership by
Fiedler

of the above theory (Fiedler)

Path-Goal theory by House

of the above theory (House)

Leader Member Exchange (LMX) theory
by Dansereau, Graen & Haga; Graen &
Cashman; Graen

of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)

Leadership Substitutes Theory

of the above theory

Models of leader emergence
66. Student will describe the impact of traits

on leadership emergence and
performance

Chaos approach to leadership by
Wheatley

of the above theory (Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

69. Student will demonstrate how cultural HDF 412 In my HDF 412 class, I learned about cultural anthropology and its implications on leadership studies. Cultural
anthropology / paradigms relate to anthropology can be defined as, “The study of human society and culture; describes, analyzes, interprets, and
leadership explains social and cultural similarities and differences”. Cultural anthropology is a database of information and
study used by leaders of organizational structures to lead their members in a society and learn more about how
to do it in an effective and impactful way. In leadership, in order to lead others effectively, one must first know
themselves and make conscious decisions that expand their perspectives through” experience and re-evaluation
in order to understand and appreciate others.” This quote from the Wilson model illustrates that one cannot lead
those they do not know, and to learn more about people, one must give themselves the opportunities to do so,
and only then can one think to begin to lead them. In another article by Donald Crosby, “The Most Important
Course in the University”, he talks about having “freedom from ignorance” where individuals must seek to gain
general knowledge about cultures different from their own. Crosby also expresses that people must also
become inquisitive of cultures and outlooks other than their own and to understand methods of civil discourse
with people from different backgrounds. Overall, understanding the values a person has developed through their
culture and society can enable a leader to gain more community with that member and add to their leadership
capabilities (SEE EVIDENCE #70).
Source: Crosby, D. A. (2007). The most important course in the university. Journal of College and Character,
9(2), pp. 1-10.
70. Student will describe personal example of

using cultural anthropology / paradigms as
a leader

71. Student will demonstrate knowledge of the HDF 291 In my HDF 291 class, I learned about Bobbie Harro’s Cycle of Socialization. This model demonstrates
“Cycles of Socialization” (Harro) theory the process of learning to behave in a way that coordinates with the social identities we are given at
and its uses in leadership HDF 412 birth. These social identities put us into unequal roles in the system of oppression and then we’re
socialized into playing these roles by powerful sources in our world, contributing to oppression. The
theory also explains “”Directions of Change” that show stages of how we’re socialized in our lives. It
starts with “The Beginning” where we are born into a world with the pieces of oppression already in
place like stereotypes. The Direction goes into the “First Socialization” where we are socialized by the
people immediately around us like loved ones and we follow their rules. They also shape our personal
values, dreams, and expectations for our futures. Next is the “Institutional and Cultural Socialization”.
Here, institutions like schools, religion, and the government overtly or covertly send us messages about
the “rightful” spread of power among the people in our society. Culturally, we’re conditioned by our
music, holidays, and even song lyrics to believe these notions about power. Subsequently, the
“Enforcements” of the theory come along where “a system of rewards and punishments keeps us
playing by the rules” (Harro, 2013). Those who act in accordance with their social identity are accepted,
but those who don’t are somehow chastised. The “Results” phase is where all of the socializations a
person with or without power have result in collusion, self-hatred, or misperceptions and they take these
with them in their daily lives. Next is “The Continuation” when we do nothing about the injustices of
power and don’t question the way things are. Lastly, in the center of all of this, “The Core” is what
keeps us in this perpetual cycle. This consists of ignorance, insecurity, and fear. Altogether, this theory
shows that if we started out with accepting and appreciating our differences firstly, oppression would
probably be nonexistent. For its uses in leadership, for someone with power to simply acknowledge and
understand that they have a greater sense of power than others will help them be more responsible with
their power to help the powerless. It will teach leaders to recognize their biases and to unlearn the
concept of “effort leads to success” and not opportunity. This is especially important to understand for
powerless people who are looked at as not putting in effort instead of not having the opportunities to
succeed as much as the powerful. (SEE EVIDENCE #25) Source: Harro,B. (2013). The cycle of
socialization. In M. Adams, W. J. Blumenfeld, C. Castañeda, H. W. Hackman, M. L. Peters, & X. Zúñiga
(Eds.), Readings for diversity and social justice (3rd ed., pp. 45-52). New York: Routledge.
In my HDF 412 class, I learned about Bobbie Harro’s Cycle of Socialization. This theory and model demonstrates
the process of how we learn to behave in accordance to the social identities that we are given at birth. Some of
these social identities put us at unequal odds in a system of oppression and we’re further socialized into playing
those roles by the powerful sources in our world. Harro describes socialization to be “Pervasive” (from all sides),
“Consistent” (patterned and predicted), “Circular” (self-supporting), and “Self-perpetuating” (intradependent).
The theory also explains the ”Directions of Change” which shows the process and stages of how we’re socialized
throughout our lives. It starts with “The Beginning” where we are born into a world with pieces of oppression
already in place, such as stereotypes. We aren’t asked what race, religion, or gender we’d like to have as part of
our identity, they are already assigned to us. Then the Direction goes into the “First Socialization” where we are
first socialized by the people immediately around us, such as loved ones, and we follow their rules. For example,
if a family believes that their ethnicity is the more favorable over all other European ethnicities and their child is
socialized into believing that.These influential figures also shape our personal values, dreams, and expectations
for our lives and futures. Next in the Direction is the “Institutional and Cultural Socialization”. Institutionally,
schools, businesses, and the legal system overtly or covertly send us different messages all the time, and
depending on how many institutions you come into contact with, you may receive these messages regularly.
Culturally, we’re conditioned by our music, holidays, and advertisements to believe different notions about
power and oppression, such as porn websites degrading and dehumanizing women consistently. Continuing on
the Direction of Change, the “Enforcements” included in the theory occur when “a system of rewards and
punishments keeps us playing by the rules”. Those who act in accordance with their social identity are

accepted, but those who don’t are somehow chastised. For example, a White man who stands up for their Black
coworkers may be seen as acting against those who don’t agree with his actions. After comes the “Results”
phase where all of the socializations a person, with or without power, had result in collusion, self-hatred, or
misperception, and they internalize these with them throughout their daily lives. “The Continuation” of the cycle
is when we do nothing about the injustices of power and don’t question the way things are. Harro expresses, “To
the extent that we fail to interrupt this cycle, we keep the assumptions, the problems, and the oppression
alive.”. “Action” is where after we’ve seen the results, we decide to consider what to do. However, it’s much
easier to do nothing, and many of us even believe that even if we do something, it won’t do much. Furthermore,
some of us are so beaten down we give up on taking action. Culminating in the center, “The Core” is what keeps
us in this perpetual cycle. Ignorance, insecurity, and fear are at the base and prevent us from acting. Yet, there
still may be hope of someone changing their thoughts and doing something, but it may take some times around
the cycle before that happens. Some people who have had enough use their abilities to act against the injustices
sewn in our socializations. For real change to develop, individual people must turn into groups and seek to break
down the powers that oppress us in our daily lives . (SEE EVIDENCE #25)
Source: Harro,B. (2013). The cycle of socialization. In M. Adams, W. J. Blumenfeld, C. Castañeda, H. W.
Hackman, M. L. Peters, & X. Zúñiga (Eds.), Readings for diversity and social justice (3rd ed., pp. 45-52). New
York: Routledge.
72. Students will demonstrate personal HDF 291 Personal Life In my HDF 291 class, I learned about the Cycle of Socialization by Bobbie Harro. As I learned about the
application of the “Cycles of Disabled Community theory, I’ve realized I have applied this theory throughout my personal life growing up. In relation to
Socialization” (Harro) HDF 412 “The Beginning”, I was made aware that I was socialized into a family that disagreed with White people
entirely and were even actively racist towards. I was fed overt biases towards them such as “don’t
mess with them, they’ll hurt you someway, somehow” or covert ones like my family having a more
positive attitude when I bring an ethic friend to the house as opposed to a White friend. When I entered
the “Institutional and Cultural Socialization” stage of the theory, my Cape Verdean culture told me I
wasn’t able to have a biracial relationship and that it wouldn’t be accepted by them or by society or
media. I internalized this in my “Results” and had hostility towards White people and students in my
elementary and middle school. When I learned more about the historical context as to why my family
strongly opposed White people, I began to have anger towards them, as if the White kids in my school
are the direct reason for my family’s current suffering. The history of oppression and later additional
subtle acts I had endured in high school added to my disconnect with White people all around. I had
dissonance towards teachers, administration, and any other White person in power who gave me
instructions because I took that as them trying to keep me oppressed. Lastly, I kept “The Continuation”
alive because I kept ignorance at my core to not seek any sort of involvement with White people
because of what I’ve been taught and what I conceived to be true. Currently I do not operate in the
ways that I have because I’ve met White people that have changed my perspective on life and our
potential for connections. (SEE EVIDENCE #26).
In my HDF 412 class, I was given an assignment to think of a differing social identity that I’ve experienced while
in my own Cycle of Socialization. As I am a toddler, my First Socialization around disabilities was going to come
from those closest to me, my family and surrounding community. My grandmother always called people with
disabilities “poor things” and when at a doctor’s appointment, people always reacted uncomfortably towards a
child with Autism having an episode. Afterward, in my Institutional and Cultural Socialization while at school,
Boys & Girls Club, and by watching Family Guy on TV, my messages around people with disabilities being less
than were reinforced. I consciously saw the kids who had developmental disabilities picked on, made fun of, and
made out to look ‘stupid’ by other kids and continued to say nothing. I consciously chose not to speak to the kids
that were picked on in fear that I may become a victim of bullying by association. I also never realized how
much of a lack there was of characters with disabilities on TV shows like Disney Channel. That showed me just

how excluded people with disabilities were from my visual socializations as a child, and if they were included, it
wasn’t in a completely representative light, which could translate to further exclusion. In my Enforcement
during middle school, if I stood up to one of the aggressively expressing boys or girls in the school, I was faced
with immediate confrontation or physical altercation with that person. Due to this power dynamic, not many
students advocated for any other student who was the target of bullying or harassment, let alone students with
disabilities. Sadly, there were a few times where I found myself colluding to the victimization of students, either
with a disability or not. I am not proud of any of it. As a Result of my socialization, I became very stressed to feel
like I had to partake in some of the acts and guilty of them as well. Yet, with this guilt and stress, fear was the
force that took governance over my actions. I did not want to be the next fight victim. In the model, I would
progress onto the last arrow of doing nothing and then the cycle would continue again (SEE EVIDENCE #71).
Source: Harro, B. (1997). The cycle of socialization. In M. Adams, W. J. Blumenfeld, R. Casteneda, H. W.
Hackman, M. Peters, & X. Zuniga (Eds.), Readings for diversity and social justice: An anthology on racism,
antisemitism, sexism, heterosexism, ableism, and classism (pp. 15-21). NY: Routledge.
73. Student will demonstrate knowledge of the HDF 412 In my HDF 412 class, I learned about the “Cycle of Liberation” theory and model by Bobbie Harro. This model is
“Cycles of Liberation” (Harro) theory and a cycle of transformation, as opposed to the Cycle of Socialization also written by Harro. This cycle is about
its uses in leadership seeing a problem in society and going through the process of change to battle oppression. In this cycle, there is
no beginning, but in most instances people start with their “Waking Up” moment. It’s the moment a person feels
an internal change within themselves, usually from an impactful event, where what used to make sense is
unclear now. Once a person Wakes Up, they can’t unsee what they’ve now discovered and they move into the
“Getting Ready” phase. They begin to reflect, educate themselves, and become more aware of the socialization.
For example, volunteering for a refugee organization and seeing the injustices people in that organization face;
now learning what they experience daily. Next, a person may move onto “Reaching Out” by expressing their
views to see how they’re digested (or not) by their surroundings when they call out the injustices they now see.
This may include changing their language or making suggestions of change to those they have levels of
influence over. I find this phase/action very useful in realms of leadership because I believe it is extremely
important to make sure all colleagues are acting inclusively and integridously with each other and those they
serve. Next, an individual may seek to speak with people who are like them (social identity wise) as well as
others who are not (for them to gain more understanding and to create alliances). This is characterized as the
“Building Community” phase in the cycle. For example, a mother confiding in another mother about vaccinating
her children is an example of speaking to someone with the same social identity as her. Additionally, when
speaking to others who are different from us, it is crucial to mention that it is about speaking on the similarities
that count more than the differences. In leadership, it’s beneficial to see that we, as well as those individuals
“are both victims of a larger system that pushed us into roles.” By having these conversations, they potentially
open the door for better outcomes in resisting against the oppressions. “Coalescing” is the next phase in the
cycle in which after a person has gathered their allies and support, they begin to plan actions, educate, and
empower others to retaliate against the flagrant injustices in their societies. The individual begins to
understand themselves, as well as those around them, as “we” and act as allies. In leadership, this is what we’re
all called to do together; to join forces, network, and begin to be a part of the change we want to see in our own
lives, in our communities, and in our world. Collaborating with different voices in an organization can make the
path to change that much more stronger. Next is “Creating Change” because to see the change you want to see,
you have to be it. This is where the individual shifts their worldviews with “new assumptions, new structures,
[and] new roles...” This change translates to physical infrastructures through policy, management, and
organizational change. This is included in their critical transformation. However, creating change such as this is
not easy. “Maintaining” is where the practicing, monitoring, and continuing of the work is concentrated. The
change must be consistent and acknowledged where it’s made. Finally, the “Core” of the cycle is where qualities
like self-love, balance, and support lie and keep the cycle together. These are strengthened as an individual

moves through each stage because it’s what ties them closer to those they work with in breaking through
towards a world of love and hope (SEE EVIDENCE #72).
Source: Harro, B. (2000.) The cycle of liberation. In M. Adams, W. J. Blumenfeld, R. Casteneda, H. W. Hackman,
M. Peters, & X. Zuniga (Eds.), Readings for diversity and social justice: An anthology on racism, antisemitism,
sexism, heterosexism, ableism, and classism (pp. 463-469). New York: Routledge.
74. Student will demonstrate personal

application of the “Cycles of Liberation”
(Harro)
75. Student will demonstrate knowledge of the HDF 412 In my HDF 412 class, I learned about the “Configuration of Power” model by Robert Franklin. The model is
“Configuration of Power” (Franklin) and represented by a bull’s eye figure with the elements forming from the core out. At the core of power is
its relationship to leadership Economics. In this world, money=power. Therefore, those who have money have power, and it is with that power
that they can economically control what happens within a community, hire or fire people, and determine if
resources are shared or not. The next layer is Politics, which is heavily influenced by economics. Politics is the
division of power that protects the ruling economic interests and distracts the population of people in a certain
area from focusing on the root of an issue. The next layer in power is the Bureaucratic Management which
includes law enforcement and the legal system; operated by those in politics and it works to protect them.
Lastly, at the fourth layer of power lie the C ontrollers of Symbols which we are countlessly and continuously
exposed to. These symbols are comprised of media, the education we receive, religion, and pop-culture. In the
model, Franklin candidly discloses that this layer is to “train new blood to maintain configuration” which I
believe to be true as well. Opposition of this configuration comes from groups of people like minorities,
grassroot communities, and other groups who question the power-dynamics and see this as a crisis (SEE
EVIDENCE #73).
Source: Franklin, R. (n.d.). Franklin’s configuration of power [PDF document]. Retrieved from Sakai Resources.

application of the “Configuration of
Power” (Franklin)

77. Student will demonstrate knowledge of HDF 291 In my HDF 291 class, I learned about racial identity models and one I found the most intriguing was
racial identity development (Cross & Cross and Fhagen-Smith’s Model of Black Identity Development. The model is centered around the
Fhagen-Smith; Rowe, Bennett & Atkinson; HDF 412 concept of “Nigrescence”, which is defined as the process of becoming Black and ascending towards a
Ferdman & Gallegos; Kim; Horse; Renn more positive black identity. The model is also compartmentalized into six sections of the person’s life
etc.) cycle. The first section of “Infancy and Childhood” explains how a Black person’s family, social
networks, and social norms gave them their first socializations of what it means to be Black. The second
section of “Preadolescence” is where low-race salience, high-race salience, and internalized racism are
established. Low-race salience is characterized as a person denying their race while high-race salience
is placing the utmost importance on a person’s Black culture. Internalized racism is when the
experiences of a Black person prompts them to “develop self-hatred and hesitance to identify as black”
(Patton et al., 2016). Section three, “Adolescence”, is where the person would moderately construct
their Black self-concept to which they can either comply with or reject their salience level. Next is section
four of “Early Adulthood” where salience levels are present again. Low-race salience can show as not
acknowledging the Black identity as important enough because the person is around enough diversified
people that it doesn’t matter. High-race salience appears as the person finding a group of Black peers
with the same cultural values as them. Furthermore, internalized racism may be stagnant, but a person
can learn to progress. After these stages, the person finally enters the fifth section of “Adult
Nigrescence” and in this stage, a Black person experiences an event that makes them question their
Black identity. First is the “Pre-encounter” phase where low-race salience individuals blend into the
generality of society with an appreciation of Black culture, “while internalized racism individuals become
anti-black” (Patton et al., 2016). The next phase is when the “Encounter” happens, while after that, the
subsequent stage of “Immersion and Emersion” happens. In these stages, the Black person may
become more affirming of their Black identity, take on a pro-Black identity and an anti-White affiliation.
However, in this stage of shedding a different view of their identity, they aren’t focusing on what it really
means to be Black. This is where the emersion portion comes in and a Black person becomes more
mindful on the authentic understanding of what it means to be Black. With these realizations, a Black
person may either become a Black Nationalist (using their Black identity to ignite political change),
Bicultural (integrating their Black identity with their dominant culture), or Multicultural (identifying as
Black but have known other identities). Lastly, the person would progress into “Nigrescence Recycling”.
This final section is described as the phase that a Black person will repeatedly come to as they go
through their lives with this identity. There will be events where they will have to critically examine their
identity and what their perception is on it. Through this, the person will learn wisdom in their resolution of
finding their understanding of their Black identity. (SEE EVIDENCE #27) Source: Patton, L. D., Renn, K.
A., Guido, F. M., & Quaye, S. J. (2016). Student development in college: Theory, research and practice
(3rd ed.). San Francisco: Jossey-Bass.
In my HDF 412 class, I revisited the “Model of Black Identity Development” by William Cross and Peony
Fhagen-Smith. The model rides on the theory of “Nigrescence”, defined as the “process of becoming Black” and
introduces accompanying sections, or phases of progression through this process in a person’s life. There are
six sections beginning from birth to adulthood. The first, “Infancy and Childhood” explains how a Black person’s
family, social networks, and social norms shape their first socializations of what it means to be Black. Then the
first teachings of being Black are further developed by parental figures and the outside world in
“Preadolescence” the second section in the model. This is also where race salience, or the presence of the
importance of race, is identified. Low race salience is characterized by children having “few or no messages
from parents about race,” outside of the significance of the physical attributes of being Black . High race
salience is quite the opposite where children are taught to understand that their race is a crucial element to
their self-concept. Moreover, a child can also experience internalized racism as a salience level where their
experiences of being Black are more so negative and can lead to self-hatred on the basis of being Black. Section

three of “Adolescence” is where most of an individuals’ identity identification is determined. This determination
may display low, high, or internalized race salience which constructs their Black self-concept to which they can
either comply with or reject in their salience level. Adolescents with low or internalized race salience may
explore other non-race forms of identity, such as being American or their sexual orientation. Cross &
Fhagen-Smith detest that it is possible that children who go into adolescence with one level of race salience
may develop into another, but it’s not predictable. Next in section four, “Early Adulthood” is where salience
levels are now resolved and present. Adults who have high race salience may progress onto section Six
(“Nigrescence”) because they “have established a clear reference group orientation that values race and Black
culture” and can now further uniquely exemplify what it means to be Black. However, people with low-race
salience stay dormant in their identity and continue to live without its importance reflected. Furthermore,
internalized racism may continue to persist and it takes conversion to obtain a healthier outlook on being Black.
After the first four sections or phases of the model, a person with low/internalized race salience may enter the
fifth section of “Adult Nigrescence” which has further phases as well. The “Pre-encounter” phase is where
low-race salience individuals are assimilated in their society and internalized individuals are “anti-Black”. The
“Encounter” phase is the experience of the event of friction itself which could be negatively impactful or
transformative. The “Immersion and Emersion” could be the portrayal of that in which Black people can learn to
immerse themselves in the Black culture and almost even romanticize it over other identities. Additionally, they
can become emersed in their identity by progressing past the artificiality of being Black and developing a
deeper understanding of it. With these progressions, a Black person could develop into becoming a Black
Nationalist (using their Black identity to ignite political change), a Bicultural (integrating their Black identity
with their other dominant cultures), or a Multicultural (identifying as Black but representing their other
identities as well). Conclusively, a Black person may progress into “Nigrescence Recycling” which is the sixth
and final section of the model. This final section is described as a Black person reaching a “complex and
multidimensional understanding of Black identity.” Here, events will call for a Black person to critically examine
their identity and how they are to present it in their daily lives. For example, “Buffering” is acting cautiously
when presented with or in responding to a racist or oppressive interactions with others as a way to protect
themselves. Through this, a Black person will learn wisdom in their understanding of their Black identity and
continually seek to understand it as well (SEE EVIDENCE #27).
Source: Patton, L. D., Renn, K. A., Guido, F. M., & Quaye, S. J. (2016). Student development in college: Theory,
research and practice (3rd ed.). San Francisco: Jossey-Bass.

78. Student will demonstrate personal HDF 291 In my HDF 291 class, I learned about Cross and Fhagen-Smith’s Model of Black Identity Development
application of model(s) of racial identity along with the realization that I have applied this model to my life. The first socializations in my “Infancy
development above and Childhood” were centered around being strictly Cape Verdean and only that. My family subgroup
identified, that is they only identified with an ethnicity within the Black race but denied being Black
overall. My family only socialized with Cape Verdeans and talked about Cape Verdean news, music,
and people. Going into “Preadolescence”, I had low-race salience and internalized racism. I didn’t see
how being Black was a part of my culture at all due to my family’s dissonance towards it. I also had
internalized racism because I hated when people said I was Black or tried to associate me with that
group. In “Adolescence”, I had my Black identity more or less established, as in I didn’t identify with it.
When people said I was Black, I would say, “I’m not Black, I’m brown.” This was a statement I chose
to say to separate myself from that group of people because of the many negative associations I grew
up interpreting. I continued to hold onto my low-race salience into “Early Adulthood” as I interacted with
friends from all over the world because I didn’t see being Black as a part of my life let alone an
important one. I solely held onto being Cape Verdean with so much pride because it’s what my family
did and taught me to do as well. Next, I progressed into “Adult Nigrescence” where I experienced an
event that made them question my Black identity. I was in high school and a White male said to me, “So
Gina, I know you’re Black and I know you can be from different parts of Africa and the Caribbean and
stuff, what country is your family from?” This thoroughly confused me because I didn’t associate being
Cape Verdean with a subset of being Black. This was because the messages from my family blanketed
any other messages from school or society that told me Black was a race that encompassed other
ethnicities. Coming into college with this newfound realization, I started looking more into the Black
culture, finding more connectivity with it because a lot of the cultural customs within it related to those in
the Cape Verdean culture. I began wearing box braids, listening to hip-hop and rap, and hanging out
with other Black colleagues. I was in “Immersion” when I first came to college but I was romanticizing
the Black culture instead of truly understanding what it meant to be Black; “Emersion”. This is currently
where I stand within the model, at the beginning of stage five, “Adult Nigrescence”. I plan to learn more
about my Black culture as it adds to my Cape Verdean culture so I can then become Bicultural
(integrating my Black identity with my dominant culture of Cape Verdean). (SEE EVIDENCE #28).
79. Student will demonstrate knowledge of HDF 412 In my HDF 412 class, I learned about gender identity by Al Lev. Lev proposes a model conceptualizing the binary
models related to gender / identity / systems of sex, gender identity, gender role, and sexual orientation. Lev asserts, “if a person is male, he is a
gender identity development (Lev; man; if a person is a man, he is masculine; if a person is a masculine male man, he will be attracted to a
Bussey; Bussey & Bandura; Bilodeau; feminine woman; if a person is a female, she is a woman; if a person is a woman, she is female, if a person is a
Gilligan; Belenky et al; etc.) feminine female woman, she will be attracted to a masculine male man.” Sex is referred to a person’s biological
assignment at birth (male or female). Gender Identity is how a person perceives themselves in their society
based on their sex (and whether ir matches or not). Gender Roles are the social roles, behaviors, or activities
that our society deem applicable towards men and women (masculine or feminine). Lastly, Sexual Orientation is
the sexual identity that someone attributes to the gender they are attracted towards on different levels
(physically, emotionally, spiritually, etc.) The model is depicted by four blocks opposite of each other following
down by arrows towards distinct characteristics following the basis of a person’s sex towards their sexual
orientation. As Lev says, “Male” follows “Man” which is then followed by “Masculine” and “Heterosexual”. The
opposite side follows as “Female”, “Woman”, “Feminine”, and “Homosexual”. The sexual orientation categories
can be chosen by either sex. Lev later proposed a model which shows each category being expressed on a
continuum which interact with all other categories of gender and sexual identity. In includes terms such as
“intersex”, involving the identity of being both masculine and feminine, and other sexual identities such as
bisexual and pansexual. This fluidity allows for more inclusion of those who do not follow the rigid binary (SEE
EVIDENCE #74)

Source: Patton, L. D., Renn, K. A., Guido, F.M., & Quaye, S. J. (2016). Student development in college: Theory,
research and practice (3rd ed.). San Francisco: Jossey-Bass.

application of model(s) of gender identity
above

additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate personal

application of additional social identity
development model(s) above
83. Students will demonstrate knowledge of HDF 412 In my HDF 412 class, I read Peggy McIntosh’s “Unpacking the Invisible Knapsack”, a reflection on white
McIntosh’s theory of privilege and its privilege. McIntosh reflects on how men are able to recognize the disadvantages of women but not their
relationship to leadership advantages which are a factor to the disadvantages women face. She also compares this to how White privilege
is also “denied and protected”. She sees white privilege as “an invisible weightless knapsack of special
provisions, maps, passports…” and other amenities that come with the privilege of being white. She also speaks
on how she’s noticed oppression from men towards women being unconscious and relates it to the oppression
from white people onto others in the same way. She continues to list some of the many privileges that she
claims to be from skin color than of other aspects like class, religion, or geographic location. I found some of
them very interesting, one being, “When I am told about our national heritage or about ‘civilization,’ I am shown
that people of my color made it what it was.” This was interesting to me because in school, we are not taught
about the many advancements that Black people brought to this country. In relation to leadership, a white
person may not see their skin color represented in most places as a privilege because it’s so saturated within
their culture. Representation is a sign of inclusion and a sense of belonging, so if leader who was white
understood this, they would be able to understand that representation matters and that inclusion should be
implemented, wherever they are. Another one I found interesting was, “I can do well in a challenging situation
without being called a credit to my race.” In leadership, as well as ordinarily in life, we must recognize that
everyone is an individual person, regardless of their backgrounds, experiences, and upbringings. Therefore, my
doing well should not be a big deal because of the amount of other people who look like me also doing well.
McIntosh further recognizes that as her race was being empowered, supported, and given access to many
things as the dominant culture, others were receiving the opposite. Feeling like you belong shouldn’t be a
privilege only few experience. She calls this “unearned entitlement” because it’s an unearned advantage among
them. McIntosh calls those who have privileges, men and white people alike, to recognize how their advantages
affect their daily lives, as well as other identities we hold like sex, ability, and nationality. Conclusively, she asks
that those with privileges to raise their consciousness of their privileges on a daily basis, and that if they’re
distressed or even outraged by them, what they will do next, if anything at all (SEE EVIDENCE #75).
Source: "White Privilege: Unpacking the Invisible Knapsack" first appeared in Peace and Freedom Magazine,
July/August, 1989, pp.10-12, a publication of the Women’s International League for Peace and Freedom,
Philadelphia, PA.

application of McIntosh’s theory
85. Student will describe the differences and HDF 412 In my HDF 412 class, I learned about the differences and similarities of individual and institutional oppression
similarities of individual and institutional through the “Three Dimensional Matrix of Oppression” by Abby Ferber, Andrea Herrera, and Dena Samuels.
oppression and relationships to leadership Structural inequity happens at every level of society. There are three levels in which these inequities happen,
(Source = Three Dimensional Matrix of micro, meso, and macro. Individual level inequities are micro and include internalized understandings of
Oppression) privileges and inequities that exist in society, such as prejudice and stereotypes. For example, a transgender
person may be asked what their “real” name is or stared at in public. These understandings could lead to
Internalized Subordination w here those who are part of disadvantaged groups internalize and accept these
negative cultural ideas made about their group. Additionally, the internalization could affect those of privileges
groups as well to believe and think in ways in which they can act out their privileges. Lastly, h orizontal
oppression is when, “members of marginalized or subordinated groups misdirect their rage at other members of
their own group” instead of those who are creating their subordination. In leadership, it is imperative to
understand the privileges that a person may have and otherwise use in their daily lives, not only to be aware of
them, but to recognize the power they have with them and how much power is then lost or taken away from
those who don’t have those same privileges. Next in the meso level, the Institutional level, which includes
schools, businesses, and other social organizations, institutions continue to produce and preserve advantages
and disadvantages through those involved in such organizations. For example, people who work in a company
having to use their sick days or take unpaid leave to celebrate their non-Christian holidays. The matrix theory
attests to this level of oppression happening on both individual and institutional levels because, “A
discriminatory policy exists at the institutional level, but an individual must carry it out.” The policies or
standards may not be explicitly racist or sexist, for example, but they still show inequities. In leadership, when
there is a discriminatory policy or behavior being produced by the organization or leaders of the organization, it
is up to us to become cognizant of those policies and critically think about our involvement with them. Will we
be a part of a system that directly and indirectly disadvantages people on the basis of a characteristic instead
of a character train? Lastly, on a macro level lies the Societal and Cultural level of oppression. These are the
messages that we receive by our society at large. Examples of this level being enacted in society include people
assuming a female victim of sexual assault was instigating for the event to occur. The theory says it best when
it says, “The reproduction of cultural norms and structural patterns ‘add up’ to a system of advantage and
disadvantage that is much larger than the sum of its parts.” Culturally embedded beliefs, thoughts, and
behaviors about certain groups of people is extremely difficult to relinquish when you yourself are a part of that
larger system. However as leaders of organizations, communities, and other realms of society, we can
contribute to a more inclusive and justice-centered society by creating our own cultural and societal norms and
holding the standard that others follow that as well. For example, the Leadership Studies minor incorporating
“y’all” into their vocabulary to include people of all genders and identities instead of using “guys” which only
pertains to male-identified students. Small but impactful behaviors like this can help to manifest a more
accessible society (SEE EVIDENCE #76).
Source: Adams, M. & Zúñiga, X. (2016). Getting started: Core concepts for social justice education. In M.
Adams, Bell, L. A., Goodman, D. J., & Joshi, K.Y. (Eds.), Teaching for diversity and social justice (3rd ed., pp.
95-130). New York: Routledge.

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 HDF 412 In my HDF 412 class, I learned about the “Model of Intercultural Sensitivity” by Dr. Milton Bennett. Bennett
“Model of Intercultural Sensitivity” by created the model as a structure to explain the responses people may have to cultural differences. The model
Bennett and its uses in leadership shows six stages of increasing sensitivity to cultural difference with the first three stages under “Ethnocentric”
and the last three under “Ethnorelative”. Ethnocentric can be defined as evaluating other peoples and cultures
according to the standards of one's own culture. In this category, the first stage is “Denial” where someone
believes their culture is the only one that exists and is currently being experienced. These individuals may keep
themselves from interacting with other cultures purposefully. The next stage is “Defense” where one believes
that their culture is one of the only “good” cultures experienced. These individuals believe they/their culture is
superior to others and are even critical of them. The fourth stage is “Minimization” where some aspects of one’s
culture worldview is seen as experienced universally. Individuals here may think to rectify a person from
another culture’s behaviors in accordance to their own. The last three stages in “Ethnorelative”, which can be
defined as one’s culture being experienced in the framework of other cultures, are as follows. “Acceptance” is
when individuals are inquisitive and accepting of other cultures and understand that their culture is experienced
just as anyone else’s is. Next, “Adaptation” is where people are given the ability to view the world from
another’s cultural worldview and maybe even learn to experience it in some capacity. Lastly, at the highest
cultural sensitivity competence level is “Integration” where an individual is able to perceive and use different
cultural frames as reference for different situations (SEE EVIDENCE #77).
Source: The Developmental Model of Intercultural Sensitivity (DMIS). (n.d.). Retrieved from
https://www.arlt-foundation.org/blog-post/the-developmental-model-of-intercultural-sensitivity-dmis.
90. Students will demonstrate personal

application of the “Model of Intercultural
Sensitivity” by Bennett
91. Student will demonstrate knowledge of the HDF 412 In my HDF 412 class, I learned about the “Action Continuum” model by P. Griffin and B. Harro. The model is
ally Action Continuum by Griffin & Harro represented by an arrow from left to right with 8 divisions of possible responses to oppression through an
individual’s action. Starting all the way on the left, which signifies S upports Oppression, is “Actively
Participating”. This area of behavior is where an individual puts people down, discriminates against groups who
are negatively affected by oppression, and who actively take part in some form of harassment towards them.
Next, still on the supportive side but moving more towards the right of the continuum, identified asConfronting
Oppression, is “Denying or Ignoring”. Here, individuals are permitting oppression by denying its presence or
ignoring its effect; representing indirect involvement. Next is “Recognition, No Action” where someone may be
aware of the oppressive acts committed by themselves or others, yet do nothing to cease its existence, which
could result from fear or uncertainty of what action(s) to take. However, in “Recognizing, Action” the beginning
of the transition into confronting oppression, people are aware of the oppression they or others commit and
indeed take action towards stopping it. When an individual is on the “Educating Self” section of the continuum,
they take the initiative to, “learn more about oppression and the experiences and heritage of target group
members, by reading, attending workshops, seminars…”Moreover, in taking another step further, members
could work on “Educating Others” by involving others in conversation about oppressive behaviors and why they
disagree with some others may be committing. Further confronting oppression, and individual moves onto
“Supporting, Encouraging” where they support those who oppose oppressive acts or who support the
disenfranchised with allyship and community building. Finally, all the way at the right end of the continuum is
“Initiating, Preventing”. Individuals here continually work towards changing actions and policies that oppress

the marginalized by, “planning educational programs or other events” or “working for passage of legislation that
protects target group members from discrimination” (SEE EVIDENCE #78).
Source: Griffin, P. & Harro, B. (1997). Action continuum. In M. Adams, L. A. Bell, & P. Griffin (Eds.), Teaching for
diversity and social justice: A source book (p. 109). New York: Routledge.
92 Student will demonstrate personal

application of the Action Continuum by
Griffin & Harro
93. Student will show knowledge of the HDF 412 In my HDF 412 class, I learned about the “Multicultural Organizational Development Model” by Bailey Jackson.
Multicultural Organizational Development Jackson defines a multicultural organization as an organization that mirrors the interests of groups that are
Model (Jackson) diverse culturally and socially in its mission and services. It also “acts on a commitment to eradicate social
oppression in all forms within the organization”. There are three levels of multicultural organization
development with stages at each level that contribute to the process. At Level One, Stage One is where the
organization is initially exclusionary and they are dedicated in maintaining their dominance over other groups of
people based on different identities such as race and gender. Stage Two is where the organization is titled, “The
Club” in which the organization develops and maintains policies and norms that are viewed as right in their
eyes, even though they may be implicitly biased towards one social group over another. At Level Two, Stage
Three is where an organization is “committed to removing some of the dscrimination inherent in the ‘club’ by
providing access” to other social identities like women and minorities (those who aren’t strictly White men),
however, they do this in a way that doesn’t create any great disturbance in the structure of the organization. For
example, hiring more ethnic minorities or women who aren’t too high in the organization to start with. Stage
Four is next in the process where an organization becomes “The Affirmative Action Organization” which is also
devoted to getting rid of inequitable behaviors within the organization. Moreover, they take a step further by
directly supporting those groups of people who are historically marginalized and increase their access to
success. Lastly, in Level Three, Stage Five is titled as “The Redefining Organization” which is a “system in
transition”. It goes beyond making sure it isn’t contributing to acts revolving around racism and sexism. They
work to create their mission and structure around including different cultural perspectives and develop policies
that spread organizational power equally among its members. Stage Six is conclusively “The Multicultural
Organization” which “reflects the contributions and interests of diverse cultural and social groups in its mission,
operations, and product or service and acts on a commitment to eradicate social oppression in all forms within
the organization” (SEE EVIDENCE #79).
Source: Jackson, B. W., & Holvino, E. (1988). Developing multicultural organizations. Journal of Religion and the
Applied Behavioral Sciences, 9(2), 14-19.
94. Student will show personal application of

the Multicultural Organizational
Development Model (Jackson)
95. Student will show knowledge of the HDF 412 In my HDF 412 class, I learned about the “Multicultural Change Intervention Matrix” by Raechele Pope. The
Multicultural Change Intervention Matrix Matrix is a 2x3 table consisting of 3 multicultural change intervention types, Individual, Group, and Institutional
(Pope) level, on two-order scales, f irst-order and s econd-order change. First-order change i s defined as “ a change
within the system that does not create change in the structure of the system” and second-order change as “any
change that fundamentally alters the structure of a system”. Individual first-order change is “Awareness” where
a person learns more about cultural groups, workshop content around race and gender, and/or anti-exclusion
materials. Individual second-order change is characterized as a “Paradigm shift” in which change is about
restructuring mindsets and requires more” intensive, interactive experiences which are more process oriented”.
For example, someone is challenged to explain why they believe gay parents would be unfit parents when there
is no conclusive evidence that exists to support this stigma is true. Next, a first-order Group change is

“Membership” where the makeup of a group is diversified, but there are no structural changes made on behalf
of the existence of the new/different members. Second-order Group change is classified as “Restructuring” or
totally reconstructing group with a new mission, set of goals, and then members. This kind of change looks at
the group’s make-up, values, and goals before thinking to change the group initially. Finally in the model,
Institutional change is when change is implemented on a larger scale, possibly organizationally or culturally.
First-order Institutional change is “Programmatic” and here, multicultural issues are addressed, such as adding
a multicultural section to a mission statement, however, this addition does not transform the existing structure
of the institution (Division of Student Affairs for example). It doesn’t do anything towards budget allocations
within multicultural student affairs. Second-order Institutional change is “Systemic” where the goals and values
of the institution match and are directly related to those that are multicultural. Pope says in order for real
multicultural transformations, all orders of change must be created on all levels (SEE EVIDENCE #80).
Source: Pope, R. L., Reynolds, A. L., & Mueller, J. A. (2014). Creating multicultural change on campus. Hoboken:
John Wiley & Sons.
96. Student will show personal application of

the Multicultural Change Intervention
Matrix
97. Student will create a personal code of HDF 190 Gallup StrengthsQuest Assessment In my HDF 190 class, I learned about inclusive leadership. When being a leader, I use my own personal
inclusive leadership Thrive code of inclusive leadership. When taking the Gallup StrengthsQuest Assessment, “Includer” was my
third strength. Being an Includer means I am caring, I engage others, and I let others in. My personal
code is staged as, “You, Me, Then the Task.” This is because by being President of Thrive, I’ve
learned that it’s important for your group members to feel important and cared for before assigning them
tasks to do. We start every meeting with “High-Lows” which is when we all recount on our high points
and low points of the day or week. As president, I go last to show my inclusiveness of others and their
lives outside of the organization. Then, I become transparent with them about my highs and lows to
incorporate myself in the group. Lastly, I transition into the tasks for the meeting and for the upcoming
week or month. This is where everyone can start engaging in dialogue about what will happen next and
get each other’s feedback. This way we are listening to each other and working towards common goals
collectively. (SEE EVIDENCE #41).

Outcome Category: Critical Thinking
98. Student will show knowledge of principles of HDF 412 In my HDF 412 class, I learned about principles and fallacies of critical thinking. Critical thinking can be
critical thinking and fallacies (logic is used in defined as “intelligent reasoning with supporting evidence to help make wise decisions” as cited by my
this minor) professors Boyd-Colvin and Camba-Kelsay. Critical thinking also includes the use of that evidence which can
be facts, numeric statistics, or testimonies. Some principles of why we use critical thinking in leadership
include “Leaders need to communicate ethically and logically”, “Reasoning and truth are different” and “Just
because you agree with an argument doesn’t mean it’s logical.” These principles explain that leaders are called
to speak using logic and soundness, that they must back up their reasonings, and that agreement doesn’t equal
rationality. Through using logic, however, there can be fallacies made in an argument. One fallacy is called a

Hasty Generalization where a conclusion is made on inconclusive evidence, such as a survey that speaks to
500 students in a class of 10,000 (inconclusive evidence). Begging the Question is another fallacy where you
use the point that was already proven as the point you make. For example, in the film “Twelve Angry Men”, one
character says, “The kid said he was going to kill him, and so he did” which is using an already proven point to
make the same point. Next, a Complex Questionis a structural error that when asked a question, there is no
answer that suffices. For example, after reflecting on if the boy in “Twelve Angry Men” said “I could kill you” to
his father and meant it, one character got frustrated at one point and said, “I could kill you”, to another
character, to which that character replied, “You didn’t really mean that, did you?,” and so if the first character
said yes, he’s be threatening the other, but if he said no, than that’s proof that the boy could’ve said it out of
frustration as well and not mean it. Another fallacy is called an Ad Hominem where one attacks the person
instead of tackling the argument itself, such as saying “Don’t trust her this time, she used to steal as a kid.” A
False Analogy is the act of comparing two things that don’t relate, like comparing one murder case to all the
others as a judge, like they do in “Twelve Angry Men”. A Slippery Slope is based on the assumption that one
action will surely lead to other undesired outcomes ending in disaster. One slippery slope could be the
assumption that if you let one person do something then everyone is going to do it, so you don’t do it. The last
two fallacies in critical thinking are Prejudice and Group Think. Acting in prejudice is making judgments about
something/someone without knowing all the facts. For example, having a negative or exclusive attitude
towards someone who wasn’t born in the United States. Lastly, Group Think is when people push towards a
consensus so that alternative solutions aren’t looked at. This is common seeing that many people don’t want to
be the only person in the room to agree/disagree with something (SEE EVIDENCE #64).
Source: Boyd-Colvin, M. A. & Camba-Kelsay, M. J. (2018).Critical and Reflective Thinking for Effective
Leadership [16]. Retrieved fromhttps://sakai.uri.edu/access/content/group/3b3c73bf-2d41
-45d4-a5b8-a0149062143d/Module%20I%3A%20Critical%20Thinking/412-Critical-Thinking.pptx
99. Student will demonstrate proficiency of HDF 412 In my HDF 412 class, I was assigned to critically think about an article that spoke about climate change and
critical thinking the recent youth uproar surrounding the topic, including environmental activist, Greta Thurnberg. The article
disclosed that established public figures, and those who deny the existence of climate change, have been
“doubting [Greta Thurnberg]’s sincerity and ridiculing her appearance and her way of speaking, with reference
to her Asperger’s diagnosis”. This plan of attack is more directed towards Greta rather than the position they
are maintaining in the matter. This is called an A d Hominem fallacy where those against Greta’s arguments
about adult responsibility in climate change focus their opposition towards her presentation or w ho she is
rather than what she stands for. Those opposing the youth, like Greta, would need to rebuild their statements
around what directly correlates with the argument, not on their opponent’s appearance, which is irrelevant.
Another fallacy posed by figures in this argument, for example, was calling young participants “truants”
because they were missing school for the protest. This fallacy can be described as a False Analogy; the
assumption or comparison of someone being like someone else in one area because they are similar in another
area. Truants are defined as students who stay away from school without explanation. The students who were
protesting about restoring our current climate change situation during school hours were doing so for an
outstanding reason. Truant students usually don’t attend school for lack of involvement, discipline, and
parental supervision. These two groups of students are not alike in their reasonings for dismissing school, their
only congruent characteristic is being a student. For a more rational statement, opposers could have argued
how protesting and other involvement in the issue that takes students away from school could affect their
academic performance and focus. This point does not use a fallacy because being out of school can affect a
student’s academic performance (SEE EVIDENCE #81).
Source: Byrne, E., Bowman, B., & Buckley, C. G. (2019, September 23). Climate change: children are carving
out a place in politics – now adults must listen and act. Retrieved from http://theconversation.com/climate
-change-children-are-carving-out-a-place-in-politics-now-adults-must-listen-and-act-123704.

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 Personal Research In doing my personal research on decision making methods, I’ve found five
decision making methods methods that have been used by leaders, organizations, and societies. One style
is called “command” where an individual does not involve the voices of others or
their influences when making a decision. They act as the sole lead and everyone
else is to follow their decision. Another opposing method that includes the input
of others is called “consulting”. This is where leaders engage others who may
be wise, knowledgeable, or trustworthy on a subject to supply information or
advice before they decide on anything. It helps the leader make more informed
and supported decisions. A third decision making style is “voting” which is one
of the most familiar of methods because it is used in many group settings. In
voting, a number of decisions are presented to a group and all members of a
group are allowed to share out which decision they’d prefer to make, whether
it’s for the team or the decision they’d benefit from themselves. This method is
more used for finding an agreement for deciding the next course of action. This
is different from “consensus” however, because in voting, options may vary,
whereas in a consensus style of decision making, “there’s high stakes or you
need everyone to fully support the final decision” (Jd, By & Jd., 2016).
Discussion further continues until all members of a group can decide on a final
decision. Lastly, one decision method I’ve always found useful in many different
situations is the “Pro/Con Analysis.” In this method, an individual analyzes one
or more decisions and deciphers the benefits (pros) and the disadvantages
(cons) to each potential decision (SEE EVIDENCE #).
Source: Jd, By, & Jd. (2016, February 15). 4 Decision Making Methods.
Retrieved from http://sourcesofinsight.com/4-decision-making-methods/
103. Student will describe personal examples of Yin Yang Kizomba Dance In creating a Kizomba (Afro-Latin dance) event, I realized my partner and I had
having used five decision making methods Social many decisions to make in order to make it happen. In my personal research on
decision making methods, my partner decided to engage in what is called a
“command” style of decision making. This style does not involve other voices or
their influences. My partner chose this approach because he thought he knew
best how to plan the event because he was more familiar with dance socials.
However, as this approach led to ultimate issues before, during, and after the
social, we saw that this approach would not work going forward and that we
needed to make decisions as a team. Within the month before our next dance
event, we decided to do some consulting as a method to make decisions. We
reached out to the Kizomba community we’ve come to know and be a part of in
Boston on how to manage the different aspects of event planning in the dance
social realm. They supplied us with great advice and information to add to our
second event. One aspect that we weren’t sure of was pricing for the event
because our last event was practically free. After some consulting, we decided

to charge $5 online with our Eventbrite page and $10 at the door as people
walked in. In pricing and all other pieces, like flyer creation, promotional items,
and DJ selection, we chose to use a consensus method of decision making, this
made things a lot easier because we had little time and we needed to be on the
same page. Lastly, at the event, we weren’t sure if we were going to spend a
little time showing the basics of Kizomba to the community or not because we
hadn’t thought to do that this time. We went to a corner of the restaurant, our
venue, and thought of a pro/con analysis of doing the workshop or not. After
listing the positives and potential disadvantages to doing it, we saw that there
were more positives than negatives in doing the short workshop, and so we did.
Voting, as a decision making method, wasn’t viable because we weren’t working
with a group per se. Overall, we used many decision making methods for our
event.
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)
107. Student will demonstrate knowledge of HDF 412 In my HDF 412 class, I learned about leadership that is used in crisis situations. One theory of leadership crisis
leadership that is used in crisis (i.e., James is written by Erika James and Lynn Wooten titled, “How to Display Competence in Times of Crisis”. The authors
& Wooten; Garvin; Covey; Frohman; of this theory emphasize that the issue isn’t the crisis itself, but in the way in which a leader handles the crisis.
Lalonde; Schoenberg; Joni; Braden et al; Here, a crisis is defined with two terms: “sudden and smoldering”, in other words, immediate and explosive,
etc.) such as 9/11. In this theory, there are five phases of a crisis that an organization, business, or company may
face, as well as six competencies of leadership for the leaders of those institutions. The first phase is “Signal
Detection” where warnings and alarms are identified, yet these red-flags almost always go unnoticed due to
ego defense mechanisms, such as denial, for example: “This wouldn’t happen to my company.” The next phase
is “Preparation/Prevention” where companies plan and create expectations that will help them better plan for
and even prevent some crises, because you can’t prevent all of them. After preparing and preventing,
“Containment/Damage Control” is the phase where the crisis management occurs. The goal here is to “limit
reputational, financial and other threats to firm survival” by implementing strategies that put an end to the
crisis. Next in “Business Recovery”, leaders must consider the efforts towards needed to be made for
short-term and long-term recovery that goes past what used to be and creates what will be. Lastly, “Learning”
is described as the leaders involved in a crisis critically examining the contributing factors that lead to the
crisis at hand and creating fundamental change in their system of organization. The second component to the
theory includes the six competencies of leadership during a crisis. The first, “Building a Foundation of Trust”,
where within an organization, employees need to feel secure in their workplace and with the people they work

with as well as the consumers/customers feeling safe using the products of the company. In “Creating a New
Corporate Mindset”, leaders are asked to “create a new, more expansive mindset where they will be forced to
make decisions that reduce the likelihood that crises will emerge.” They need to create collaborative solutions
within the organization. The “Identifying the (not so) Obvious Firm Vulnerabilities” competency asks leaders to
execute plans for the less obvious threats to their organization that could become a factor of a crisis. This
competency may be hard to absorb because leaders are being asked to consider the possibility that they may
have played a role in a crisis in their own company. Another competency is “Making Wise and Rapid Decisions”
where traditional decision-making practices, which fare more harmful than helpful, are irrelevant and leaders
must trust in their ability to make decisions for their organization. “Take Courageous Action” is the fifth
competency suggested by James and Wooten in which leaders are challenged to “embrace the opportunity to
think and act big, yet responsibly” in times of crisis. Seeing the crisis as an opportunity for improvement is
often what sets off leaders from crisis leaders. Lastly, “Learning from Crisis to Effect Change” encompasses
confronting the notion that the fault of the crisis may lie on the leadership involved, honoring those who give
honest feedback about the business’ problems, and making changes that improve the organizational system
altogether (SEE EVIDENCE #82).
Source: James, E. H., & Wooten, L. P. (2005). Leadership as (Un)usual: Organizational Dynamics, 34(2),
141–152. doi: 10.1016/j.orgdyn.2005.03.005
108. Student will describe examples of leadership HDF 412 In my HDF 412 class, I’ve found examples of leadership in crisis. In James & Wooten’s “How to Display
in crisis situations (i.e., application of James Competence in Times of Crisis,” they use the example of the devastating sabotage done to people in Chicago in
& Wooten; Garvin; Covey; Frohman; the 1980’s. I will show how this crisis relates to the “13 Behaviors of a High Trust Leader” by Stephen Covey.
Lalonde; Schoenberg; Joni; Braden et al; Named “The Chicago Tylenol Murders” was a series of poisoning deaths resulting from drug tampering in the
etc.) Chicago metropolitan area in 1982. The victims had all taken Tylenol-branded acetaminophen capsules that
were laced with potassium cyanide. Tylenol as well as its parent corporation Johnson & Johnson, the
corporation were outrageously blamed for the many deaths the poisonings caused. “To its credit, the company
took an active role with the media in issuing mass warning communications and immediately called for a
massive recall of the more than 31 million bottles of Tylenol in circulation.” This shows how J&J chose to “Talk
Straight” and not hide what was going on with its customers. They were honest and told people the truth. They
also “Demonstrated Concern” by “offering replacement capsules to those who turned in pills already
purchased and a reward for anyone with information...of the individual or people involved in these random
murders.” They genuinely cared for their customers and decided to do what they could for those already
impacted by the crisis. Another behavior they performed during the crisis was “Right Wrongs”. They developed
new protection methods for their products as well as “introduced a new tamper-proof packaging, which
included foil seals and other features that made it obvious to a consumer if foul play had transpired”. They took
the initiative to better their crisis prevention methods and procedures after what the impact of the poisonings
did to their business and the trust they had. However, even with the tragedies that occurred and the backlash
they faced, J&J as well as Tylenol are still currently some of the most trusted corporations and brands today.
This is because they maintained their transparency with their clients, partners, and consumers as well as
demonstrated action with the recalls. They told the public about the sequence of events and how remorseful
they had become because of it, as well as what they’re willing to do to make it right (SEE EVIDENCE #83)
Source: Markel, D. H. (2014, September 29). How the Tylenol murders of 1982 changed the way we consume
medication. Retrieved from https://www.pbs.org/newshour/health/tylenol-murders-1982.


Outcome Category: Interpersonal and Organizational Concepts & Skills
109. Student will demonstrate knowledge of HDF 190 In my HDF 190 class, the Active Listening Handbook created in 1990 from Penn
active listening techniques State University's Center for Conflict Management was introduced. There are
five components of the techniques and three sections for each component. The
five are Encouraging, Restating Basic Ideas, Reflecting Feelings, Clarifying, and
Summarizing. The three sections are goal, Process, and What to Say. The first
section for each is the Goal of each component. For Encouraging, the Goal is to
project interest, maintain conversation, and encourage the person to continue
talking. The Process includes not to agree or disagree and just understand.
What to say includes, "I see", "I understand." In Restating Basic Ideas, the Goal is
to show understanding and check your meaning and interpretation of others.
The Process includes placing emphasis on facts and restating ideas. What to Say
would be "if I understand, your idea is...", "In other words, you think..." In
Reflecting Feelings, the Goal is to demonstrate that you are listening and
understanding how the person feels. The Process includes short replies that are
not flip and reflects the person's feelings. What to Say would include, "You feel
that..." Next, the Clarifying Goal is to get additional facts and help the person
explore all sides of a problem. The process would be asking specific questions.
What to Say would entail, "Can you clarify that?", "So what you're saying is..."
Lastly, the Summarizing Goal would be to draw together ideas and facts, create
a basis for discussion, and review and update progress. The process includes
summarizing major ideas, and What to Say includes, "This is what I gathered...".
All in all, these techniques are used for people to listen intently, and not listen to
respond (SEE Evidence #16).

110. Student will describe examples of using PHL 314 In my PHL 314: Medical Ethics class, we often talk about the permissibility and morality of
active listening skills controversial topics such as abortion, cash payments for kidneys, and euthanasia. As a student
in the class, there are times where I am not completely clear on the author’s point or their
reasoning for their argument. When I discuss the paper in class with other students, that is
where I make use of my active listening techniques. For example, when discussing the topic of
abortion with a student who doesn’t agree with the practice of it, I use some of the following five
techniques: encouragement, restating basic ideas, reflecting feelings, clarifying, and
summarizing. I encourage the student when they are talking by using a positive tone of voice and
not necessarily trying to defeat them or their argument. I would say, “I understand where you’re
coming from,” or “I didn’t think of it that way from the family’s perspective.” This doesn’t
threaten the other student, but instead notifies them that I’ve heard their point. In the same
situation, I may restate their basic ideas aloud to make sure I am understanding what they are
saying and that they’ve correctly said what they want me to understand, because the confusion
piece could also be on their part. I would say, “If I understand you correctly, you are saying
abortion should be impermissible because the mother in question knew of the consequences to
come after having sex without a condom, and should not be able to now choose to reverse her
conscious mistake?” This is where the student would either agree or disagree and explain
further. Next, I often use clarifying as a technique to get the full picture of what the student is
defending in regards to their argument if they disagree with mine. This is because in PHL 314, if
someone is to undermine someone else’s conclusion of an argument as false, they must
distinguish the premise(s) of the argument that is(are) false in order to make my conclusion
collectively invalid. By clarifying, I ask specific questions on their stance such as, “Do you think
you’re argument goes against the argument of bodily autonomy? Do you agree in bodily
autonomy? Why or why not? Do you have any terms or strenuous circumstances in which a
mother is allowed to perform an abortion? Why or why not?” This gives me a more well-rounded
perspective into that person’s thinking so I can fully understand where they are coming from
and where I can make my rebuttals to their argument. Lastly, when I have gathered all of the
information from the student on their perspective, why they do not believe in the act of abortion
and their feelings on it, I can summarize their argument to prepare my counterarguments. I take
the major ideas they’ve presented, connect them with other basic ideas they’ve talked about,
and summarize what they feel. I may say, “If I understand you and have a good sense of what
you’re arguing, you are saying that when a woman has sex without a condom or any other form
of contraception, and she understands the ways in which a woman can get pregnant, which
involve not using either form of contraception, then it should not be morally permissible for her
to decide to abort the unborn child that has resulted from her lack of choice in prevention.
Correct?” This way I am summarizing what I’ve understood from what they person has
presented, relaying what they feel and believe their argument is, and I’m asking if I am correct or
not. (SEE EVIDENCE #43)

functions of group communication by
Hirokawa
112. Student will describe personal application of

functions of group communication
(Hirokawa)

113. Student will show knowledge of techniques URI Internship Experience - During my spring 2020 semester at URI, I was a Career Ambassador at the
regarding giving and accepting of feedback CCEE Center for Career & Experiential Education. As part of my internship experience,
I acted as a student voice for the Career Education Specialists (CES) whenever
they needed insight from the student perspective. In one meeting with the
Assistant Director of the CCEE, I was able to give feedback on one of the
professional development models on the CCEE website. One technique I’ve found
effective when giving feedback is giving a step-by-step analysis of where my
feedback stemmed from. It communicated the details and process of how I got to
my conclusion. Another technique of giving feedback is clarifying what the
person has shared with you, summarizing what their intent was to see if that
was what they wanted to happen. Certain messages can be received differently.
Additionally, ending on a positive note is how I’ve found giving feedback to be
most effective and accepted. Positivity can help the person take the feedback and
not feel resentment towards you or what you said. In accepting feedback, one
technique that I practice is listening with a very open mind. This way, I’m able to
comprehend the feedback given to me, and with an open mind, can be that much
more receptive to what’s being said to me. Another technique in accepting
feedback is seeing the situation as the person only wants to help and further
improve the situation. Lastly, in accepting feedback, a technique I use is
reflecting on the feedback and thinking of next action steps. I take time to see
what the next mode of action is based on the information I received.
114. Student will describe examples of giving and HDF 415 Orientation Leader Application for In my HDF 415 class, I have learned how to give feedback for my FLITE students and their Leadership
accepting feedback. Summer of 2017 Inventories. In reviewing their outcomes, I made sure to tell them what they needed to work on by
writing, “find sentences that don’t need to be there” and “reword this sentence”. I revised in a way that
will prompt my students to write the outcomes as if they were writing them to non-Leadership Studies
students who didn’t understand the content. This is because they would then write with more clarity,
provide more examples, and be more punctual. When receiving feedback, I reflect on when I applied to
be a URI Orientation Leader my first year at URI. I did not get the position but upon my denial, I was
advised to meet with one of the coordinators to find out why I didn't get the job. When meeting, I was
given the feedback such as, “I wasn't too involved at URI and I didn’t yet have the necessary leadership
skills for the position.” With this feedback, I've been able to get more involved and build on my
leadership style for the next time I apply. I feel receiving feedback was very important because I was
able to understand where my areas of improvement were. This helps when trying to work towards a
position I want in the future because I can apply again for the same position or another as a stronger
candidate with the knowledge I obtain. (SEE EVIDENCE #42).
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 HDF 412 In my HDF 412 class, I learned about the elements of having a Crucial Conversation and the steps to maintain
a Crucial Conversation and steps to dialogue and move into action in the book “Crucial Conversations” by Patterson, R. McMillian, and A. Switzler. To
maintain dialogue and move to action begin, the book focuses on defining a crucial conversation with three main elements: “stakes are high, emotions
(Patterson, McMillian & Switzler) run strong, and options vary” and that the results could potentially have a huge impact on your life.
Conversations with someone about a difficult topic should be more of a dialogue where there’s a free flow of
words between two people. This free flow of words adds to the “Pool of Shared Meaning” where people share

their opinions, feelings, and experiences. The first step when you realize you are in a crucial conversation is to
ask yourself, “What do I really want out of this?,” which helps to prompt you to examine your motives for the
conversation and what you want for the relationship between you and the other person. Then the book talks
about looking for violence o rsilence where the conversation takes a turn towards hostility or passive. If you
detect that someone is acting in violence or silence, the authors ask you to spot for physical, emotional and
behavior reactions and to monitor your own. Once you become more aware of your actions and behaviors and
the reactions of the person you’re in dialogue with, “Make it Safe”. Here, you step out, ask yourself again what it
is you want out of the conversation, and come back with a different approach, possibly a more open one. When
having a crucial conversation, addressing a “Mutual Purpose” can benefit both parties because you discuss a
common outcome you both want to achieve in the conversation. If the other person doesn’t believe you’re
against them, then they may be more willing to be open and contribute to it. The book also discusses
establishing “Mutual Respect” among both people so that both remain engaged in the conversation. If you have
offended or made the other person feel unsafe, apologize where necessary, not out of habit however. Instead the
book uses “Contrasting” to clarify what you didn’t want to happen. It’s not apologizing, just addressing what
wasn’t and isn’t your intent. Next, as the conversation is happening where people feel more respected and safe,
feelings and expressions can be made. Now, when moving towards action, the people in the conversation need to
decide how they’re going to move forward with what they’ve shared with each other. There are different
methods in which the two people could act after the dialogue. “Commanding” is when one person turns the
decisional power over to the other because the situation may not be as extreme, or they trust the others’
judgment. “Consulting” is when one person, or both, invite others to add influence to the decision because
maybe they are wiser or have more clarity being on the outside of the conversation. The two people could also
“Vote”, which would be good when “efficiency is the highest value out of many good options”. Lastly,
“Consensus” would be used when the people in the conversation want to wait until everyone agrees on doing
something. However, the authors advise that people only use this method when the stakes are high and when
everyone is required to contribute to the final decision (SEE EVIDENCE #84)
Source: Patterson, K., Grenny, J., McMillian, R. & Switzler, A. (2002). Crucial conversations: Tools for talking
when stakes are high. New York: McGraw-Hill.
118. Student will describe examples of engaging HDF 412 In my HDF 412 class, I learned how to engage in a Crucial Conversation with my best friend. My best friend and
in a Crucial Conversation. I had a phone call one night. She explained that she felt rejected and replaced at a gathering we attended. She
also felt that I was happy she was there, but I didn’t want to be there with her. In that phone call, she explained
that her intentions weren’t to make me feel bad or to ask me to change anything about myself. She wanted to
make me aware of what she really felt that night. After reading Crucial Conversations, I could sense that this
conversation was crucial because her emotions were strong, the stakes were high, and our opinions varied .
Before I spoke, I had to take a step back and ask myself, “What do I really want out of this conversation?” I
examined my motives (to understand more of where she’s developed these feelings). I ask myself what I really
want and pay attention to what happens to my objectives as the conversation starts. After she spoke, I
admittedly felt like a villain and I followed her story of who she painted me out to be. Yet, I didn’t let that
interfere with the topic, her feelings were valid even if they weren't based in fact. In the phone call, I said, “I can
sense that you’re upset and I just want to say that I’m coming from a place of understanding and openness.”
Along with stating what I wanted, it also helped to state what I didn’t want for the conversation, “I don’t want
you to feel that I rejected or replaced you Friday night and I just want to understand where you’re coming from.”
I then asked for her to state why she felt rejected and replaced that night, and we continued to have a
productive conversation. No matter what I asked her, she still felt unsafe, so the next step according to the book
is to Make it Safe. Making it safe includes seeing that someone isn’t feeling safe and coming in with a different
approach than before. This time, I asked her what she wanted to gain from the conversation in sharing with me
how she felt. She said, “I just wanted to make sure you still wanted to hang out and not run off with your new
friends because you thought I was boring or something.” I then saw that she didn’t trust my motives in spending

more time with them, as in that I was going to still want to be friends with her afterwards. I later began the rest
of the conversation reassuring her of my feelings towards her and how I still cared about her and our friendship.
She felt better after the conversation. There is an acronym in the book “C.R.I.B” which stands for Commit,
Recognize, Invent, and Brainstorm. I recognized that we performed this acronym throughout the conversation. I
committed to seeking a Mutual Purpose by starting with the heart and stepping back to figure this out. Then, I
recognized that there must’ve been something deeper to why she felt what she did and I asked why she felt her
feelings. Next, I invented a sense of reassurance by telling her how much I care for our relationship because I
was aware of the long-term effects. Lastly, I brainstormed a strategy of how to mitigate these feelings in the
future. I suggested she tell me how she feels in the moment and that I would as well and that we would further
have a conversation about it. We differ in how we see things affecting each other and I feel it’s important to talk
about our different perspectives and seek to reach common ground (SEE EVIDENCE #85)
Source: Patterson, K., Grenny, J., McMillian, R. & Switzler, A. (2002). Crucial conversations: Tools for talking
when stakes are high. New York: McGraw-Hill.

facilitation techniques
120. Student will demonstrate proficiency of SOLC - URI Student Senate In SOLC (Student Organization Leadership Consultants), I was able to be a Lead
facilitation techniques Retreat Facilitator for the URI Student Senate retreat which consisted of about 25
participants. The group was a high functioning group and the other facilitators
and I had to facilitate in a way that ensured the group was getting what they
wanted out of it. First, we started with an energizing name game because the
retreat started early (9:30am) on a Saturday morning, we wanted to get them
engaged, and the facilitators and I wanted to know their names and connect
throughout the day. Then we all sat down and a new facilitator led the Full Values
Contract which connects all of the participants to the values and mindsets they
want to set for the day and in the future for the organization. After the facilitator
led the activity, we continued with another energizer, “Crazy 8’s,” since they’d
been sitting for some time needed to get moving, which they enjoyed. In
facilitating energizers, it’s good to get the participants engaged and having fun,
but maintaining control matters as well, so it’s important to keep that balance
with respect. As the rest of the day continued, a participant shared that they
were legally blind, which prompted us as facilitators to change a few aspects of
the different activities. This wasn’t difficult to do, however, it changed a little of
the flow of how we thought the day was going to go. However, this is a very
prominent piece that comes with every retreat; it will almost never go as planned
because of many different events, especially the group turning out to be high
functioning. Coming to a close, the facilitators and I consistently went back to
what was shared during the Full Values Contract creation and relating the
events of the day to what they wanted to do within the organization in the future.
This piece is critical because otherwise, the group would have done the activities
with no connection to why they requested the retreat in the first place. As a Lead,
it wasn’t my job to be present in every activity, but to make sure it ran as
smoothly as possible with the goals and outcomes achieved (SEE EVIDENCE #).

121. Student will demonstrate knowledge of HDF 413 SOLC Fall 2018 Retreat In my HDF 413 class, I went to the SOLC organization retreat this fall. A large component of what
de-briefing techniques we learned at the retreat was debriefing techniques to use at the end of an activity. Three of the
many types of techniques I recall were analogies, Kolb’s Experiential Learning Model, and
Feeling Cards. Analogies are of the first technique and are for people who are more visual
learners and processors. For example, if you wanted to debrief how members in a group took
charge or stayed back during activities, you would use the Airplane analogy. During the end of
the activity in the debrief, the facilitator asks the group to organize themselves, in the space
available, to the hierarchical order of who they felt they were on the Airplane during the activity.
The categories are Pilot (took charge), Flight Attendant (helped facilitate the group’s activity), or
Passenger ( just went along with the activity). Once they’ve organized themselves, they then
explain why they put themselves in those categories. Furthermore, you could ask the group who
they felt should be in what category and why. This is because at times, people order themselves
lower on the hierarchy when they were actually higher on it. This debrief helps with
understanding a person’s influence and personal power. Another technique I learned was the
Kolb’s Experiential Learning model. If an activity was chosen for a group to accomplish their
goal of establishing roles within their organization, for example, Kolb’s model would be used to
connect the process of the activity to how that process could be used to establish roles for the
group. The straightforward questions are as follows: “What happened in the activity?”, “What
did you notice during it?”, “What does that mean to you and how do you see it connecting back
to your organization?”, “How can you use what you’ve learned from this activity to accomplish
your organization’s goals?” This debriefs helps with explicitly achieving the goals the
organization set for themselves and set new ones as well. Lastly, an interesting debrief
technique I discovered was the Feelings Cards debrief. This debrief style helps people in groups
who aren’t as strong in explaining their thoughts as they are in explaining their feelings. As the
activity comes to a close, the facilitator begins the debrief with the cards by fanning them out on
the floor and asks the group to pick two, one for how they felt before or during the activity, and
one for how they felt during or after the activity. For example, if there was an activity that some
members of the group initially felt poorly in, but then achieved the goal and felt wonderful after,
the feelings cards debrief would help those people find what they felt before and after and
express it to the group. This not only allows the individual participants be aware of their own
feelings in the moment, but also acknowledge that of others which may or may not be the same.
(SEE EVIDENCE #45).
122. Student will demonstrate proficiency of URI Student Senate SOLC During my spring 2020 semester, I was a lead facilitator on the URI Student
de-briefing techniques Retreat Senate SOLC retreat. I did not take much part in facilitating most of the activities
but I was present for debriefing and transition activities while the other
facilitators set up the next part of the retreat. The organization spoke most about
how they want to strengthen their organization for the better with the goals they
had set at the beginning of the retreat all together. At the end of most group
activities, I and the other facilitators found it most productive to use Kolb's model
of debriefing. This is because Kolb focuses on reflection, observation, and
application of each activity. For the organization to fully understand and utilize
the learning of each activity, Kolb’s model was perfect for them. During this style
of debriefing, members share their thoughts, feelings, and ideas and other
members reply and respond. As this exchange is happening, I always summarize
and clarify what members are saying so that it becomes clear for the rest of the
group. Typically with groups, there are a few more prominent voices that speak
most of the time. Therefore, it’s important that I make sure other voices are also

being expressed and heard. I do this exercise where if someone has already
shared their thoughts, feelings, and ideas, they put their hands in their lap or
behind them, something that indicates they spoke already. It challenged some
senate members to speak their minds which showed other members what they
authentically thought and felt. Lastly, with this organization, I also made sure to
gather all of what was shared and communicate it in a cohesive way so
members remember what was shared and take it back with them in their
organization.

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

framing based on psychology and its use in
group facilitation

125. Student will demonstrate knowledge the four HDF 413 In HDF 413, Melissa Camba-Kelsay came into class to teach us about the four frames of
frames of organizations, and the meaning of organizations and what reframing means according to Bolman and Deal’s leadership
reframing by Bolman and Deal frameworks. A frame is a mental model or a set of ideas and assumptions that a person can
carry to help them understand concepts. The first frame of an organization is a Structural frame
which emphasizes the planning, specialized roles, and actual structure of an organization. When
things are not working, it’s up the the leaders to diagnose the organization's needs and develop
structural solutions because everything is interdependent of each other. An example of where a
structural frame would be used is within a factory or a company where the Manager or CEO of
the organization is to coordinate and plan the goals and objectives of the organization to keep it
running smoothly.The second frame of an organization is a Human Resources frame which
prioritizes the needs of the humans serving the organization first. It sees an organization as an
extended family and concentrates on the needs, feelings, and limitations of each person
involved. It’s also important to understand the strengths and special skills or talents of your
followers/employees before placing them in positions or giving them responsibilities that would
be better suited for someone else. An example of where you would recognize this frame is within
a family or an organization that is dedicated to serving its employees like a hospital. Next, the
third frame is the Political frame which is principally power-based and sees an organization as
an arena, contest, or jungle even. It is comprised of people competing for power and scarce
resources, bargaining, coercing, and compromising to achieve the overall agenda. Conflict is
rampant because of the different needs and perspectives, but it’s a normal part of the
organization. An example of this frame being used is within politics itself. The last organizational
frame is the Symbolic frame which emphasizes on how people use meaning, symbols, and spirit
to create a culture. In any organization, there are certain values, rituals, ceremonies, and stories
that make up the environment and symbols of the group, which attract its members to support
the cause. An example of using a Symbolic frame would be in Greek Life where many of the
rituals and ceremonies involved within each fraternity and sorority originate from a deeper
meaning and purpose that inspire its members to continue supporting the organization
throughout. Lastly, Bolman and Deal speak on the concept of reframing which is when we break
the frames we’ve adopted in our minds. Reframing requires one to assess a situation differently
than they would’ve from the frame they already have. Bolman and Deal suggest, “Managers who
master the hammer and expect all problems to behave like nails find life at work confusing and
frustrating” (Bolman, L.G. & Deal, T.E. (2013). It is when you use another perspective as a tool to
understand a concept and solve a problem differently. An example of reframing mind is (SEE
EVIDENCE #23).
Source: Bolman, L.G. & Deal,T.E. (2013). Reframing organizations: Artistry, Choice & Leadership.
(5th ed). San Francisco,CA: Jossey-Bass.

126. Student will describe personal application of HDF 413 URI Tour Guides In my HDF 413 class, I learned about the concepts of the four frames of organizations and of
organizational analysis using the four Personal Experience reframing from Bolman and Deal. As a Tour Guide for the University of Rhode Island, the Tour
frames of organizations, and breaking the Guide organization is very much run with a Structural Organizational frame of thinking. As far as
frame / reframing (Bolman and Deal) specialized roles, it consists of the Admissions Office at the top of the organizational hierarchy
who provide demographic information to the Tour Guides to give on tour and the feedback from
the prospective students and families that visit URI while on tour. A step lower on the scale lie
the Program Coordinators for the organization who schedule and host the staff meetings with all
of the returning Tour Guides and the training meetings with the newly hired Tour Guides. They
also establish and reinstate the organization’s goals for everyone to strive to achieve for. They
also organize any organizational events such as Friendsgiving and Meet & Greet. Then the other
E-board member positions, such as Recruitment and Retention, Public Relations, and Visit
Enhancement, are all at an equal stance as far as work efforts and contribution in the
organization. As the structural frame exists as an interdependent entity, it is very important that
each Admissions Counselor, E-board member, Program Coordinator, and individual Tour Guide
does their jobs efficiently to achieve the ultimate goal of an enjoyable visit of URI for the
prospective students and families and their possible attendance at URI. Conclusively, if there is
a problem within the structure of the organization, the students and staff who run the Tour Guide
team will have meetings and feedback surveys to understand where the issues lie and how they
can best correct them. To draw on how I personally applied the concept of reframing, I will
connect it to how I approached the challenges I endured this Fall 2018 semester. I was not
prepared for the semester, so when the challenges rose, I had embraced a frame of “Giving up
will solve all of my problems.” With this frame, I had relieved myself of any academic stressors
or demands that caused stress and anxiety. Additionally, I had accepted my challenges as too
grand and my ability to rise through them as impractical. However, I sought counseling and
mentorship when it reached a higher level of intensity and I was advised to view my
circumstances from a different lens; to reframe my thinking. I was asked to look at the
challenges that came along as just those, challenges; to see them as inquiries of my personal
strength and perseverance as a college student instead of intimidating examinations. This
helped me in adopting practices to strengthen myself and face the challenges head on instead of
avoiding them. I was able to reframe my thinking from “Giving up will solve all of my problems”
to “It’s okay to fail, but it’s not okay to give up.” Nearing the end of the semester, I’ve learned to
adopt this new frame of thinking and it had served me a lot in my efforts to finish off the
semester strong, and I will continue to see challenges in life as just those, challenges. (SEE
EVIDENCE #37).
127. Student will show knowledge of organizing Personal Experience First, it is important to establish which method of communication you and the
meetings / setting agendas / and leading people you’re meeting will use. It’s easier if there’s a clear path of
meetings communication that people can refer to. Then, to make sure you will be able to
meet, you need to state when and where the meeting will take place, based on
schedules and access to meeting spaces. Indicating how often the meetings will
take place and keeping this consistent is also important so that people make it a
routine. Setting agendas is dependent upon the nature of each meeting
(personal, professional, group, project, etc.). Each meeting agenda should be
made for each individual meeting so that each one is productive and addresses
all points needed to be addressed, which can be done during the meeting. This
keeps the meeting flowing and efficient. In each meeting, leading with a general
check-in and how people are doing overall is good because we’re all people first,
engaging in points of contact like this helps show support. If the meeting gets off

track, the leader should have a way of always bringing it back to focus or having
a method in place where it doesn’t happen often in the first place. Leading the
meeting also includes being inclusive, cognizant of time, and making plans for the
next meeting.
128. Student will describe personal examples of PASS (Program for As a PASS Coach, I work with three students who were academically dismissed
organizing meetings / setting agendas / Academic Support & by the university but applied for the PASS program which assigns the students
leading meetings Success) Coach to a weekly coach to attain a 2.0 GPA which will ensure their continuation at URI.
I met with these students weekly to discuss their overall academic performance
and how to get to a 2.0 GPA overall as well as accomplish other goals. When I
first met these students, we exchanged numbers because that was the most
direct form of contact for us. At the first meeting, I set up meetings with them all
individually based on both of our schedules. I used Google Calendar to invite
them to each meeting for each week. Each week, I also met with the other PASS
Coaches as well as the coordinators of the program on certain weekly topics
and things that have come up with other students. These meetings helped me set
my weekly meeting agendas with my students. I would write the notes from each
meeting and address them with my students each week additional to my own
coaching. As I met with these students, our meetings were directed by the set
agenda, and at the end of each meeting, we set another agenda for the next
meeting. Lastly, during each meeting, I would lead with a general check-in with
each student to gauge how they were doing overall, about the program, classes,
etc. Then we’d address the agenda items. Sometimes we’d get off track but I
would always lead it back to the main points. Then I’d spend some time with them
planning the next meeting. I’d also ask them questions and to ask me any that
they might’ve had.
129. Student will show knowledge of

Parliamentary Procedure
130. Student will show knowledge of techniques

for working with difficult people
131. Student will describe personal examples of Rooming Situation In my sophomore year at URI, I learned how to live with a difficult person. This
using techniques to work effectively with 2017-2018 person was one of the 10 suitemates I had in our room in Eddy hall. She was a
difficult people friend before we lived together, but currently, we are no longer friends, mainly
due to the living situation being less than ideal and toxic. However, eventually I
learned how to live more comfortably with her being a difficult person. One
technique I used was firmly communicating my boundaries. I did not want to
leave my door open while I was not in the suite because I do not feel comfortable
doing that with 10 people in one suite. By doing so, I explained that I will lend her
anything she may need, but that she will have to wait until I am back in the suite
to do so. Another technique that I implemented was expressing my grievances
with her and expressing that it wasn’t her that I had a problem with, but the
behavior. I did not like it when she did not clean her dishes or sink area. I used to
do it before, but then I thought I needed to say something. I firmly expressed
what I was feeling and why, which at first wasn’t welcomed. Then, because of the
avenue I took, I learned to use more compassion and empathy, to try and see
where the other person was coming from. As I was experiencing these things, I

also confided in a friend to learn more ways of how to go about certain
situations because I didn’t always have all the answers. This helped immensely
for some of the situations that were had. Lastly, not behaving in the same way as
the other person, or not being difficult, definitely keeps the problem from
escalating. Keeping my cool was a challenge, but it was much more worth it than
adding gasoline to the fire.
132. Student will show knowledge of the stages HDF 412 In my HDF 412 class, I learned about the “Group Development Model” by Bruce Tuckman. The model shows the
of group development (Tuckman/Tuckman stages in which a group or team develops in their cohesiveness and effectiveness for a certain task as a group.
& Jensen, Bennis or others) The model is progressive and has five stages of development. Forming is the first stage where members of a
group or team are getting to know each other as well as the task. The group’s role is to help the group establish
roles and responsibilities. Storming is the next phase in which members’ personalities and leadership styles are
presented. Conflict may arise as differing leadership styles may approaching the task differently, which is why
it’s important for the group to work together to find a plan of action. Next, when the group’s plan comes
together, ideas are used and the task is being worked on is Norming. At this point there is more cohesion and
trust among group/team members. Performing was previously noted as the last stage in the model where the
group has come to a point of stability, their goals were met, and they got the job done. In 1977, Mary Ann Jensen
and Tuckman included Adjourning as the final stage in the model. They observed that groups were not
completely done with the task until they wrapped it up with aspects such as debriefing or reflecting on the
process they went through as a group. Tuckman & Jensen’s Group Development Model can and has been used
across all platforms and is effective in making a group project much more efficient (SEE EVIDENCE #62).
Source: Kison, R., & Emmie. (2019, October 28). Tuckman's Team and Group Development Model: by
Emma-Louise Elsey: The Launchpad - The Coaching Tools Company Blog. Retrieved from
https://www.thecoachingtoolscompany.com/get-your-team-performing-beautifully-with-this-powerful-group-d
evelopment-model/.

133. Student will describe personal examples of HDF 413 Thrive URI In HDF 413, I was further instructed on Tuckman’s group development model and how it applies
group development in use to group facilitation. As President of Thrive, I have personally applied group development
(Tuckman/Tuckman & Jensen, Bennis or practices to the organization. In the Forming stage, I along with the executive board of the
others). organization had our Kick-Off Party at the beginning of the semester and our SOLC Retreat
midway through the semester. The Kick-Off party was where the students that were interested in
joining Thrive can meet the current members, become acquainted with the other interested
students, and simply learn about Thrive. After becoming acquainted and moving onto the
Storming stage, we introduced our High-Lows at our first meeting. High-Lows are the first topic
on the agenda that we do as an organization to talk about the highs and lows of our day/week.
Here, members start to communicate their feelings to the group and begin to feel part of a more
familiar group rather than as separate individuals. With this tone setting of inclusion, we moved
onto the Norming stage. As we got farther along, more ideas about social change at URI were
shared from the members of Thrive through our Impact Labs. By being able to deliver their ideas,
accept others’ viewpoints, and share their viewpoints for other Impact Labs presented, members
felt more immersed in the organization and part of a team. This was especially true when Thrive
had our SOLC retreat midway through the semester. Through the activities given and the
debriefs executed, Thrive experienced a higher feeling of capability and strength because of the
efforts contributed from everyone. Progressing through the semester, the organization
performed in a cohesive and well-run environment when discussing the next steps for the now
called, “Passion Project” we collectively voted on, as well as when working towards the next
steps of the project. Every member, including E-board, had their own important role in advancing
this project and we all worked together. Lastly, Thrive will be adjourning this semester with a
potluck style meeting where members bringing in food, music, and fun. As President, I will meet
with my E-board members to discuss the areas of success, the areas of improvement, and the
next steps for Thrive to take next Spring semester. Also to rate each other’s performance and
provide constructive feedback. (SEE EVIDENCE #25).
134. Student will show knowledge of group roles

and how they contribute to group dynamics
(Johnson & Johnson; Benne & Sheats;
Knowles & Knowles; etc.)

group roles and how they contribute to
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136. Student will show knowledge of effective Personal Research As a member in a group, I think it would be most effective to do what was asked
memberships skills in groups of me so that the group can have the most productive meetings or processes. In
addition to being prepared, effective membership in a group also includes being
present at every meeting so that information is communicated at a timely point
and there isn’t any missing information. This helps the group progress more
smoothly when everyone’s on the same page. Moreover, being active and
participatory in a group is important because the thoughts and ideas of all
members is what makes the group a whole instead of just a few voices.
Additionally, the more ideas present, the more the group can work from and
with. Being a member in a group also meant being inclusive of all other group
members. As a member, I think it’s important to be a part of that process as

much as possible. Membership means doing your part and putting in the energy
for the group’s tasks and goals. As a member, I felt it was important to be
supportive and part of as many processes as I could be.
137. Student will describe personal examples of Sophomore Breakthrough In May of 2019, I agreed to be part of the committee for planning Sophomore
membership skills in use Experience 2019 Breakthrough Experience (SBE). SBE is a day where URI sophomores spend time
learning about themselves while meeting other peers and upper class student
leaders on campus. As part of the committee, we had weekly meetings to plan for
the event and all of its components, which consisted of myself and another
senior, two juniors, and two graduate students. As a member in a group, I
thought it would be most effective to do what was asked of us every week before
the meeting so that we can have the most productive meetings. One meeting, we
were all asked to bring in our ideas of the kinds of topics and concepts that we
should include in this year’s SBE. Not all of the members brought ideas, but I
made sure I had a complete list of ideas to present at the meeting. In addition to
being prepared, effective membership in a group also includes being present at
every meeting so that information is communicated at a timely point and there
isn’t any missing information. This helps the group progress more smoothly
when everyone’s on the same page. Further along the development of the event, I
made sure to not only be present for every meeting, but have ideas, input,
insight, and feedback to share. Being active and participatory in a group is
important because the thoughts and ideas of all members is what makes the
group a whole instead of just a few voices. Additionally, the more ideas present,
the more the group can work from and with. Being a member in a group also
meant being inclusive of all other group members. If someone had a thought and
it wasn’t heard or was cut off, it’s important to make an inclusive space for those
ideas to come through and acknowledge that person’s ideas. In conducting
interviews, all members were asked to be interviewers for the peer leaders we
recruited. As a member, I think it’s important to be a part of that process as
much as possible. Membership means doing your part and putting in the energy
for the group’s tasks and goals. Lastly, on the day of the event, I was a helping
hand wherever I was needed because, as a member, I felt it was important to be
supportive and part of as many processes as I could be.

138. Student will show knowledge of the HDF 413 In HDF 413, I learned more about Sanford’s theory of Challenge and Support. The theory was
Challenge and Support theory by Sanford, created to show that a person needs a balanced amount of challenge and support to grow and
and its relationship to organizations personally develop when accomplishing a task. His model for this theory shows that if a person,
mainly a college student, has too much challenge within a task, they will most likely become
frustrated, quit readily, and have a negative experience. However, if the student has too much
support, they will not learn or grow as much because the challenge is stripped away. The
balance of both promotes a ‘growth zone’ for the student where they can successfully complete
the task in addition to learning something. Another element that Sanford acknowledges is the
readiness factor. If a person isn’t ready for something physically or mentally, then their chances
of growing or learning in that experience are reduced because they aren’t prepared for it. As a
consultant or leader in relation to an organization, it’s very important to provide the organization
served with both a level of challenge and support to allow room for growth. With an extreme of
either element, group members with too much challenge may become agitated and give up on
their goals, but with too much support and their learning is repressed. Providing both can allow
for a comfortable environment for acceleration and safety. (SEE EVIDENCE #44).
Source: Sanford's Challenge & Support Theory. (2011, April 28). Retrieved from
https://imjoeboe.wordpress.com/2011/04/28/challenge-support/
139. Student will describe personal examples of HDF 415 Peer Leadership In my HDF 190 class, I learned about the Challenge and Support theory by Sandford. I’ve been able to
using the theory of Challenge and Support Gabriella Siniscalchi apply its uses to my FLITE students when executing 1-on-1’s with them midway through the semester.
(Sanford) I've found it useful to directly ask them what they needed from me as their Peer Leader to tailor to their
individual levels of challenge and support. This is because it’s more effective to understand how each
student operates instead of trying to guess what they need overall. In my 1-on-1’s, I asked questions
that pertained to of challenge and support directly. For challenge, I asked, “Where do you think you are
doing well and where do you think you could improve?” I challenged my students to speak on their
accomplishments, which many students struggle with. Additionally, I challenged them to express humility
in where they need more assistance in. In support, I asked, “What do you need most help with?”Here I
express that I’m here for that student in helping them achieve their goals for the class as a Peer Leader.
This is to show them that they are not alone in doing this and that I am a resource. I also approach my
menthe Gabby with the challenge and support theory as well. With Gabby, I want to make sure she is
learning with every experience she has. I challenge her to look at circumstances through a larger lens
through reflection and objectivity. I also challenge her by suggesting she put herself in situations that will
expand her comfort zone like applying to be an E-board member of her organization. That way she’s
learning to put herself out there and practice learning leadership skills. I also support Gabby in
everything she does. I answer her phone calls whenever she needs me and I make myself a resource
for her when she needs help or just someone to talk to. Having that challenge and support relationship
will give Gabby the transformational aspect of the relationship but also the acceptance portion of it. (SEE
EVIDENCE #41).

construction / elements of informative and
persuasive speeches
141. Student will demonstrate proficiency in

informative and persuasive public speaking
142. Student will show knowledge of planning Sophomore Breakthrough As part of the SBE experience, I learned what it meant to be an interviewer. In
and conducting interviews (as the Experience 2019 planning interviews, you want to make sure that you and the person(s) you are
interviewer) interviewing have a point of contact, whether it’s email, phone, or whatever you

feel is appropriate. Then, setting a day, time, and location for the meeting, ideally
one that both parties can attend comfortably. Next, sending a reminder to those
being interviewed is important because it prompts the interviewee(s) to
remember. If it is just you who is the interviewer, arriving 5-10 minutes earlier
so that if the interviewee(s) do the same, they can see where you are. I believe
it’s better to be earlier than on time. As you meet with your interviewee, a
greeting and a personal check-in is appropriate. It helps to ease the atmosphere
with a simple, “How are you feeling?” Next, during the interview, clearly
communicating your questions is important for the interviewee to answer as
clearly as they can. Having questions prepared in terms of the information you
want to obtain helps give structure to the conversation. I believe that an
interview should be more of a conversation. Whether it is in a formal setting, I
believe in both parties being themselves and still addressing the
position/programs requirements in person. Lastly, in going through the
interview, keeping check of time because the other person may not be aware of
time. A watch helps.
143. Student will describe personal examples of 2019 Sophomore During my senior year at URI, I was part of the Logistics team for the 2019
planning and conducting interviews (as the Breakthrough Experience Sophomore Breakthrough Experience (SBE). SBE is a day where sophomores
interviewer) spend time not only learning about themselves, but also meet other peers and
upper class student leaders on campus. As part of the Logistics team, I was
included as one of the interviewers that recruited URI leaders to assist in
delegating presentations and activities for the sophomores during the day. We
broke up the amount of applicants that we would each interview as teams of two
and we each had three applicants each. Each interview was 15-20 minutes. We
met a little before each interview to coordinate which questions we wanted to
ask and who was going to ask them. We also decided to leave room for any
furthering questions based on the applicants’ responses. As the applicants
entered the room, we asked our questions and allowed room for them to ask any
questions of us. We all conducted our interviews then shared our thoughts and
comments with the rest of the group to build consensus on who our team was
going to be.
144. Student will show knowledge of preparing 2020 Teach For America During my senior year at URI, I applied to a program called Teach For America, a
for and giving effective answers in Interview program under Americorps where I’d teach at an underserved school for two
interviews (as the interviewee) years while studying to obtain my teaching license. I directly connect to the
organization’s impact and what it works to achieve every year with its students.
Because I really wanted to get into this program, I researched effective ways to
prepare for my interview. I researched the organization’s mission, history, and
values on their website. This was because if asked about it, I could give well,
thought out answers showing my dedication by researching to know more about
the organization I’m applying to. To prepare, I found articles that said practicing
is key to nailing an interview. This is because I may not have the answer to each
question, but if I know how to give some kind of answer, it’s better than saying, “I
don’t know.” Lastly in preparing, I found information on how getting a good
night’s rest the night before and having a good breakfast the day of help to boost
my mood overall so I’m that much more energized. In preparing for effective
answers, I read many articles on how to deliver them in the interview. When

answering, don’t take a long time answering any one of them, most times
interviews are 30-mins to an hour and the interviewer wants to get through all
of them. One method I found was the S-T-A-R method used for speaking on
experiential questions strongly and succinctly. ‘S’ for the situation, meaning you
explain what the goal/objective/premise was to the experience. ‘T’ for the task
that was put onto me or the task that needed to be done. Next, ‘A’ represents the
action that I took in the situation. Lastly, ‘R’ is where I disclose the results from
what I did in the situation. I found this to be extremely helpful in following a
format and not just speaking extensively. Moreover, I found that it is more than
okay to have the interviewer repeat the questions if need be, it shows that I
actually want to understand what I’m answering and answer it clearly. At first, I
thought it would be disrespectful because it may show that I wasn’t paying
attention.
145. Student will describe personal examples of UM: FPHLP 2018 In Spring of 2018, I applied for the CUPS (CDC Undergraduate Public Health Scholars) Summer
preparing for and being interviewed Internship for the University of Michigan, Ann Arbor: Future Public Health Leaders Program. I
later advanced onto the second round of the application process where a phone interview took
place. Before the interview, I conducted research on the most frequently asked interview
questions and chose to answer the ones that applied the most to the program. These questions
were, “What are your strengths as an individual in a group?,” “What do you aspire to do in the
Public Health field?,” “Have you worked on a team before, and if so, what was your role?” I felt
these questions, along with many others, applied to the program because I knew that I was going
to work with a group of other participants throughout the program who were uniquely different
from me. Knowing my strengths, the role I take in group settings, and what I aspire to do in the
Public Health field all tie into the group of students I will work with, and it helps the coordinators
understand more of who I am and where I would fit best in the field. I also researched strategies
and techniques on how to answer questions that the interviewer might ask me and how to
manifest confidence over the phone. A finding that surfaced was to take my time when
answering a question to fully reflect and provide a cohesive answer. By pausing to think, I can
give a more thoughtful answer as opposed to a hasty, incomplete answer because I feel a sense
of pressure. The interviewer, Ashley, inquired me to, “Name a time where I was faced with a
conflict or challenge and how I overcame that conflict or challenge.” To this I requested a few
minutes to think of a time where I had a conflict and resolved it. After giving it thought, I was able
to say, “A time I faced a conflict was when I was in a group project for my communications class
and the group was not a high-functioning one. No one else in the group chose to put in as much
effort as I did and I had to talk to the professor. She and I created a structural agenda for the
group to follow and assign roles to, that way I was not the only person doing the work. The
group found that having more structure helped in being able to distinguish tasks more
effectively and perform them completely. I was able to take the struggle of lack of work from my
group members and create a solution that helped us all in the end.” Nearing the end of the
interview after I was informed of the logistics of the program and the application process, the
interviewer asked me if I had any questions for her about anything. Before the interview, I had
researched essential questions for interviewees to ask. The ones I chose to ask were, “What
resources should students take advantage of and focus on in the duration of their internship?,”
and “What kind of projects will I be working on?” Ashley was very willing to give me this
information and I was able to understand more of what the program was in addition to what was
on the website. (SEE EVIDENCE #36)

Source: Editor, T. M. (2015, September 02). 31 Common Interview Questions and Answers.
Retrieved from
https://www.themuse.com/advice/how-to-answer-the-31-most-common-interview-questions
146. Student will show knowledge of effective

collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)

working in collaboratives/coalitions

techniques to communicate and engage in
difficult dialogues related to diversity and
inclusion.
149. Student will demonstrate proficiency in Multicultural Overnight In the Multicultural Overnight Program (MOP) run by D.R.I.V.E., I was an
communicating and engaging in difficult Program (MOP) overnight host for students interested in attending URI in the upcoming fall
dialogues related to diversity and inclusion. semester as high school seniors. As a host, I was tasked with planning activities
for entertainment with the students and game night was one of the planned
activities. During the game night, a conversation about being in different
environments with different identities and backgrounds broke out in a group of
students. They were concerned that they weren’t going to fit in at college
because of the diverse elements of their backgrounds that they hold. After
hearing this, I decided to walk over to them and ask to be a part of their
conversation. They started talking about how they weren’t really accepted in
high school and that others around them were uncomfortable and even
disrespectful towards their presence around them. I could tell they had already
felt shut down from expressing themselves authentically in school settings and I
started opening up the discussion of diversity and inclusion. When I began
talking about this, other students decided to join the conversation and listen in to
what was being said. Many other students identified with the struggles that the
original students had faced, and other students had a hard time figuring out how
to be inclusive of students because they’ve expressed they’ve rarely been
around other students of different backgrounds, let alone unique ones.
Therefore, I began to ask students in the conversation about what diversity and
inclusion meant to them to see what they saw it as. There were many responses,
some on point, and some that could use work. Overall, after the conversation,
which was kind of difficult to navigate with the different stories shared, I felt that
some students became more open to hearing stories of other students who’ve
felt outcasted in their school settings before. I also noticed that some of the
students that later joined the conversation befriended those who’d felt outcasted
before which was nice to witness (SEE EVIDENCE # picture of gabby and people).
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
153. Student will describe personal examples of URI Kizomba Classes At URI, my partner and I started to teach free Kizomba classes in the Eddy
building relationships with members as a Residence Hall. As the lead teachers, Dylan and I had to build relationships with
leader our members that would come every week. As Dylan and I spread the message
and promoted the classes, we built relationships with the student-dancers
already present at URI in CVSA as well as eXposure and other URI Dance
groups. We spoke about the history of Kizomba and ho3 nw impactful and
beautiful it is. We mainly received students from ethnic backgrounds who were
already familiar with Afro-Latin dances such as Kizomba, but once in a while,
we’d get people who weren’t of ethnic background and weren’t familiar with
Afro-Latind dancing. In our classes, we’d start with introductions so that we’d all
be able to connect with each other after if we wanted to. We also did a warm up
altogether before breaking up into partners. As leaders, Dylan and I made sure
we were always encouraging and addressed any discomfort as we went along,
especially for those who were new at dancing. We’d dance with members
individually as well as show examples in demonstration. Then, we’d come back
together after the class was done and add any new members to our WhatsApp to
stay in contact with them. Outside of classes, we’d see the members who came to
any one of our classes and we’d say hey with a smile. Now when we’re out of
classes, we have new connections and even friendships to invite to dance socials
or just to dance and have fun.
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 of Yin Yang Kizomba Second More recently, I’ve had my credibility as a leader misjudged. Within the spaces
building, maintaining, and repairing his/her Afro-Latin Dance Social that I’ve acted as a leader, I became familiar with working with people
own credibility as a leader interpersonally, communicating information to different kinds of groups, and
connecting people to themselves. Most of my experience is with people. My
partner mistook my leadership abilities as solely being with people, so he did not
include me in the decisions and meetings with other people regarding other
aspects of our first Yin Yang Kizomba Afro-Latin Dance Social event. I gave my
feedback on the aspects I was not a part of to show that if certain things had
been different, the event would've been that much more smoother. When
working on creating our second monthly Yin Yang Kizomba Afro-Latin Dance
Social, our partnership structure changed. I was able to repair my credibility by
explaining my grievances to my partner and showing the changes that I would’ve
made to our event. I was included in every meeting, phone call, decision made,
etc. It wasn’t that my partner did not want me as a part of the event planning, we
thought because he was more familiar with this, that he should take control. I
repaired my credibility as a leader because I showed my partner that I have

skills and insights that prove effective to our business, and now we’re more of a
team then ever before.
156. Student will describe ethical standards in

influence
157. Student will describe influence applies to

leadership

158. Student will describe principles of effective This semester I am taking HDF 291: Rose Butler Browne Peer Mentoring Program here at URI. One of
mentoring, as well as problems particular to our beginning classes were about mentoring and what it means to all of us. We wrote a chart down of all
the mentoring relationship the qualities a mentor should possess, shouldn’t possess, and all the qualities a mentee should or
shouldn’t have. On the side of being a mentor, we wrote the principles that a mentor should follow when
practicing effective mentoring which included having knowledgeable experiences at hand. This is
because students can learn from the different experiences their mentor might’ve gone through so they
can see their successes and failures, which is also something mentors should be transparent with their
mentees about. This is because students can see for themselves that what they’re going through, if it
relates, has been dealt with by someone who can now mentor them on what to do and what not to do
with those experiences so they can help with their success. Another principle we wrote down for
effective mentoring the ability of the mentor to want to be a mentor for the genuine sake of witnessing
their mentee’s growth as a person. This is because when a mentor only works to benefit and enhance a
mentee’s personal development and growth, there is so much more passion for the drive to excellence.
The mentor’s motivation to mentor the mentee will then create that same serge of determination of
success within the mentee because they’re getting that external positive feedback and internalizing it.
Lastly, we’d also decided that another effective principle a mentor should possess was to be completely
honest with their mentee, honest about their progress, and honest about their potential. This way, the
mentee isn’t receiving feedback they want to hear, but in which they need to hear. A mentor should tell
their mentee what they’re really feeling as to not project dishonest feelings so the mentee has a false
truth of their practices. Some problems that may be a factor in having a mentoring relationship is the
tendency that a mentor may have of becoming too authoritative. Mentor’s can sometimes has the
intense notion that they are “the boss” or “I know more than you so you have to listen to what I’m
saying”. This leads to an imbalance of the distribution of respect, it goes both ways. Another problem
that may arise is quite the opposite where a mentee may not respect the mentor’s efforts enough and
not absorb what the mentor is trying to instill into the mentee for their benefit. The mentee may see the
mentor as someone who is openly willing to give them all the answers and not encourage them to find
some themselves, which is a necessary process of personal growth. Overall, a mentor is someone who
is willing to work with someone, a mentee, who is also willing to work on themselves and their
progression through situations. Challenges may arise between the two, but it’s up to both parties to
work on the end goal.
In my HDF 291 class, I learned about principles of effective mentoring and problems that relate to the
mentoring relationship. We wrote a chart down of all the qualities a mentor should or shouldn’t possess
in order to be effective, and all the qualities a mentee should or shouldn’ t have in order to learn
effectively. On the side of being a mentor, we wrote about practicing effective mentoring which included
having knowledgeable experiences at hand. This is because students can learn from the different
experiences their mentor might’ v e gone through to witness their successes and failures. This is also
something mentors should be transparent with their mentees about. I have found this to be an effective
principle for my HDF 190 students that I mentor for the HDF 415: Peer Leadership class. Having taken
the HDF 190 class helps me in my distribution of valuable information for them and sharing my
experiences with the class can show them how the class is run. Another principle we wrote down for
effective mentoring is having a passion to mentor for the genuine sake of witnessing their mentee’ s
growth. The mentor’s motivation to mentor the mentee will then create that same serge of determination
of success within the mentee because they’re getting that external positive feedback and internalizing it.
Making sure that I give them my positive encouragement to them for them to understand that they’ r e
able to achieve anything is very important for their self-efficacy. Lastly, we also decided that another
effective principle a mentor should possess was to be completely honest with their mentee. For
example, being honest about their progress and honest about their potential. This way, the mentee isn’ t

receiving feedback they want to hear, but what they need to hear. Telling my students how they’re doing
in the class gives them a sense of where they need to focus their energy and where they can improve
for their overall learning. Some problems that may be a factor in having a mentoring relationship is the
mentor becoming too authoritative. Being too authoritative doesn’t make space for negotiations or open
dialogue. This leads to an imbalance of the distribution of respect because it’ s mutual. Another problem
that may arise is the opposite where a mentee may not respect the mentor’s efforts enough. The
mentee may see the mentor as someone who is willing to give them all the answers and not encourage
them to find some themselves, which is a necessary process of personal growth. I feel having a
relational yet professional manner with my students shows that we can relax when there’ s time but after
the work needed is done. Overall, a mentor is someone who is willing to work with someone and a
menthe is someone who is also willing to work on themselves and their progression through situations.
(SEE EVIDENCE #29)

159. Student will describe personal examples of HDF 291 Elana Michelle Rivkin In my class HDF 291: Rose Butler Browne Peer Mentoring Program, my first larger assignment was to
mentoring and being mentored Gabriella Siniscalchi craft a presentation about a mentor I have in my life, whether personal or professional, and talk about
HDF 415 Sara Monteiro our relationship and the impact they have on me as a whole.I chose to present Elana Michelle Rivkin.
She is a Senior Film Media major with minors in Leadership Studies and Psychology. I hadn’t realized
I’ve had a mentor ever since I applied to be an Orientation Leader until I sat her down for our Mentor
Interview for the project. I also didn’t realize that she saw me as one of her own personal mentors as
well, so we mentor each other on many aspects of life. Mentoring her on situations she may be foreign
to is a really eye-opening experience because I had the notion that when you’re a Senior, you have
everything together, that’s not always the case. I’d also realized that while I would be her mentor for
something, I would use what I’d said to her for one situation and apply it to an instance I was a part of,
so I essentially mentored myself. For example, when it comes to her having fear of uncertainty or the
future of graduation, I help her map out exactly what she’s dreading and work to diminish each anxiety
that comes along with the perceived fears. I also tell her like it is because not only do I want to see her
growth into the woman I know her to be, I want to be her true friend and be open and honest constantly.
It shows myself a lot of growth to be able to be seen as a mentor to someone who is already such a
successful and powerful figure at URI. On the other side, she mentors me I feel more than I her. She is
one of the many people here at URI that envision my growth, success, and abilities before I do. She
works to keep my head on straight and to make sure I’m always being true to myself in all that I do. She
helps me figure out my own problems, for example, when I ask her something like ,”Should I do this?”
she’ll say, “Ask yourself that questions?” This way I’m not relying on her to figure out everything for
me. Altogether, I’m grateful enough to have someone who not only genuinely cares about me and my
potential, but someone I can also call my best friend. In my HDF 415 class, I have learned to apply
principles of effective mentoring in HDF 190: FLITE. As a FLITE Peer Leader, the principles I have used
involve having experience, a genuine passion for my students and their growth, and being transparent
with the students. Throughout the semester, I gave insight on how the class was going to go from start
to finish and what they should give attention to. One experience I shared with them was of how I found it
difficult to find evidence at the end of my inventory being completed and that I should’ve found evidence
progressively as I finished each outcome. In addition to sharing my experiences with my FLITE students,
I also shared my URI experiences with my menthe, Gabriella Siniscalchi. I met Gabby at D.R.I.V.E’s
Multicultural Overnight Program for out-of state students and encouraged her to attend URI. After the
program, I agreed to being her mentor and I have been sharing my experiences here at URI which
prompted her to get more involved. Next, I have a genuine passion for my FLITE students and Gabby
which shines through when I challenge them to take on challenges they may not have had before. For
example, with my FLITE students, I challenge them to have at least 5 outcomes done every other week
so they can learn to be productive towards an assignment that isn’t due for a while. This lesson of
planning ahead will serve them well in the future and I want them to understand that early for their future
successes. With Gabby, I challenge her to branch out from her friend group because I want her to learn
that she needs to prioritize herself over her friends. This is a lesson I’ve tried to instill in Gabby because
I have experience with putting others ahead of myself and I know now that in order for her to grow, she
needs to be there for her first, then others. Lastly, I am transparent with my students and Gabby about
what I’ve done that has added to and hindered my growth as a leader. For example, with my students, I
explain to them that I am forever growing as a leader and that they do not have to have everything
figured out in this moment because it is a process. I also explain the same to Gabby when it comes to
her personal growth as a young woman in college. Along with being a mentor, I also have a
personal/professional mentor named Sara Monteiro that I met at the 2018 Alumni of Color Panel. Her
mentoring style consists of being purposeful; driving out the ‘why’ factor from me when I think to get
involved with something. She also believes in making my core values more apparent in the everyday
things I do because she follows the 4 V’s Model. Sara has also given me professional challenges to

work on such as relaying the messages of my organization, Thrive, more intensely to get others on
board to what we’re trying to accomplish. Sara has also given me personal advice to work on such as
limiting how many things I put my energy into and to make those few things worth while. (SEE
EVIDENCE #30 and #31)
160. Student will describe principles of effective HDF 415 In my HDF 415: FLITE Peer Leadership class, I am a peer leader in HDF 190: First-Year Leaders
peer leadership, as well as problems Inspired To Excellence (FLITE). I am a peer leader for eight of the twenty-nine first-year students who
particular to peer leadership are pursuing the Leadership minor that URI has to offer this semester and the rest are mentored by
other mentors in the class. I am here to be a guide for my team members on information about the class
itself, the Leadership minor, and as an aid in their personal development and growth throughout the
semester. Being a peer leader, I have a few effective peer leadership principles in mind that I strive to
follow when in my role. The first being “work hard, play hard”. In a class like HDF 190, there’s a lot of
relationship building and fun activities. I try to express to my first-year students that yes, there will be
times where we will have entertaining conversations and activities to be a part of, however, if they aren’t
on top of their work and outside classroom assignments, they will fall behind and not be able to fully
participate in activities that have to do with class material. Another principle that I use for effective
leadership is the principle of transparency. I am always going to be open with my students about myself,
my faults, my challenges, and my learning experiences. This is because I want them to understand that
we are all learning and exploring ourselves equally and I am in no way above them. I work to show that I
am not perfect, I fail from time to time, and I want them to learn from my mistakes to enhance their
learning. Additionally, another effective principle I use is establishing that initial inclusive connection so
that the students can also look to me as a resource for any conflicts they may be going through or any
distresses that are affecting their class work or abilities. It’s important that the students can also feel like
they have someone on their side and someone who understands that life gets hectic sometimes,
especially in college, and is willing to work with them. Yet, even with these, problems can arise in peer
leadership. Some problems may be with the first principle of “work hard, play hard” because students
may want to have more leisure time or not work as much on their work for the class. This can be a
problem for a peer leader when trying to push the students to be on track. Additionally, they may see the
peer leader as a friend as well, and in this aspect, they may lack some respect for their efforts as a peer
leader. Other problems may arise when the students don’t follow the principle of transparency. For
instance, they aren’t communicating with the peer leader, or me, if something is going on with them or
not really being open and honest with themselves, for example, when writing their outcomes that require
depth and reflection. Moreover, challenges may arise when that bond or connection between the
students and I is not established. By not having that bond, the dynamic of mutual impact isn’t there or
sorely lacking. That connection needs to be there for them to feel they can approach me openly. These
are the principles I use when peer leading in HDF 190 and the challenges that may come from this
leadership opportunity but they’re challenges that will help my students and myself grow exponentially.

related to being a peer leader and being led
by peers

HDF 492 Outcomes

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Name: Georgina Miranda

Leadership Inventory Revised 08/22/2017

Outcomes for Portfolio:

Leadership Inventory Revised 08/22/2017

Leadership Inventory Revised 08/22/2017

Leadership Inventory Revised 08/22/2017

Leadership Inventory Revised 08/22/2017

Leadership Inventory Revised 08/22/2017

Leadership Inventory Revised 08/22/2017

Leadership Inventory Revised 08/22/2017

Leadership Inventory Revised 08/22/2017

Leadership Inventory Revised 08/22/2017

Leadership Inventory Revised 08/22/2017

Leadership Inventory Revised 08/22/2017

Leadership Inventory Revised 08/22/2017

15. Student will show knowledge of the theory

16. Student will show application of Manz &

Leadership Inventory Revised 08/22/2017

Leadership Inventory Revised 08/22/2017

19. Student will show knowledge of the

20. Student will describe personal application

21. Student will show knowledge of the

22. Student will describe personal application

24. Student will describe personal application

26. Student will describe personal application

28. Student will describe personal application

30. Student will describe personal application

31. Student will show knowledge of the ​“​14

32. Student will describe personal application

33. Student will show knowledge of the

Leadership Inventory Revised 08/22/2017

35. Student will show knowledge of the

36. Student will describe personal application

38. Student will describe personal application

40. Student will describe personal application

Leadership Inventory Revised 08/22/2017

Leadership Inventory Revised 08/22/2017

Leadership Inventory Revised 08/22/2017

Leadership Inventory Revised 08/22/2017

Leadership Inventory Revised 08/22/2017

Leadership Inventory Revised 08/22/2017

Leadership Inventory Revised 08/22/2017

49. Students will demonstrate knowledge of

Leadership Inventory Revised 08/22/2017

51. Students will demonstrate knowledge of

52. Student will describe personal application

53. Student will demonstrate knowledge of

54. Student will describe personal application

55. Student will demonstrate knowledge of

56. Student will describe personal application

57. Student will demonstrate knowledge of

58. Student will describe personal application

59. Student will demonstrate knowledge of

60. Student will describe personal application

61. Student will demonstrate knowledge of

62. Student will describe personal application

63. Student will demonstrate knowledge of

64. Student will describe personal application

66. Student will describe the impact of traits

67. Student will demonstrate knowledge of

68. Student will describe personal application

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

70. Student will describe personal example of

31. Student will show knowledge of the “14

106. Student will demonstrate the ability