LEADERSHIP

DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Amanda Wright
Date Enrolled:
Date of Graduation:

Leadership Inventory Revised 8/30/2013

*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.

CONTENTS

ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
Center for Student Leadership Development Information
Minor Information
Developmental Model
ADVISING INFORMATION (students will include own documentation)
Tracking Sheet / Advising Updates
Syllabi of Minor Classes (Core and Electives)
Internship
o Guidelines
o Syllabus
o Mid-term
o Final
OUTCOMES
Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership, Critical
Thinking)
Targeted Classes
Experiences
Evidence

Leadership Inventory Revised 8/30/2013

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Office: Memorial Union Room 210

Phone: (401) 874-2726

Fax: (401) 874-5317

CSLD Mission Statement

To enhance the mission of the University of Rhode Island, The Center for Student Leadership Development aims to:
Provide developmental opportunities for all students to become informed, inclusive, effective, and ethical leaders in the global marketplace through the implementation of
learner-centered academic, experiential, and co-curricular programming.
Engage in research, assessment, and advancement in order to positively impact the expanding field of leadership studies.
CSLD Vision Statement
The URI Center for Student Leadership Development will promote dynamic strengths-based leadership development through multiple delivery methods to prepare students to be
competitive in the work place and global marketplace. The CSLD seeks to progress as innovators for experiential engagement and enriching assessment.
CSLD Values Statement
Grounded in the Social Change Model of Leadership Development (Higher Education Research Institute), Relational Leadership Model (Komivies, Lucas, & McMahon), and Servant
Leadership (Greenleaf), the URI Center for Student Leadership Development values:
Engaged and experiential learning through a constructivist approach
Inclusion, Social Justice, and Civic Engagement
Ethical and Value-based Leadership & Relationship Building
Innovative Assessment and Presentation Models

MINOR IN LEADERSHIP STUDIES

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We utilize
a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include some
form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of
interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.

GENERAL INFORMATION

Regardless of your major, you can minor in Leadership Studies.

Leadership Inventory Revised 8/30/2013

Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of C or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
Application for the minor must be filed in your academic deans office no later than the beginning of the final semester or term.
Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.

CORE REQUIREMENTS- 9 Credits

Required Element
Introductory Course
3 credits
Internship
3 credits

Class options
HDF 190: FLITE

Only offered in spring for first-year students

HDF 290: Modern Leadership Issues

Offered Fall and Spring for sophomores & juniors

HDF 417: Leadership Internship

Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
internship experience for graded credit

or

or

Experience through Office of Experiential Learning & Community Engagement

or

Capstone
3 credits

Internship Class in Academic Major

The only time the major and minor can overlap

HDF 412: Historical, Multi-ethnic & Alternative Leadership

Offered only in the fall with preference given to seniors

COM 402: Leadership & Motivation

Offered in the spring and summer with Dr. Leatham

or
or

BUS 441: Leadership Skills Development

or

HPR 411/412: Honors Senior Seminar

Portfolio
1 credit

Notes

HDF 492: Leadership Minor Portfolio

Offered in the fall and spring with Dr. Cooper

Must be in Honors or have GPA of 3.3
Taken last spring semester of enrollment (some exceptions)

MINOR ELECTIVES-9 credits

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US
BUS 341: Organizational Behavior
BUS 342: Human Resource Management
BUS 441: Leadership & Motivation (capstone option)
BUS 443: Organizational Design & Change
BUS 448: International Dimensions of Business
BUS 449: Entrepreneurship
COM 100: Communication Fundamentals
COM 202: Public Speaking

COM 402: Leadership and Motivation (capstone option)

COM 407: Political Communication
COM 415: The Ethics of Persuasion
COM 421: Advanced Interpersonal Communication
COM 422: Communication and Conflict
COM 441: Race, Politics and the Media
COM 450: Organizational Communication
COM 461/462: Managing Cultural Differences in Organizations
CSV 302: URI Community Service

HDF 416: Leadership in Organizations

HDF 417: Leadership Minor Internship
HDF 437: Law & Families in the U.S.
HDF 450: Introduction to Counseling
HPR 118: Honors Course in Speech Communications
HPR 203: The Prepared Mind
HPR 412: Honors Seminar (capstone option)
MSL 101: Introduction to Military Leadership
MSL 201: Leadership & Military History
Leadership Inventory Revised 8/30/2013

COM 208: Argumentation and Debate

COM 210: Persuasion: The Rhetoric of Influence
COM 221: Interpersonal Communication
COM 250: Small Group Communication
COM 302: Advanced Public Speaking
COM 308: Advanced Argumentation
COM 322: Gender & Communication
COM 351: Oral Comm. in Business & the Professions
COM 361: Intercultural Communication
COM 383: Rhetorical Theory
COM 385: Communication and Social Influence

GWS 150: Introduction to Womens Studies

GWS 310: Race, Class, Sexuality in Womens Lives
GWS 350: International Womens Issues
HDF 190: FirstYear Leaders Inspired to Excellence (FLITE)
(introductory course option)
HDF 290: Modern Leadership Issues (introductory course option)
HDF 291: Rose Butler Browne Program Peer Mentoring Program
HDF 412: Historical, MultiEthnic, & Alternative Leadership
(capstone option)
HDF 413: Student Organization Leadership Consulting
HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership

MSL 201: Military Skills and History of Warfare

MSL 202: Leadership & Team Building
MSL 301: Leadership & Management
PEX 375: Women in Sport Contemporary Perspectives
PHL 212: Ethics
PSC 304: Introduction to Public Administration
PSC 369: Legislative Process and Public Policy
PSC 504: Ethics in Public Administration
SOC300/WMS350: Women and Work
THE 221: Stage Management
THE 341: Theater Management

Leadership Inventory Revised 8/30/2013

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.

You need to have your own act together before you can lead others:
2. Lead Yourself

1. Know Yourself
Lead Others

P
R
O
G
R
E
S
S

Strengths
Weaknesses
Values
Needs
Styles
Learning
Teaching
Personality
Membership
Leadership

PROGRESS

Time management
Organization
Self care
Self discipline
Perseverance
Develop and maintain family,
interpersonal, and intimate relationships
Academic, social, personal goals and
objectives

P
R
O
G
R
E
S
S

RE-EVALUATE
former stages as you
progress

4. Develop and Refine

Skills

Leadership theory and

practice
Communication
Group Development
Inclusion
Citizen Activist Skills
Critical Thinking
Teaching and Programming

3. Broaden Your Perspectives

Understand others
PROGRESS

Hierarchy of needs
Racial, cultural, gender, sexual orientation,
religious, class, ability, etc. diversity and
commonalities
Power, privilege, oppression, liberation;
individual and institutional discrimination

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

Outcome Category: Self-Leadership

Outcome
Student will demonstrate
autonomy and a minimized
need for approval

Target class
HDF 413

Additional Experiences
Sigma Delta Tau

2.

Student will demonstrate

personal, organizational,
and academic examples of
self-discipline

HDF 412

Sigma Delta Tau

3.

Student will demonstrate

the ability to manage

HDF 413

Sigma Delta Tau

1.

Descriptive notes regarding learning and practice

Within my sorority I had held many positions and chairs and have
learned that within a leadership position it is important to not worry
about others approval when you know what you are doing is the right
thing for the sorority as a whole. I have learned that you can never
get 150 women to all agree on the same thing or the way you should
solve a problem. This is when I first began to understand that I did
not need others approval for the way I lead as long as I am doing the
right thing with everyone else in mind.
See Evidence #
Self-Discipline may be defined as the training and control of ones
conduct or behavior, usually for personal improvement. Personal
experiences of self-discipline for me come through school work and
organizational values associated with Sigma Delta Tau. An example
of personal self-discipline as it pertains to academics is the training
of time management and vigorous study techniques. Time
management can be defined as the ability to use ones time
effectively or productively, and academics require every college
student to balance social life, family obligations, extracurricular
activities and even sports while maintaining GPA requirements. My
personal experience is through the training and control of vigorous
study habits which include chapter outlining, note cards, study guide
adaptation, group work, and the time management associated with
these habits to make sure efficient time tables are met.
Organizational self-discipline pertains to the obligations associated
with my sorority Sigma Delta Tau and the time tables required in our
philanthropy events. Sigma Delta Taus annual philanthropy event
takes place during finals week in the spring semester for the
organization Prevent Child Abuse America. Using self-discipline to
prioritize academics in a sufficient time table it allowed me the
opportunity to not only attend the event but be a part of it and work
for the sorority to raise money. Through these experiences I use selfdiscipline daily, in all matters of life whether it is academics,
organizational obligations or even the food I eat. It is a useful tool for
leadership and communication activities.
See Evidence #1
At times I can be an emotional person but I have really mastered
separating my emotions from situations, school, and professional

emotions

settings. I have learned that it is important to not let your emotions

cloud your judgement. I have been able to put this into a real life
situation. Within Sigma Delta Tau, I have been on the Standards
Board for 3 years. This is the board that you may have a trail with if
you get in trouble within the sorority. We give the sister the
opportunity to say her piece and then deliberate on what the
punishment will be. Specifically, when one of my very good friends
had to stand trial I had to keep my emotions separate. As much as I
wanted everyone to go easy on her because I care about her, I
understood that it wouldnt be fair to the rest of the members of our
sorority.

4.

Student will demonstrate

knowledge of stress
management methods

HDF 413

N/A

5.

Student will demonstrate

the ability to manage stress

HDF 413

URI

See Evidence #
Each person handles stress differently and it is important to
understand how you personally handle it. Within the rollercoaster
that we call life a lot can be thrown at an individual at once and
sometimes it feels like we might self-combust if we take on anymore
work or responsibility. People can expect a lot from you and while
that rises, often times so does your stress level. Being able to
manage that stress can at times be hard, but it is definitely not
impossible! There are many options to managing stress and
depending on you are the only one that knows what works for you
and what does not. For starters, you can take a 5 minute break to
simply breathe and recollect yourself while also reminding yourself
that you can do this, one step at a time. You can also manage your
stress by taking this into a good work out, take a nice run around the
neighborhood and recollect your thoughts. You can also handle this
by facing your problems head on. It is important to eliminate and
reduce any excess stressors and even taking the time to figure out
what exactly is stressing you out so you can quickly move on. If you
have enough time my biggest suggestion is to sleep on it, I know for
myself that if a take a night to sleep on it I wake up feeling much
better about the situation with a new, bright, mindset.
See Evidence #
Stress is very common among college students and the ability to
tame the stress Beast is important. Throughout my 3 years at URI I
have really mastered managing my stress; whether it was within
school, work, or within my sorority. I know that I tend to be a
procrastinator and that has a huge influence on my stress levels. By
leaving things off until the last minute I have realized that it only
makes it worse on myself. I now have set plans where I start all of

my assignments ahead of time and also create time sheets to make

sure I am on track with all of my work to minimize my stress levels.
When I feel myself starting to get stressed I take a quick 5 minutes to
just calm myself down and breathe. This has really helped me a lot
and I know that with my ability to manage my stress one step at a
time; I can get everything I need to done.
6.

Student will express a

personal code of leadership
/ membership ethics

HDF 190

See Evidence #
Ethical Leadership is knowing your core values and having the
courage to live them in all parts of your life in service of the common
good. There are 4 Vs within ethical leadership. Values, Vision,
Voice, and Virtue. There are also three key elements which include
service, polis, and renewal. Both exist together in the model of
ethical leadership. Personal values are very important to understand
when being an ethical leader. By discovering your core values, you
are able to make decisions and choices on not only a personal level
but also on a fair and effective level. Vision allows a group to
collaborate and work with each other towards a common goal.
Having a voice is extremely important to get your ideas and thought
across. You can communicate well with others and get your point
across. Virtue is also important. Practicing the virtuous behavior will
make sure that you are doing what is right not only for you but for the
group as a whole. Individuals with good virtue, care for the common
good. See evidence #1.
Revision:
Ethical Leadership is knowing your core values and having the
courage to live them in all parts of your life in service of the common
good. Within ethical leadership, there are three Vs. Those being,
Value, Vision, Voice, and Virtue. By discovering your core values,
you are able to make decisions and choices on not only a personal
level but also on a fair and effective level. Vision allows a group to
collaborate and work with each other towards a common goal.
Sometimes you may not share the same vision as someone else so
it is important for you establish a shared vision for everyone to work
towards. Having a voice is extremely important to get your ideas and
thoughts across. Practicing a virtuous behavior will make sure that
you are doing what is right not only for you but for the group as a
whole. Individuals with good virtue, care for the common good.
There are also three key elements that go along with Ethical
Leadership which include, service, polis and renewal. Both exist
together in the model of ethical leadership. It is important to take into

7.

Student will demonstrate

practice of the personal
code of ethics

HDF 413

Townsquare Media
Internship

8.

Student will express a

personal values statement

N/A

Everyday Life

9.

Student will demonstrate

practice of the personal
values statement

HDF 190

VIA

consideration each individual step because each one is essential in

its own way. Ethics are moral principles that govern a person's or
group's behavior. Some people may have different ethics and morals
than you and it is very important to keep that in mind as well.
See Evidence #
Within my time as an Intern at Townsquare Media there were
situations that sometimes tried to sway my ethics and morals. As an
intern I understood that I was just tiny fish in a big pond and that I
was not allowed to press too many boundaries which made the
following circumstances difficult. Within this company there was a
specific person that worked with me in the Promotions division that
did not have the same ethical values or morals as I. I am not one to
judge or say who is right or wrong unless it affects myself or the
wellbeing of the position I hold. This specific employee had stolen
raffles and concert tickets from my bosses desk when he was not
around. The first few times I did not know this was not okay until my
boss was running around like a chicken with its head cut off
searching for the missing prizes for a radio listeners. As an intern I
was torn between saying what I had seen or taking the just keep
your mouth shut and do your work route. The reason I was so
hesitant was because this worker was much higher up then I was
and I did not want to be on his bad side. It came down to my morals
values and what was right and wrong. I spoke to my boss privately
and told him what I knew and saw and he then handled it from there.
He thanked me for telling him because this had been going on long
before I had gotten there and he was finally able to put an end to it.
See Evidence #
Throughout my journey in life, I will strive to be the best I can be
while encouraging others to do the same; spreading love and
positivity with each step I take. I will be a confident, independent,
and strong woman.
In my everyday life I practice my personal values statement,
especially when making new friends. I enjoy being around people
who share the same values as I do. I am an extremely open person
and love opening up to others and getting to know them. I recently
took the VIA quiz and found out what my top character strengths
were, which include, love, humor, honesty, kindness, and bravery. All
of these values match my personality to a tee. With knowing these
values it helped me figure out who I am and what I want out of life. I
know what I look for in other people who share these similar values
and what kind of people I surround myself with. I use these values in

every aspect of my life and truly believe that they are necessary for
success. See evidence #2

10
.

Student will demonstrate

the ability to lead a project
from start to finish (followthrough)

HDF 413

Townsquare Media

Revision:
My Personal Values Statement: After I found out my VIAs. I found
that my top value is love and I think it is one of the most important
values someone can have. Love is expressed as an action and
experienced as a feeling. Yet, love is hard to define in one single
way. It includes but it not limited to compassion, tolerance,
endurance, support, faith, determination and more. Love is more
than just a romance. It embraces us in all aspects of our lives.
I practice my personal values statement in everyday life and
especially with meeting new people. I enjoy being around people
who share the same or similar values as me and finding out what
they mean to them as an individual. When I took the VIA quiz and
found out that my top values were love, humor, honesty, kindness,
and bravery I was not surprised. These are all things that I have a
deep admiration for. I keep these values in the back of my head at all
times and always refer to them in situations reminding me to do the
right thing. All of these values match my personality to a tee. With
knowing these values it helped me figure out who I am and what I
want out of life. I know what I look for in other people who share
these similar values and what kind of people I surround myself with. I
use these values in every aspect of my life and truly believe that they
are necessary for success.
See evidence # 2.
As an intern last summer for Townsquare Media I was giving many
projects within my time there. The one I am going to focus on is the
Free Beer and Hot Wings project I was assigned to. I worked mainly
in the promotions department of Townsquare media so it was my job
to assist with the planning and execution of all our main events. The
Free Beer and Hot Wings event was the first one that I was fully in
charge of (it is also one of our biggest of the year) so I was very
nervous. I had to contact the venues and deal with the on-air talent
that we were going to have as well as the tickets to go to the event. I
had to meet with the radio Jockeys to give them their script to
promote the event. I was in contact with a lot of the different
departments within the company and had to spread myself very thin
in order to complete this event to my bosses standards. I met with
my boss two times a week to receive feedback and suggestions as
well as held weekly meetings with the other interns I need assistance
from. I would talk about where we are now, where we want to be,

and what we need to get down for that specific week. I had two
months to plan the event and find the date that fit within our talents
schedule. It was a lot of fun when it was all said and done. The event
went seamlessly and I couldnt be happier with the results and
feedback I received.
11.

Student will describe goals

and objective statements
regarding personal issues,
career issues, and
community issues

HDF 412

South Kingstown Animal

Shelter
Habitat for Humanity
University of Rhode
Island

See Evidence #
Throughout college I have truly learned the value and importance of
giving myself personal goals to better myself, my career and
community. The summer going into my senior year I had written my
goals done that I wanted to accomplish for my upcoming senior year
and I hung them up in my room as a daily reminder.
They are as follows:
Personal: To read more about mindsets and bettering yourself
personally and in the workplace. To achieve this I had purchased
several books and have read 3 out of the 5 that have been eye
opening and have taught me more techniques to use to be an allaround better person and the techniques to land the career of my
dreams. Self-help books are very interesting to me and being able to
read these have helped me better prepare for my future.
Academic: To receive a 3.0 GPA while applying and getting into the
Career Rhode Trip for the Winter J-Term. In order to achieve these it
took a lot of planning and self-discipline. Within each of my 5 classes
I knew that I would have to give 100% in each assignment and test.
Making study guides, practice exams and note cards for each class
was essential. The Career Rhode Trip is an amazing opportunity for
Communication studies majors because it is a weeklong trip where
you go to New York City, Stamford Connecticut, and Providence to
meet with huge companies such as, ESPN, Warner Brothers, SNL,
Yelp, ect. To network ourselves on the corporate level. I knew that I
had to take advantage of this opportunity and that it would give me
experience that would help my within my career. So I made sure to
have my application in on time and with the best references. I ended
up being accepted into the trip and will be furthering my experiential
knowledge in this field on a corporate level.
Community: To volunteer and help out more around the community.
In order to achieve this I had researched things that I had felt
strongly about that I wanted to help the most so over the course of
this semester I have volunteered at the local animal shelter and for
Habitat for Humanity to help out in any way they needed.
Overall this semester has been extremely important to my personal

12
.

Student will show evidence

of goals and objectives that
were planned and achieved

HDF 190

Leadership Institute
Gallup
VIA

growth and has shown me the importance of setting goals in all three
of these categories and following through with them.
See Evidence #2
When I heard about the Leadership Institute I was hooked right away
and wanted to be involved. With that being said I applied and hoped
for the best. When I got the letter that said I was selected I was
beyond excited. The beginning of this year as a freshman I gave
myself the goal of finding out what my strengths are and how to use
them correctly and to also look at my weakness and making them
my strengths. When I took Gallup I was not surprised by my
strengths they seemed to fit me very well. Seeing what my strengths
were and what they actually mean was one of my favorite things.
Also finding out my values when we took the VIAs was also a great
experience. I believe that I accomplished the goals I have set for
myself but there are going to be so many more goal that I will
achieve in life and these are two tools that will help me in everything
I do in my future. Within everything in life is a goal that everyone is
striving to achieve and when you do the feeling is indescribable and
thats something that keeps me going, all goals are possible if you
set your mind to them. See evidence #2 and #5.
Revised:
Throughout my life I have set many goals for myself in hopes of
completing them. There are a few that I am proud of today and that I
have accomplished for myself. The one I am going to focus on the
most is going to college and succeeding. Getting into college may
seem as a simple task to others but it is something that I have
always worked hard for. Neither of my parents went to college and I
knew how important it was to them that I went to college and had the
opportunity to experience it myself and honestly in this time in age it
is almost a necessity to go to college if you want to get a decent job.
I made it a goal of mine to get into a college that my parents would
be proud of. Going out of state to was one of the smartest things I
have ever done; it forced me to put myself out there. I came to URI
not knowing a single person and am so gratefully for that decision. I
have become much more mature and have grown as a person in so
many positive ways. I set the goal of going to college and achieved
that not realizing that I would achieve much more once I was here. I
have applied myself in all of my classes and am continuing to do well
on my journey here. I still have a lot more to accomplish in my time
here but have achieved a great deal of my smaller goals while being
here, I made it onto the Deans List and am constantly working

13
.

Student will show

knowledge of the Hierarchy
of Needs theory by Maslow

HDF 190

14
.

Student will show

application of Maslows
theory to own life

HDF 190
COM 251
HDF 412

N/A

toward increasing my GPA ever semester. It is very rewarding to

know that you can accomplish so many things if you devote 100
percent of yourself to it.
See Evidence #3.
Maslows Hierarchy of Needs is the breakdown of general human
needs and ranked in order of importance in a pyramid scheme. It is
broken into 5 categories, which are as follows: physiological, safety,
love and belonging, esteem, and self-actualization. The first section
is the physiological portion which is the bottom of the pyramid. This
is the section where the basic needs for a human start with air, food,
drink, and shelter. The next step up in the pyramid is Safety, this is
the need for protection, security, stability and freedom of fear. The
third is the Love and Belongingness needs. This is the need for a
human to feel like they belong within a friendship, intimate
relationship, and within a family setting. The next is the Esteem
needs, as humans we all feel the need to be respected; including
self-esteem and self-respect. This is the desire to be accepted and
valued by others. The last need is the self-actualization need. This is
at the very top of the pyramid and is not obtained by everyone. This
need stems from realizing your potential and fulfilling it. This pyramid
address all the basic and higher needs of a human and the
importance of having each one met.
See Evidence #
Maslows theory is applicable in my life step by step. Physiological
needs as listed above are basic needs of all humans and each
relates to me as much as it would anyone else. This need has been
fulfilled as I grew up in a household where air, food, drink, shelter,
warmth and sleep were provided. The need of Safety is also
applicable to the household I grew up in. Through shelter came
protection from element, security and freedom from fear. Through
parenting came order, law and stability making the safety need
fulfilled. Love and Belongingness Needs are directly tied to my
family environment, values, and exposures growing up. With family
values such as family comes first and constant exposure to their love
and affection delivered both the need of love and belongingness.
Through grade school all the way to college I have created multiple
lifelong friendships and relationships, and while having no siblings
these relationships were treated as such again fulfilling love and
belongingness needs. Esteem Needs are a continual achievement
as they may occur often but never have a finish line. In my personal
experience I avoid complacency so achieving one goal will lead me
to another, mastering one skill leads me to another, and just when I

15
.

Student will describe

personal leadership style
and/or personality style
including strengths and
weaknesses and examples
of application (Sources =
Leadership style
inventories, the L.P.I.,
StrengthsQuest, Type
Focus (MBTI), LAMP, and
other career inventories,
etc.)

HDF 190

Gallup

feel I have the prestige and self-respect I look for, I find another way
to avenue to gain more. So when I achieved graduating high school
with honors the next goal was graduating from a prestigious
university. Than when fully comprehending and mastering the
concepts of leadership and communication it has lead me to the
mastering of the skill of teaching. So to say this need is fulfilled or
not fulfilled is nether correct or incorrect because these needs have
been achieved but an ever going mission for self-improvement may
seem like the need is not fulfilled. Finally, Self-Actualization Needs
are the most difficult needs to fulfill for any one person and in my
personal experience I believe I am still on a path of searching for this
fulfillment. I experience the feeling of seeking personal growth and
peak experiences as society makes you believe these are necessary
things but interpersonally realizing potential and obtaining selffulfillment is something many people never achieve. Knowing what
you want is one thing but to determine your potential to reach that
goal and knowing youll be satisfied with your life when you get there
is something more challenging than most experiences youll have in
life. I believe my path is narrowing in on true potential and the idea of
self-fulfillment is becoming applicable but until I determine the selfactualization values that mean the most to me these needs may
never be met.
See Evidence #3
In Flite, we were asked to take a Gallup quiz that told us our top five
strengths. These strengths were character strengths and leadership
strengths. My top five were, developer, communication, adaptability,
woo, and empathy.
My top strength is developer and to me, developer is the way I
develop such personal and deep relationships with others. I see
others potential right away, even when they cant see it in
themselves. I love watching others progress when they develop and
grow. A lot of my friends and family members look to me for help and
encouragement because they know that I will push them and prove
to them that they can do whatever their mind is set on. This is the
main reason why I want to be a teacher, when the students come in
the fall they have so much to learn and watching how much they
develop by the end of the school year is such an amazing feeling.
Knowing that you are the one who helped them reach their full
potential is something that keeps my drive going. No individual is
fully grown, there is always room to grow with each experience you
have.
My second strength is communication. I definitely see why this is my

second strength because my second major is actually

communications, I love everything about it and believe that is an
essential strength to have to be successful. I love to explain and
describe things in a way that others can relate to. Public speaking is
one of my favorite things to do. I love the challenge of getting the
audiences attention and connecting with them mainly because it is
such a remarkable feeling. Bringing things to life and making it vivid
so others can imagine and picture them is essential. Most people,
like myself have very short attention spans and I like to have my
information stand out and keep everyones attention when I speak. A
lot of other people have told me that I have a way with words.
Personally, I love finding the most influential word combination that
will leave a powerful impression on others is something and I strive
for.
My third strength is adaptability, which is extremely relevant in my
everyday life. I live in the movement and know that choices that I
make now will lead me to my future destination. The future comes
one decision at a time and there is no better time than the present.
Being able to adapt to different situations is key. You can sit back
and plan your life all you want, but not everything goes as planned
and being able to adapt to the situation in a positive manner is what I
do. There will always be speed bumps in life and they should be
expected, they are inevitable. I actually tend to look forward to them
because they make things more interesting. I was taught how to
adapt with different situations at a very young age. When I was 7
years old my parents sent me to a camp that was an hour away,
where I did not know a single person. I thank them every day for
sending me there because it made me the outgoing person I am
today. At a young age I had to put myself out there and adapt to all
situations.
My fourth strength is WOO, which stands for winning others over. I
love meeting new people and getting them to like me. If someone is
a stranger to me at first, they wont remain that way for long. Striking
up conversations with others that I dont necessarily know that well is
something I feed off of, breaking the ice and connecting with new
people is another thing that describes me well. There are so many
people in this world and I would love to get to know as many as I
can, there are no strangers, they are only friends I havent made yet.
My last strength is empathy and to me this means sensing others
emotions around me. I can feel what others are feeling as if they
were my own. I can always see things in others points of view. A lot
of people get sympathy and empathy confused. Feeling pity for a

persons situation is sympathy. I may not agree with others decisions

but I do understand them, and that is empathy. I can help others put
their emotions and feelings into word not only for themselves but
also for others. This is the main reason others are drawn to me.
All of these strengths will help me with my leadership skills and allow
me to connect with others. See evidence #2 and #5.
Revised:
In Flite, we were asked to take a Gallup quiz that told us our top five
strengths. These strengths were character and leadership strengths.
My top five were developer, communication, adaptability, woo, and
empathy.
My top strength is developer and to me, developer is the way I
develop such personal and deep relationships with others. I see
others potential right away, even when they cant see it in
themselves. I love watching others progress when they develop and
grow as an individual. A lot of my friends and family members look to
me for help and encouragement because they know that I will push
them and prove to them that they can do whatever their mind is set
on. This is the main reason why I want to be a teacher is because
when the students come in the fall they have so much to learn and
watching them grow and seeing how much they have achieved by
the end of the school year is very rewarding. Knowing that you are
the one who helped them reach their full potential is something that
keeps me driven. No individual is fully grown, there is always room to
grow with each experience you have.
My second strength is communication. I definitely see why this is my
second strength because my second major is communications; I love
everything about it and believe that is an essential strength to have
to be successful. I love to explain and describe things in a way that
others can relate to. Public speaking is one of my favorite things to
do. I love the challenge of getting the audiences attention and
connecting with them. Bringing things to life and making it vivid so
others can imagine and picture them is essential. Most people, like
myself have very short attention spans and I like to make what I am
saying stand out to keep everyones attention when I speak. A lot of
other people have told me that I have a way with words. Personally, I
love finding the most influential word combination that will leave a
powerful impression on others.
My third strength is adaptability, which is extremely relevant to my
everyday life. I live in the moment and know that choices that I make
now will lead me to my future destination. The future comes one

decision at a time and there is no better time than the present. Being
able to adapt to different situations is key. You can sit back and plan
your life all you want, but not everything goes as planned and being
able to adapt to the situation in a positive manner is what I do. There
will always be speed bumps in life and they should be expected, they
are inevitable. I tend to look forward to them because they make
things more interesting. I was taught how to adapt with different
situations at a very young age. When I was 7 years old my parents
sent me to a camp that was an hour away, where I did not know a
single person. I thank them every day for sending me there because
it made me the outgoing person I am today. At a young age I had to
put myself out there and adapt to all situations.
My fourth strength is WOO, which stands for winning others over. I
love meeting new people and getting them to like me. If someone is
a stranger to me at first, they wont remain that way for long. Striking
up conversations with others that I dont necessarily know that well is
something I feed off of. I love breaking the ice and connecting with
new people. There are so many people in this world and I would love
to get to know as many as I can, there are no strangers, they are
only friends I havent made yet.
My last strength is empathy and to me this means sensing others
emotions around me. I can feel what others are feeling as if they
were my own. I can always see things in others points of view. A lot
of people get sympathy and empathy confused. Feeling pity for a
persons situation is sympathy. I may not agree with others decisions
but I do understand them, and that is empathy. I can help others put
their emotions and feelings into words not only for themselves but
also for others. This is the main reason others are drawn to me.
All of these strengths will help me with my leadership skills and allow
me to connect with others.
See evidence #4.
16
.
17
.

Student will show

knowledge of the theory of
Superleadership by Manz &
Sims
Student will show
application of Manz & Sims
theory to own life

Outcome Category: Leadership Theories

Outcome
18
.
19
.
20
.
21
.
22
.

23
.
24
.
25
.
26
.

Student will show

knowledge of the Authority
and Bureaucracy theory of
leadership Weber
Student will describe
personal application of the
above theory (Weber)
Student will show
knowledge of the Scientific
Management theory of
leadership by Taylor
Student will describe
personal application of the
above theory (Taylor)
Student will show
knowledge of the
Management by
Objectives theory of
leadership by Drucker
Student will describe
personal application of the
above theory (Drucker)
Student will show
knowledge of Theory X
and Theory Y theory of
leadership by MacGregor
Student will describe
personal application of the
above theory (MacGregor)
Student will show
knowledge of the Servant
Leadership theory of
leadership by Greenleaf

Target class

HDF 190

Additional
Experiences

Descriptive notes regarding learning and practice

Robert Greenleaf developed the Servant Leadership Model in 1970.

This model is based on being a servant first. A servant leader wants
to serve others and puts all other needs before their own. There are
ten characteristics to the Servant Leadership Model, which are
listening, empathy, healing, awareness, persuasion,
conceptualization, foresight, stewardship, commitment to the growth
of people, and building community.
All of these characteristics are equally important to being a servant
leader. As a servant leader you must first listen to others ideas and
understand that everyone has something to offer. If the group

27
.

Student will describe

personal application of the
above theory (Greenleaf)

HDF 413

Varsity Softball Captain

members have a feeling of being heard, they will be more

comfortable and share more of their opinions and thoughts. The next
characteristic is empathy. To empathize with someone, it is important
to first fully understand where they are coming from and what their
background is. By doing that you will then be able to understand
what that person is struggling or having trouble with. As a servant
leader you must also be a healer. As a healer you know how to mend
relationships and deep wounds that may not be seen on the surface
right away within the members of your group. Everyone is fighting
their own battles and to be able to help them cope with their troubles
is an amazing quality to have. Persuasion is a really effective tool for
a servant leader. Instead of coming off as a power hungry control
freak, persuasion allows for you to use a more laid back approach to
get others to do what is right. Conceptualization is another key
characteristic for a servant leader. This allows you to let go of your
leading and become a follower when necessary. You can see the
potential in others and in the way they lead. Foresight is somewhat
similar, but turns back to past experiences to predict likely situations
and outcomes that could happen in the future. Stewardship means
that a servant leader trusts their followers with something important.
They believe in their abilities to lead the group to achieve the
common goal. Overall, a servant leader must be fully committed to
the growth of the people and build an open community where
everyone feels welcome and feels comfortable to share their ideas
and opinions.
See evidence #5.
As captain of the Varsity softball team in my high school, I was given
the chance to be a leader of a team. At times, I had to step back and
let others lead also. Being a captain came with a lot of
responsibilities, I had to empower and motivate my team at all points
of the game, even when we were losing. That was the most difficult,
most of the members of my team would feel very distraught when we
started losing and it was my job to remind them that we can still win,
if we keep pushing through with confidence. I wasnt paid to be
captain and thats why this falls under the category of servant
leadership. I did it because I wanted to, I wanted to have a group of
girls come together and become a team. We all had to listen to each
other and at times it was very difficult, especially when you have 30
girls who have completely different ideas and thoughts. Win or lose
we were still a team, and if we went down we went down together.
We didnt necessarily have the best coach and she even told us that
she was only doing it for the money. As captain, I had to step up and

be a coach. There was one girl in particular who had never played
before and I used to stay after practice with her every day for about 3
hours and teach her all the basics and everything she needed to
know. I did this because I wanted to, there is no greater feeling then
knowing that you are helping someone else and putting their needs
before your own. Thats what servant leadership really is. I put my
heart and soul into the team and put the whole teams needs before
my own. Watching all of us grow as a whole and become a small
family in the end was one of the best experiences I have ever
encountered. See evidence #8.
Revised:
Servant Leadership is about serving others and puts all other needs
before your own. I accomplished this when I was captain of my
Varsity Softball team in high school. I was given the chance to be a
leader of my team, even though I was the captain I knew it was
important that i stepped back sometimes and let others lead as well.
Being captain of a team came with a lot of responsibility. Although I
did not mind all the responsibilities at times it did get hard. I had to
empower and motivate my teammates at all points of the game,
even when we were losing and I had doubts myself. That was the
most difficult, a lot of the members of my team would feel very
distraught when we started losing and it was my job to remind them
that we can still win, if we keep pushing through with confidence. I
wasnt paid to be captain and thats why this falls under the category
of servant leadership. I was constantly putting the team before
everything in my life and not because I had to but because I wanted
to. I wanted to have a group of girls come together and become a
team and made sure that once a week we all went out together and
did something to besides softball. For example we would all meet up
and get dinner or go bowling. We all had to listen to each other and
at times it was very difficult, especially when you have 30 girls who
have completely different ideas and thoughts. Win or lose we were
still a team, and if we went down we went down together. A lot of the
pressure was on me because our coach was not the best and had
told us that she was only there for the money so along with being the
captain I was also a coach. I ran practices and organized everything
for the games. There was one girl in particular who had never played
before and she was on the freshman team and I used to stay after
varsity practice with her every day for about 3 hours and teach her all
the basics and everything she needed to know. . I did this because I
wanted to, there is no greater feeling then knowing that you are

helping someone else and putting their needs before your own.
Thats what servant leadership really is. I put my heart and soul into
the team and put the whole teams needs before my own. Watching
all of us grow as a whole and become a small family in the end was
one of the best experiences I have ever encountered.
See Evidence #6.
28
.
29
.
30
.
31
.
32
.

33
.
34
.

Student will show

knowledge of the Principle
Centered Leadership
theory by Covey
Student will describe
personal application of the
above theory (Covey)
Student will show
knowledge of the 14 Points
/ TQM theory of leadership
by Deming
Student will describe
personal application of the
above theory (Deming)
Student will show
knowledge of the Visionary
Leadership (now often
cited as Transformational
Leadership) theory by
Sashkin
Student will describe
personal application of the
above theory (Sashkin)
Student will show
knowledge of the
Individuals in
Organizations leadership
theory by Argyris

HDF 413

Argyris leadership theory of Individuals in Organizations best

describes the relationship of a member of an organization and the
image created for that member by the organization of what it entails
for them to be a contributing member. The theory is continuously on
going as the image for the member always changes. The theory also
includes two schemas and well as two models associated with it. To
better explain the continuous changing of the organizational image
theory it can be described as an organization giving a member a job
or goal that continuously changes leaving the member constantly left
to determine the direction of the organization. It is argued by Argyris
that all members must know their place in the organization to
perform goals in respect to the image the organization is portraying.
Argyris compares this theory to cells inside of an organism. As the

35
.

Student will describe

personal application of the
above theory (Argyris)

HDF 413

Sigma Delta Tau

Sorority

organism grows and changes so does the image portrayed to its

cells and with that the cells are constantly growing and keeping up
with the organism. The two schemas associated with individuals in
organizations is based on how these individuals learn their
respective organization. The first schema being single looping
learning and this is better understood as members of the
organization responding to changes to internal and external
environment of the organization by detecting errors which they then
correct to keep that constant in use theory. The second schema,
better known as double looping, is the determination of the
individuals in the organization to sort the norms associated with the
organization and resolve them by setting new priorities and weighing
of norms.
Individuals may also restructure norms based on assumptions and
respective strategies. After developing the schemas single and
double looping Argyis applies this to Model I and Model II of his
individuals to organization theory. Model one consists of the
defensive nature of the individual. This is because of the reactive
nature an individual is forced to have inside an organization that is
constantly changing their image. This model calls for consistent error
as individuals must be self-motivated and are always made to make
assumptions as the where the organization is headed. This issue
with this model is that when the individual is so focused on keeping
up with the organizational image it promotes a larger problem as this
stunts growth of the individual and prevents deeper learning of the
organization as a whole. Model II of the individuals to organization
theory consists of 6 phases to intervene organizational learning and
focus on organizational effort. The six phases are; Phase 1: mapping
the problem as the clients see it, Phase 2: the internalization of the
map by clients, Phase 3: Test the model, Phase 4: Invent Solutions,
Phase 5: Produce the intervention, Phase 6: Study the impact
See Evidence #4
Within Sigma Delta Tau I have seen the above theory present a lot
throughout my four years. As a whole we have shared goals and
outcomes we expect each year and it is important that we have them
mapped out for the year. For example a big one is fundraising, this is
something we do often whether it is for our philanthropy Prevent
Child Abuse America or raising money to help other organizations. In
the summer time we have to plan all of this ahead of time and figure
out what fundraisers we can do for the year as well as setting a goal
for how much money we want to raise. Each member has a key part
in this and it is very important that they know what it is therefore we

36
.

Students will demonstrate

knowledge of the 4 Vs
theory of leadership by
Grace (Center for Ethical
Leadership)

37
.

Student will describe

personal application of the
above theory (Grace)

HDF 190
HDF 412

Sigma Delta Tau

Sorority
Selected Field of Study

assign roles and jobs for each member of the sorority to accomplish
our common goal. Some members might be in charge of contacting
venues or booths in the union to set up and some members may be
in charge of decorations and setting up. Each members job is equal
as important because without any one of them we would fail to
achieve our goal.
See Evidence #5
Ethical Leadership is knowing your core values and having the
courage to live them in all parts of your life in service of the common
good. There are 4 Vs within ethical leadership. Values, Vision,
Voice, and Virtue. There are also three key elements which include
service, polis, and renewal. Both exist together in the model of
ethical leadership. Personal values are very important to understand
when being an ethical leader. By discovering your core values, you
are able to make decisions and choices on not only a personal level
but also on a fair and effective level. Vision allows a group to
collaborate and work with each other towards a common goal.
Having a voice is extremely important to get your ideas and thought
across. You can communicate well with others and get your point
across. Virtue is also important. Practicing the virtuous behavior will
make sure that you are doing what is right not only for you but for the
group as a whole. Individuals with good virtue, care for the common
good.
See evidence #1.
When I was in HDF 190 my freshman year there is one saying that
has followed me throughout my college career that was said by
Robert Vincent multiple times throughout the semester, In order to
lead others you must first learn who you are and how to lead
yourself. I think this is a very important component that goes handin-hand with Ethical Leadership. There are three key questions to
ask yourself in Ethical Leadership. 1. Will you be the same person in
all aspects of your life; in work, at home, and in the community? 2.
Will you have the courage to live out your values when there is
pressure to compromise or rationalize? 3. How do your values
contribute to the common good?
Being in a sorority has taught me a lot about myself as a person and
also what leadership models I tend to lean toward and implement.
Throughout my experience Ethical Leadership has been the model
that I use the most. Being in a sorority with 150 girls with very strong
personalities and different outlooks then my own was hard at first.
People were constantly trying to sway my values and convert me to

believe in theirs and I often had to take a step back and remind
myself of my values and why I cherish them so much. My top values
are love, humor, honesty, kindness, and bravery; I have held onto
these very tightly throughout my leadership journey and truly believe
that these values are very important to working toward the common
good for a group. Starting with the first V, Value; I understand my
values and how I can use them in choice-making in my personal and
civic life. Vision is using your values to create a vision in service to
others. I think of this V as the full thought and evaluation of what the
right thing to do is. Not just for yourself but for the masses. Then you
have Voice, the way you sway others to join in and motivate them to
action; getting your vision across to others in a genuine way that
convinces others to join in as well. Lastly you have Virtue, striving to
do what is right and good. We become what we practice and how we
react to situations and the decisions we make will become part of us.
For moving forward to what is best for the common good and
focusing on the masses rather than your own personal needs. It is
important to keep your values in line with the common good and to
reflect on your journey as you go.

38
.

Student will show

knowledge of the
Situational Leadership
theory by Hersey &
Blanchard

HDF 413

I think one major difficulty that I may face within this Leadership
Model in my selected field is that a lot of the people within the
Marketing, Radio, and TV industries do not possess the same values
as I do. Within these industries it can sometimes be an everyman for
themselves type of mindset and that can hinder my ability to
implement what I have learned and my ability to share my vision.
These industries tend to have a lot of corruption within them so I am
afraid that I might lose sight of the set goals I have for the common
good of others rather than myself. It is important that I realize that
these industries have a strong power to change ones beliefs and
values and to stay true to my own. I will give myself everyday
reminders to prepare for these struggles ahead and understand that
I do not what to change my values for others.
See Evidence #6
Situational Leadership is broken into four different parts. The four
parts are telling, selling, participating, and delegating. Starting with
telling, this is where the leader tells its followers what to do and how
it should be done. Selling is when the leader gives the followers
communication, information and direction. The leader is essential
selling their message to gain a following base. Participating is
another part and this is where the leader is less focused on where
the group is going and more focused on the building relationships

between their followers and themselves. In order to do this the

leader shares the process of decision making with their followers.
Lastly, there is delegating, this is when the leader becomes more of
a monitor and becomes less involved in the groups decision making
and evaluates their progress as a whole from a further stand point.

39
.

Student will describe

personal application of the
above theory (Hersey &
Blanchard)

HDF 413

40
.

Student will show

knowledge of the
Relational Leadership
model by Komives,
McMahon & Lucas

HDF 190

Sigma Delta Tau

Each of these styles are very different and it is important to gage

which one will be successful for your group. Depending on the
variants of the group you may need to use different approaches in
order to work effectively.
See Evidence #
While learning about this theory I was able to directly relate it to my
time and experiences within Sigma Delta Tau and SOLC. In my
sorority it was important to understand which one of the above
methods would work for us and depending on certain situations it
would change. When it came to scholarships and fundraising it was
much higher task focus and lower relationship focus so these fell
under more of the telling and directing division. Where we also had
experiences with selling. I think was the most prominent style within
our sorority, getting all members to agree took selling to a new level.
It was high task focus and high in relationship focus as well. As a
leader it required a lot of advising rather than demanding. Often
offering other ideas and solutions to help complete a task.
See Example #
Komives, McMahon and Lucas developed The Relational Leadership
Model. It mainly focuses on the relations between peers, co-workers,
and family. The main characteristics of Relational Leadership are
inclusive, empowering, purposeful, ethical, and process- oriented.
There are three categories, which are knowing, being, and doing.
Knowing yourself and others is key to being an inclusive leader. An
inclusive leader knows that everyone has something to contribute
and every thought is equally important.
An empowering leader possess the skill of gate-keeping and is
committed to the growth and development of others.
Relational Leadership is purposeful, which means that there is a
personal commitment to the position, student, staff, or other
constituents. Everything has a purpose, sometimes you just have to
look harder for it, while other times it stands out right away. The
purpose is very important because it the whole reason why you are
doing something.
Relational Leadership is also ethical leadership, and knows what is
right from wrong. As an ethical leader you must know how to develop

41
.

Student will describe

personal application of the
above theory (Komives et
al)

HDF 413

42
.

Student will show

knowledge of the concept
of constructivism

HDF 412

SOLC

values in individuals, and how to make the right decision.

Process- oriented leaders must understand that you have to trust the
process. They understand that the process is extremely important, if
not more important, than the actual outcome. The duration of the
process is when you learn the most.
See evidence #7.
Within SOLC I was able to understand and use the Relational
Leadership model first hand. The first being the inclusive aspect;
within SOLC I have learned the importance of the inclusion of all
people even with diverse points of view. This was something we
focused a lot on in class because in order to facilitate an effective
retreat it is important that everyone feels included and of equal value
to its team members. This is an important step to not only know but
to fully embody and implement in this setting. Empowering of others
who are involved is another key characteristic. Through SOLC I
learned that everyone has something to offer within a group setting
and that is why empowering them is so important. You must learn in
both personal and team levels and with each retreat this was
something I always reminded myself of. The next characteristic that
was also brought to light in SOLC and facilitation of retreats was the
needs for purpose of having an individual commitment to a goal or
activity. Within the retreats we would make sure that the group had a
shared goal and purpose that they were looking to achieve and that
is what helps make the retreat flow smoothly within a group. We
used certain activities that called for a high demand of hope and
positive attitudes to help bond the teams to one another. This was
essential for their growth as a group, team or organization. The last
characteristic that I always saw present was how important once
ethics are. Every single person has different values and this can
either help or hinder a group within a retreat and thats why it was
important to instill the value of self and others while creating high
behavioral standards for each person within this aspect. The last
most important thing that I have caught myself saying in even my
everyday life is to trust the process. It can be extremely helpful to
understand the process and path a group takes because it will
almost never be the same as the last and that is why it is so
important to reflect on the groups process and chosen pathway after
their activities.
See Evidence #7
The concept of constructivism can be defined as the theory of
knowledge that is generated through the interaction of experiences
and ideas of an individual. Leaders use constructivism consistently

43
.

Students will describe

personal examples of
implementing
constructivism

HDF 412

44
.

Student will demonstrate

knowledge of experiential
learning in leadership
development (Kolb)

HDF 412

Townsquare Media
Internship

and effectively. This idea gives a leader the opportunity to take prior
experiences of a job or situation to create ideas as to how things
should progress off of those experiences. Constructivist learning by a
leader leads to aid of self-construction of that leader and it divides
power to subordinates by giving their personal experiences dividends
in the ideas moving forward. The main goal of constructivist leaders
is implement change based on intention not prediction. This leader is
to create a community of memories so to speak and take those
experiences analyze them and then plan accordingly.
See Evidence #8
Within my internship at Townsquare Media I have come to
understand what the word constructivism means to my own personal
growth. When I was first going into my internship I thought everything
I had pictured and seen on TV that showed radio stations was
accurate and that is what I pictured when I first walked in the door. It
wasnt until I started talking to other people within my internship that
had been there for years and had told me about their experiences
and what to expect when my viewpoint shifted. I took what they had
told me about the industry in general and the company worked for
me to better predict how I would be able to complete the jobs and
projects I would have been given. For example, I would go on air but
first I would sit and watch others so I knew what was expected and
how to improve it in the best way. I would often talk with my
internship advisor about ways to help the company and different
radio stations progress forward in a positive and innovative manner.
See Evidence #9
David A. Kolb created the experiential learning model as it pertains to
leadership development based on the concept that a person learns
through carrying out an action and than seeing the results of that
action. He describes it as the process linking education, work and
personal development. His model consists of four key elements
which are; Concrete Experience, Observation and Reflection, the
Formation of Abstract Concepts, and Testing in New Situations.
Concrete Experience- is the leaner gaining experience through
action of completing applicable matter and on hand work. The
learner experiences more hands on experience but watches for most
results. (Diverging)
Observation and Reflection- learner taking the experience given
through the internship/matter process and reflecting on its results.
Through the process of actually completing required work brings
belief in the concepts and ideas administered. (Assimilating)
Formulation of Abstract Concepts- through the experience and

45
.

Student will describe

personal application of
experiential learning in
leadership development
(Kolb)

HDF 413

46
.

Student will show

knowledge of the Social
Change Model of
Leadership Development
by Astin et al

HDF 190

SOLC Facilitating

reflecting on the results the learner develops a hypothesis on the

knowledge gained. This hypothesis helps the learner take a problem
previous to their newfound experience and helps them solve it.
(Converging)
Testing New Situations- the learner taking the hypothesis created
through their experience and implementing it into a new project. The
leaner takes away much more through this process by actually using
the learned on hand concepts and using them in a whole new setting
(Accommodation)
See Evidence #10
When I joined SOLC I immediately learned techniques to facilitate
retreats. I had a good handle on the information and how I thought it
would be helpful but it wasnt until my first retreat that I was able to
see it all put into action and what an actual retreat looked like. Every
retreat offers a completely different experience. There is a lot more
that goes on behind that scene to create an effective retreat. When
starting a new retreat it is a new experience, while facilitating the
retreat we analyze how the retreat seems to be going and then apply
that to the group. At the end of a retreat the final step is taking
everything you learned from that retreat and applying it to the next
retreat we have. As facilitators we are directly applying the
Experiential Learning Theory, using our past experience to help out
future experiences to be that much more effective.
See evidence #8.
The social change model concentrates on creating change
throughout the community. There are seven Cs to create social
change. Social change doesnt happen overnight. It can be a long
and tedious process but is worth it in the end. A leader that uses the
social change model is a leader who knows how to develop positive
change for the betterment of the community and others. Individual
values include consciousness of self, congruence, commitment.
In order to be a leader who develops social change, you must be
aware of your interactions with others. You need congruence, and
you need to have a strong commitment to the social issue. The
values of the group include a common purpose and controversy with
civility. As a group you must collaborate and have a common
purpose. There will always be controversy within a group and within
civility but its how you overcome those speed bumps that matters.
Citizenship is when all individuals see themselves as part of the
larger group and society. They know that they are not alone and that
they are all working towards a common goal. The final C is change,
change is the biggest and most important C. Change is what the

group as a whole is striving for, it is not easy but can be

accomplished with perseverance.
See evidence #9.
47
.
48
.

49
.

Student will describe

personal application of the
above theory (Astin et al)
Students will demonstrate
knowledge of the
Leadership Identity
Development Model by
Komives et al

Students will describe

personal application of the
above theory. (Komives et
al)

HDF 413

HDF 412

SOLC
Sigma Delta Tau
Sorority

Komives Leadership Identity Development Model consist of 6 stages

and it is the link between the educators and their students based on
the facilitation of administering leadership.
The stages are as follows:
1. Awareness- gaining awareness through parents/guardians of
leadership norms. Through adult examples children perceive
leadership to be a reality
2. Exploration/Engagement- the student takes the previous
awareness into different environments and builds a further
understanding for outside leadership. Student then begins to
see where they excel
3. Leader Identified- students identify leadership with singular
leadership positions in an organization and equate the idea
that if you arent a leader you are a follower. When students
in this stage have the opportunity to perform leadership it is a
mixture of all previously learned leadership styles with no
definitive direction. Simply their goal is to get whatever they
need to done as best they can.
4. Leadership Differentiated- students based on their trial and
error in the leader identified stage develop the understanding
of the importance of leadership. Motivates the student to work
harder for the group but lead differently in the sense of not
attempting to do everything for the group but administering
goals equally.
5. Generativity- this stage consists of the students taking
mentors advice and creates the attitude of wanting to lead by
example and help group members excel.
Integration/Synthesis- student identifies with leadership skills and
implements their skills into further personal growth as a leader
See Evidence #11
When I was first starting out in the Leadership Minor I was only
aware to what I had learned from my parents and the people that I
surrounded myself with and I am lucky to say that I have learned
about a lot of leadership skills through them that I also learn about in
my classes. Throughout SOLC I was able to better learn about my
leadership styles while facilitating in a group setting while also being

50
.

Students will demonstrate

knowledge of the
Strengths-Development
Model by Hulme et al

51
.

Student will describe

personal application of the
above theory (Hulme et al)

HDF 413

able to learn how to connect to the people and organizations I was

leading and setting an example for. I was able to explore and build
on the skills I had as a leader as well as learn about different types of
leaders. Through that experience I was then able to take on
leadership roles within my sorority and within my internship while
feeling comfortable doing so. I have always been open to advice and
usually will ask for it because I know that it is important to
understand where I can excel and further my knowledge and
strengths.
See Evidence #12
The Strengths-Development Model by Hulme displays the steps
necessary to have cohesive group strength based leadership. The
model is based on an individual and they are comprised of four main
factors.
The factors are as follows:
1. Awareness- the individual is aware and in tune with the
strengths they posses and can contribute to a leadership
based effort
2. Application- the individual takes the strengths, analyzes the
situation, and plans a course of action for optimal results
3. Relationship- the individual has a relationship not only with
themselves but with other group members to enhance and
encourage strengths
4. Integration- the individual taking the relationship to enhance
strengths and administering these leadership skills into
results
See Evidence #13
In order to get the full potential out of my strengths it is important to
consider and evaluate the Strengths Development Model. Having
your strengths and know what they are and how you use them are
very different. When you evaluate your strength you able to better
your leadership skill and styles. What my strengths meant to me my
freshman year is very different to what they mean to me now as a
senior. I have had four years to truly evaluate each strength and how
I use them in leadership and in my everyday life. I know how to use
them in a much more efficient manner. I was able to use this in my
interviews and show my knowledge behind them and in the end
impressing my boss because I wasnt giving the average answer
when asked what my strengths are I was able to say more than I am
a people person and outgoing. This was something that assisted me
in standing out and I am so happy that I get to expand on strengths
with each experience I have.

See Evidence #14

52
.
53
.
54
.

55
.

Student will demonstrate

knowledge of behavior
theories of leadership from
Michigan and Ohio State
Student will describe
personal application of the
above theories (Michigan &
Ohio State)
Student will demonstrate
knowledge of Charismatic
leadership

Student will describe

personal application of the
above theory

HDF 412

HDF 413

Sigma Delta Tau

Sorority
Townsquare Media
Internship

Charismatic leadership can be defined as the leaders ability to

inspire and motivate followers at all levels to perform at high levels,
and be committed to the organization or cause. Charismatic leaders
have traits to be transformational leaders. This is when leaders
promote valuable and positive transformation of individuals and
social systems with the goal of aiding individuals to transform into
leaders. Charismatic leadership gains respect of subordinates and
invigorates positive feedback through 5 simple steps
1. Articulating a vision and goals for an organization or cause
2. Having sensitivity to the environment and work place
3. Having sensitivity and compassion for team members and
subordinates
4. Taking risks for coworkers/organization to deliver the passion
of the work
Performing unconventional behavior for the betterment of the
team/organization
See Evidence #15
There have been multiple times where I have had to use Charismatic
Leadership within my sorority, internship and jobs. I find this style of
leadership to be easier for me because all of my strengths
compliment it well. My communication skills and woo help me a lot
within this style. I have held 4 different positions within my sorority
and each have called for a large amount of charisma. Within the
sorority it is important to show that I care about my position as well
as the members within the organization. I do this be staying very
positive and upbeat. At times there were a lot of internal issues within
my sorority and I have been a key person to resolve these problems
and drama. When things head south others tend to look at me for
assistance because I always remain positive about things in the mist
of chaos and do not use a position for power but rather to help
others. I do this because I want the members of my sorority to know
that I genuinely care about each one of them and this is something
that bonds us all together.

I also used this form of leadership within my internship at a

marketing company for radio stations. I was a promotion intern so it
is extremely important to have a magnetic personality within this
industry. I would make sure to talk to everyone possible and would
stay past my designated work hours to show my passion and
commitment to the internship and helping in any way I could. Both of
these opportunities helped me further my understanding of the
Charismatic Leadership and how I use it personally.
See Evidence #16
56
.
57
.
58
.
59
.
60
.
61
.
62
.
63
.
64
.
65
.

Student will demonstrate

knowledge of contingency
approach to leadership by
Fiedler
Student will describe
personal application of the
above theory (Fiedler)
Student will demonstrate
knowledge of Path-Goal
theory by House
Student will describe
personal application of the
above theory (House)
Student will demonstrate
knowledge of Leader
Member Exchange (LMX)
theory
Student will describe
personal application of the
above theory
Student will demonstrate
knowledge of Leadership
Substitutes Theory
Student will describe
personal application of the
above theory
Student will demonstrate
knowledge of Models of
leader emergence
Student will describe the
impact of traits on
leadership emergence and
performance

66
.
67
.

Student will demonstrate

knowledge of Chaos
approach to leadership by
Wheatley
Student will describe
personal application of the
above theory (Wheatley)

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

68
.

Outcome

Target class

Student will demonstrate

how cultural anthropology /
paradigms relate to
leadership

HDF 412

Additional
Experiences

Descriptive notes regarding learning and practice

During our semester and Module II in HDF 412 we were asked to
track the behavior of the people around us. By doing this we had to
observe how this impacted the people around them as while. We had
to do all of this and report back in the classroom with our findings
without passing any judgements or assumptions. To help use
complete this we were given the following questions:
1. What differences are present in the group? Kind and
numbers.
2. Who is talking and who is silent?
3. Who initiates?
4. Who is outside the group, ignored, or discounted?
5. Who interrupts whom?
6. Who has eye contact with whom?
7. Who is silent but seems to be filled with emotions?
8. Who seems to be shutting down or zoning out?
9. Who is being talked about, common themes or topic by
different group identity?
10. What patterns do you see?
These questions helped us to not make judgements and only answer
with facts of what we were observing and in the end allowed us to
observe a classroom, meeting, or social event and evaluate the
different actions of each person involved.
See Evidence #

69
.
70
.

Student will describe

personal example of using
cultural anthropology /
paradigms as a leader
Student will demonstrate
knowledge of the Cycles
of Socialization (Harro)
theory and its uses in
leadership

HDF 412

The Cycle of Socialization model shows a continuous circle of the

process one makes in different societal lenses that have shaped our
opinions and beliefs thus far in our lives. The best words to describe
this theory are universal, consistent, circular and more often than not
invisible.
Each section of this model is explained as follows:
The beginning: Each individual person is born into a selected social
identity depending on their cultural and geographic surroundings.
Each person is born in either a subordinate group or a dominate
group. This is the stage where there is no guilt, no conscious and no

71
.

Students will demonstrate

personal application of the
Cycles of Socialization
(Harro)

HDF 412

Personal Experience
Family and Social
Experience

choice.
First Socialization: This is when each person learns more about their
personal identity through their parents, relatives, teacher and people
they love and trust. This shapes each persons idea of norms,
values, and expectations.
Institutional & Cultural Socialization: In this stage the individuals
ideas are reinforced by institutions, churches, schools, television,
song lyrics, and media. Social norms are then embedded into the
individual involuntarily. The individual learns the potential
consequences if they are not compliant to their assumed social
identity.
Enforcements: Rewards and punishments are established. For those
who comply to their social identity they get rewards and benefits
while other who disobey their assumed social norm get negative
consequences.
Results: Everything explained above leads to dissonance, silence,
anger, self-hatred and dehumanization. There are targets and
agents; targets are oppressed and battle it internally while agents
unconsciously or unintentionally accept the benefit of these set
norms. Direction for Change: in order to break the cycle each person
must be fully aware of their status in society and how they can use
that to help others. They shall empower one another, build alliances,
and allow new rules and ideas to form. Doing what is morally right
rather than conforming to societal norm pertaining to sexual
preference, race, culture, ethnicity, etc.
Actions: The circle will always continue unless there is conscious
action taken to put an end to this vicious cycle.
See Evidence #17
My path through Harros Cycle of Socialization within the LGBTQ
community was one that has stayed with me over time. My first
socialization was when I was younger; I grew up in a family where I
had a gay uncle and a lesbian cousin and it was accepted by my
immediate family so I never thought anything of it. I didnt know it
was different or out of the ordinary. My parents were always very
open to letting me be whoever I wanted to be and always told me
that they would love me no matter what and that is something I am
very thankful for. I had always grown up in an environment that I
knew to be welcoming to myself and all of my friends. It wasnt until I
had gotten older that I started to realize that others thought it was
weird for me to have a gay uncle. Specifically, I remember in one of
my Confraternity of Christian Doctrine classes they had us talk about
ourselves and family and when I mentioned that I had two uncles

that loved each other the whole class started to laugh and even the
teacher gave me a look of disgust.

72
.

Student will demonstrate

knowledge of the Cycles
of Liberation (Harro)
theory and its uses in
leadership

HDF 412

This is when I first realized that some thought this was unacceptable
and wrong. My uncles had adopted two sons and watching what they
had to go through as a family made me confused and angry at a
young age. My uncles are in fact catholic and once they adopted
their sons every time we went to church after that others would
whisper and stare as us. One time a man came up to us and started
screaming at my uncle saying How dare you come to church when
you know God would never approve of your lifestyle. At such a
young age I didnt understand how others could say such mean
things to people within this community and not feel bad. My belief
that being gay or lesbian was nothing out of the ordinary was being
challenged by society and institutions. The songs I heard on the
radio and the way others talked in school were constantly bashing
the LGBTQ community. As I got older I started standing up for others
like my uncles and cousins because I knew the toll it had taken on
them. They wake up every day trying to tell themselves that today
will be different; today will be a good day, only to walk outside of their
door and immediately get hit in the face with oppression and nasty
comments.
See Evidence #18
The Cycles of Liberation derived by Harro is used for the purpose of
deriving a problem and then using the cycle to critically transform the
problem to create a solution. The cycle consists of seven steps with
a single core value.
The 7 steps are as follows:
1. Waking Up- a critical incident that changes the core
ideas/beliefs of someone or a group of people
2. Getting Ready- the dismantlement of previous views and
ideas (Stereotypes, ignorance, misinformation) to replace
them with the new perspectives.
3. Reaching Out- along with the getting ready stage this is when
you take the new perspectives and administer this to others
to get formal feedback as to how the new views will be met
with others
4. Building Community- after the reaching out step and gaining
success with feedback the next step consists of two parts.
Sub-step one is conveying new perspectives to like minded
individuals to gain support and build momentum. Sub-step
two is the convey new perspective to individuals with different

73
.

Student will demonstrate

personal application of the
Cycles of Liberation
(Harro)

HDF 412

Personal Experience

mindsets in the attempt to change their views or at least hear

the message you are standing for
5. Coalescing- after minimizing barriers and gaining allies in the
building community step it brings you to taking like minded
individuals and turning a group of individuals and turning that
into a we coalition. Rally as a group and having your
message be heard by the masses
6. Creating Change- this step encompasses all other steps as it
begins to be the most important. In this step you take all
assumptions, rules, structures and roles of the existing ideas
and system and begin to answer them constructively with all
new assumptions rules structures and roles to silence
opposing individuals and give empowerment to the coalition
formed in the previous step. These new ideals will consist of
new globally just views and through the power of we will
sway the masses in a movement of change
7. Maintaining- this steps occurs after the change happens and
leaves a certain number of individuals that are a part of the
coalition that continue efforts for change to meet further goals
based on the new perspectives. This step consistently
delivers a message to reinforce the new perspectives and
promote further change rather than reverting back to previous
ideals
Core- Liberation is the practice of love and the acceptance of others
regardless of their differences from one another. The development of
competence to the masses and creating change for the act of love is
the ideal that holds the Cycle of Liberation together
See Evidence #19
Referencing what I wrote about in outcome number 71, I think I have
already started on my path of liberation within the LGBTQ
Community, although I have not fully embodied it yet I am working on
it. I was always aware of the hardships that gays, lesbians and
queers have faced but not so much bi sexual or transgender. HDF
412 has actually been that wake up call for me. We not only touch
on these difficult topics but go in depth as well and it has been
extremely eye-opening for me. Before this class I didnt really think
much about transgender and the oppressions they face daily I didnt
realize how hard it is to walk around in a society that doesnt fully
accept them for who they are. I was floating in this grey area before
this class where I was unaware of their struggles and didnt really
take the time to understand them fully. Now I feel much more
confident when it comes to being a full ally for the LGBTQ

74
.

Student will demonstrate

knowledge of the
Configuration of Power
(Franklin) and its
relationship to leadership

HDF 412

75
.

Student will demonstrate

personal application of the
Configuration of Power
(Franklin)

HDF 412

community. I am constantly making conscious and unconscious

efforts to make sure I am standing up for this community every day. I
want to be a part of the change and I want to help this community
with the privileges that I have being a heterosexual in society.
See Evidence #20
Franklins Configuration of Power model describes the layers of
power presented in our society. This model consists of the 4 layers
as follows:
1. Economics- the center of power as it is in control of the
distribution of wealth in society, owns and controls land and
resources, and is directly involved in unemployment and
minimum wages
2. Politics- the surrounding layer of power which has the
opportunity to change economics. Those apart of this
segment of power deal with issues that are perceived by
society of power
3. Bureaucratic Management- surrounds the politics layer of
power as it protects politics and ensures their power.
Whether it be law enforcement or the justice system it is all in
the efforts to keep economics and politics in tact
Controllers of Symbols- the final layer that has the most effect on the
perception of society as it contains media, education system and
religion. The key factors to shaping opinion of society
See Evidence #21
I am going to stick with the LGBTQ community for this as well and
relate it to the Control of Symbols layer of Franklins Configuration of
Power. Within this layer there is media, education, religion, and
popular culture: where they train new blood to maintain
configurations. Starting with the media this has been a major
platform for the LGBTQ community; they have made tremendous
strides within our society but still have a ways to go. Bruce Jenners
coming out as a transgender who is now referred to as Caitlyn shook
the world. The media played a huge role in his coming out and
explanation of his journey as a transgender which raised awareness
and brought light to this community. On the other hand the power
that the media possess can be both good and bad for this
community.
There have been many walks, lobbying, street marches,
social groups, media and research that has gone into reaching the
goals and equality this community has been looking for. They have
made tremendous strides with their movements and persistence.

Most of the education systems have become more helpful for people
within this community although not everyone has come around there
has been a dramatic increase in the amount of people that support
the LGBTQ community. The most recent accomplishment is the right
to get married which has been years in the making and way overdue.
This community has endured both good and bad attention from the
media and education systems. The hardest thing to overcome is the
battle with religion. This is still ongoing and something that Im not
sure will be resolved anytime soon. Certain religions hold a lot of
power over the LGBTQ community and it is a constant battle
between the two. These religions are still trying to hold onto the
societal constructs and expectations that have been put in places
years ago pertaining to the roles of a men and women in society.
This is where they are trying to train new blood to maintain the
configurations. I have seen this on a personal level like I have talked
about previously with my uncles in the churches. This is something
where some people who believe strongly in their religion do not what
to come to an agreement or understanding of the LGBTQ
community. The progress that this community has made is huge but
their fight is nowhere near done, there are so many other injustices
that this community faces and this is just the beginning.
See Evidence #22
76
.

77
.
78
.

Student will demonstrate

knowledge of racial identity
development via the Cross,
Helms or other models
(Ferdman & Gallegos; Kim;
Horse; Wijeyesinghe etc.)
Student will demonstrate
personal application of
model(s) of racial identity
development above
Students will demonstrate
knowledge of McIntoshs
theory of privilege and its
relationship to leadership

HDF 412

McIntosh takes on an approach that opens your eyes to White

Privilege and the invisible package of unearned assets. These are
privileges that we didnt necessarily ask for but were born with or
without instead. Most of the time we are unable to realize them
unless they are pointed out to us directly. The can be very minor
things that we are able or unable to do each day without realizing.
She compares White Privilege to Male Privilege by stating that they
are both phenomenon, realized that since hierarchies in our society
are interlocking, there was most likely a phenomenon of white
privilege which was similarly denied and protected. As a white

79
.

Student will demonstrate

personal application of
McIntoshs theory

HDF 412

person, I realized I had been taught about racism as something

which puts others at a disadvantage, but had been taught not to see
one of its corollary aspects, white privilege, which puts me at an
advantage. As a society we have been taught to ignore the white
privilege that we possess and subconsciously we do not recognize
them. McIntosh gives examples of questions and statements that
point out White privileges that we are unaware of such as, I can be
pretty sure that if I ask to talk to "the person in charge," I will be
facing a person of my race and I can go shopping alone most of the
time, pretty well assured
that I will not be followed or harassed. These are both perfect
examples of how minor or large White privilege can be. Without
realizing it we have privileges that help or hinder us in our schools,
careers, neighborhood, and throughout our everyday lives. The first
step is to realize and understand your privileges in order to help
others that lack these said privileges. Not all privileges have a
negative affect and it is important to distinguish the good ones from
the bad. We need to understand that the American Dream is not
obtainable for everyone because of the privileges they may lack in
our society. The main objective is to lessen the dominance and use
of these privileges consciously and unconsciously.
See Evidence #23
After learning about this theory I was able to address my own
personal White Privileges. Before reading this article and theory I
had never thought about the privileges that I have been born with
such as being a heterosexual white female. Although I may lack
privileges that males have I do possess privileges because I am
white and heterosexual. At first this was a tough topic to fully
understand, I initially felt attacked because of the word privilege. I
have always thought of the word privilege to be an insult because
to me it means it is undeserved or unearned. After going studying
this theory further and truly trying to evaluate the privileges that I
knowingly and unknowingly have I have been able to realize that I
didnt get to choose the privileges I have such as being white but I
can choose what I use them for. I have realized that there is a
difference in using them to fulfill personal desires and using them to
help others that lack these said privileges. To me I think that is the
most important thing; to recognize what you have been handed and
understand how to use it to benefit and help others. I am working
hard to stay conscious of these and to find ways to implement not
using them to my advantage but rather others. This subject was not
the easiest because it can be hard to hear things that society has

taught us to ignore and I think that is what had made it so difficult to

wake up.
When doing the privilege handout in class where we highlighted
statements and questions that applied to us I was better able to see
what my privileges are first hand. I was able to highlight statements
such as, I have never been followed in a store because of my skin
color and I never considered my race as a factor if I am stopped by
police or campus safety Statements like these forced me to see
privileges that I had never addressed or realized before. There are
so many privileges that are out there whether it is religion, race,
ethnicity, age, sexual orientation, etc. and now I am aware of these
through this activity. Of the 54 statements I was able to highlight 28
of them and it was sad for me to think that others would not be able
to highlight that many for themselves. I have come full circle with this
idea and am no longer offended when others tell me that I am
privileged. I know that I have privilege and that I am, for the most
part an able body and now I am fully focused on using it in favor of
others rather than myself.
See Evidence #24
80
.

81
.

Student will describe the

differences and similarities
of individual and
institutional oppression and
relationships to leadership
Student will show
knowledge of effective
leadership as it relates to
change agency

HDF 190

An effective leader must possess the qualities of a change agent. A

change agent is a leader who creates change and brings ideas off of
paper and into reality. A change agent takes on a leadership role and
fires up and motivates others to join in on making positive changes.
A change agent is aware that change does not happen overnight and
can be a long and tedious process. In order to achieve social
change, one must be a change agent themselves. Social change is
difficult and is extremely process-oriented. A change must have the
ability to be confident, patient and be willing to step out of their
comfort zone when needed. They must also have the ability to
influence others and want to take a risk to make a difference happen.
See evidence #12
Revised:
A change agent is someone who instills change by working with
others and by complying with the social change model. An effective
leader must possess the qualities of a change agent. A change agent

82
.

Student will describe

personal examples of being
a change agent

HDF 412

83
.

Student will create a

personal code of inclusive
leadership

HDF 412

HDF 413
SOLC

is a leader who creates change and brings ideas off of paper and
into reality. A change agent takes on a leadership role and fires up
and motivates others to join in on making positive changes. A
change agent is aware that change does not happen overnight and
can be a long and tedious process. Change agents understand that
change is a process and that there will be obstacles and they have
strategies for overcoming these obstacles. In order to achieve social
change, one must be a change agent themselves. Social change is
difficult and is extremely process-oriented. A change must have the
ability to be confident, patient and be willing to step out of their
comfort zone when needed. They must also have the ability to
influence others and want to take a risk to make a difference happen.
See Evidence #9.
I have realized that I have become a change agent within my family.
Outside of my parents I am very close with my cousins and they tend
to be less sensitive to societal changes and more close minded to
change. For example, my three old cousins are boys and tend to not
have a filter when they speak and constantly make racial and gender
slurs at family functions. To them it is all in light fun and not meant to
be hurtful but I have started to stop them for saying thing and using
the phrases they usually do. Now, Im not saying that I have fully
changed them but I do believe that they are more conscious to what
they are saying, especially around me. I dont hold back in pointing
out inappropriate sentences and reminding them that they are only
encouraging a racial and gender divide in our society.
See Evidence #
In SOLC, every retreat is different as well as the groups we work with
but it is important to always have a code of inclusive leadership
present in the back of your mind. I have noticed that there was a
pattern in almost every retreat and that was usually one or two
students would take charge leaving others annoyed and
discouraged. As a leader, I know how important it is to create an
inclusive environment because I understand that everyones opinions
and ideas have the potential to be equally as powerfully for the group
so I try to stimulate that into them as well. Some may not be as
outgoing as others so I usually try and use activities that require
each member to speak one by one so that everyone feels included in
the retreat. By doing this I have seen multiple people start to come
out of their shells as they have become more comfortable and feel
more involved. Being an inclusive in all aspects of my life is
something I strive for.
See Evidence #12 and #25

84
.

85
.
86
.
87
.

Student will demonstrate

knowledge of the Model of
Intercultural Sensitivity by
Bennett and its uses in
leadership
Students will demonstrate
personal application of the
Model of Intercultural
Sensitivity by Bennett
Student will demonstrate
knowledge of the ally
Action Continuum by Griffin
& Harro
Student will demonstrate
personal application of the
Action Continuum by Griffin
& Harro

Outcome Category: Critical Thinking

Outcome
88
.

Student will show knowledge

of principles of critical
thinking (logic is used in this
minor)

89
.

Student will demonstrate

proficiency of critical thinking

Target
class
HDF 412

Additional
Experiences
COM 441

HDF 412

Sigma Delta Tau

Descriptive notes regarding learning and practice

Critical thinking is extremely important and not as simple as others
may perceive it to be. It takes a lot of reflecting and questioning.
Many believe that critically thinking is natural and comes easily but
that is just not factual. Much of our thinking, left to itself, is biased,
distorted, partial, unaware or down-right bigoted. Critical thinking
helps rationalize these natural tendencies of thinking. It is the ability
to self-guide and have a self-disiplined thinking state of mind, which
attempts to reason at the highest level of being fair-minded. You
become aware of our flawed natural thinking if it is not monitored or it
is left un-checked. This enables you to analyze, assess, and improve
your thinking, while understanding that you may at times fall victim to
the inaccurate prejudices, biases, distortions, uncritically accepted
social rules, ect.
See Evidence #
Within my sorority I hold a boundary breaking activity (stolen from
institute) with each pledge class after they have been initiated.
Throughout doing this for 4 years I have fully learned how important
it is for me to think critically for the group to be successful. Naturally

as humans we make assumptions about other people based on their

appearance, style, attitude, ect. And every year I am reminded that it
is not a fair way to assess the people around you. I facilitate this with
each pledge class after they are initiated because I want them to
come to the same conclusion as I have. They have all made
assumptions about each other and started to become cliquey so its
the perfect time to tear down those unfair judgements and see
people for more than just a girl in my pledge class. You have no idea
what someone may gone throw in life or what the reason is that they
act a certain way but by giving these women the opportunity to open
up and start to critically think has been beyond rewarding for me. It is
so important to realize that your first thought or assumption is what
society has trained you to think and youre correction of that is your
true thought.
See Evidence #
90
.
91
.
92
.

Student will show knowledge

of metaphorical analysis to
critically analyze self and
leadership situations
Student will demonstrate
proficiency of metaphorical
analysis to critically analyze
self and leadership situations
Student will show knowledge
of at least five decision
making methods

HDF 413

N/A

Decision-making can sometimes be easy and other times hard.

There are many different options to help you such as, flipping a coin,
taking a poll, picking out of a hat, pros and cons, or simply voting.
Flipping a coin can be very common, it is when you take a coin and
designate Head and Tails to a certain outcome and you then place
the coin on your finger, flicking it into the air. The side that it lands on
is the winner and determines the choice you make. The next is
taking a poll, you can ask the people you care about for their
opinions and create a poll to keep track of what each one says, the
one with the most wins. Picking out of a hat can also be very easy
especially if you have more than two options. You can simply write
your options onto individual slips of paper and then pull from the hat,
the one you select will be the winner and the decision made. Another
great option is weighing the pros and cons, this tend to be my
favorite way to make a hard decision. You simply separate a piece of
paper into two columns and write all the pros on one side and all the
cons on the other. When the pros outweigh the cons the cons that is
the one you will pick. The last option is taking a vote. Each of the
potential options will be announced and then each member can then

93
.

Student will describe

personal examples of having
used five decision making
methods

94
.

Student will show knowledge

of at least five problem
solving / conflict
management methods, as
well as understanding the
roots of conflicts
Student will describe
personal examples of having
used five problem solving /
conflict management
methods (if student has been
trained in mediation, that
information goes here)
Student will describe what it
means to analyze, criticize,
synthesize and utilize
information as a leader
Student will demonstrate
knowledge of leadership that
is used in crisis

95
.

96
.
97
.

HDF 190

HDF 412

Everyday Life
Sigma Delta Tau

raise their hands to vote for which one they find most appropriate for
the situation.
See Evidence #
When in a situation that my family and I are trying to decide what
movie we will watch, we often flip a coin. It may seem silly but we all
know it is fair and it lessens the bickering. Taking a poll is also
something that I tend to do, I will write down my options and take a
poll and tally the answers when I am trying to figure out which option
will be best for a larger group. Picking out of a hat is very helpful
when trying to figure out the order of something. I use this a lot when
in the sorority we had to give speeches, I would have them pick out
of a hat to set the order they would be going in. Weighing the pros in
cons of an option is my favorite and I have used this a lot within my
life whether is be something small in my life like Should I go to
Bonvue tonight when I have a test tomorrow? or things on aa larger
scale such as deciding what college I wanted to attend. Lastly, voting
has proved to be an excellent tactic when in a large group setting
where you need to assess what the majority or people want or can
cooperate with. This has been things as small as what time we were
going to have our weekly meetings to whether we should give
someone a position.
See Evidence #

Crisis challenges a leaders skills to keep an organization together

and keep it thriving when it is most difficult. Promising leaders
exemplify certain traits and ideals to successfully create

98
.

Student will describe

examples of leadership in
crisis situations

HDF 413

Crisis Group
Presentation

organizational structure and consistency that happen no matter the

situation. These successful ideals are followed through 7
precautionary steps.
The steps are as follows:
1. Reducing tension and stress- making the organizational
environment as stress free as possible as a leader creates a
positive chain of events when crisis creates a high stress
decision making process. With no added stress without crisis
difficult decisions become easier
2. Slowing down decision making- rash decision in time of crisis
can be a leaders downfall as lack of due thought process
can lead to ineffective results
3. Surrounding/hiring correct personnel- having personnel
equipped with the ability to handle crisis eases the process of
high stress environment decisions
4. Adaptability of organization- ability of organization to
transform and adapt whether it be personnel, decision
making, or leadership hierarchy in time of crisis
5. Lead with Stakeholders in mind- as decisions are made in
time of crisis all stake holders or people related to the
organization are taken into account and decisions are made
for the greater good of a majority
6. Improve Communication- communication from bottom level
individuals to top management leadership is key to
successful crisis management
Simplicity- keeping critical situations simple creates stress relief for
all phases of the organization in the crisis
See Evidence #26
Within HDF 413 we spent a lot of time going over crisis management
and evaluating who did a good or bad job within those situations.
Within our smaller groups we had to choose a topic that had
experienced crisis and talk about the sequence of event that
happened before, during and after the crisis. My group chose to
present on the Boston Marathon Bombing and we evaluated the
good the bad and the ugly of the incident. We came to the
realization that the ones that handled the crisis well were the first
responders, nearby hospitals and police in their tireless fight to find
the men responsible for the bombing. We were able to evaluate each
individuals role and also realized that the Marathon had prepared
well but still could do better. They have taken the precautions
necessary to make sure the best they can prevent this from
happening again and making sure they have a solid plan in case

something like it happens again.

See Evidence #27

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome
99.

Student will demonstrate

knowledge of active listening
techniques

Student will describe

100. examples of using active
listening skills

Target
class
HDF 190

HDF 190

Additional
Experiences

Descriptive notes regarding learning and practice

There are certain techniques needed in order to be an active listener.
One must be fully committed to what the other person is saying.
Some good techniques are to put all of your electronics away and to
make eye contact. By making eye contact with the person who is
speaking it lets them know that you are fully aware of what they are
saying.

Communication Classes

Revised:
The definition of listening is the act of receiving, constructing
meaning, and responding to those messages. There are certain
techniques that are needed in order to be an active listener. One
must be fully committed to what the other person is saying. Some
good techniques are to put all of your electronics away and to make
eye contact. By making eye contact with the person who is speaking
it lets them know that you are fully aware of what they are saying. A
lot of people do not realize active listening involves receiving some
sort of feedback. This could be something as simple as a head nod
in agreement or even the act of actually responding to what was
said. Knowing how to show that you are actively listening is
important because it shows the other person that you are interested
and invested in what they are saying.
See Evidence # 10.
I have truly learned the importance of active listening throughout my
college experience. I know that within my classes I like to be fully
aware of what is happening by silencing my phone and making eye
contact with the professor as he/she is teaching. This helps me really
pick apart what I am supposed to be learning while also showing my
professor that I am engaged in the lesson. I do this by asking
questions and being respectful to the professor or a student that may
be presenting. Within my communication classes I have done and
seen a lot of presentations, I have learned how to actively listen to

101. Student will demonstrate

functions of group
communication by Hirokawa

HDF 413

COM 251

102. Student will describe

personal application of
functions of group
communication (Hirokawa)

COM 251

Sigma Delta Tau

Sorority

each of them. I enjoy making eye contact and smiling at the

presenter, especially when I can sense that they are nervous. By
nodding and being interactive with them it can boost their confidence
and help their presentation overall. It is also important to actively
listen so you can provide the proper feedback for the professor or
student.
See Evidence #
Hirokawas model of group communication explains the functions of
small groups in the decision making process. Hirokawa has three
theories associated with small group communication and how it
pertains to the decision making process.
The three theories are as follows:
1. Functional Theory- theory concerns with communication of
group behaviors and structures to make decisions and gain
results. This theory promotes communication as a tool for
problem solving and creating an idea of critical thinking and
rational judgments towards decision making. This becomes
the strength of the theory as it creates a nature of logical and
informed discussion, sound discussion and systematic
decision making.
2. Symbolic Theory- theory refers to symbolic convergence of
group members creating internal verbal and nonverbal
communications that bring a sense of community and growth
to a group. This becomes the strength of the theory as team
unity and group identity promotes consistent productive
communication.
3. Structuration Theory- theory views communication as a
product and producer of system structures. Groups in this
theory follow certain rules based on their communication in
the attempt to reach a centralized goal. The strengths of this
theory lie within the structure based system and the of group
members to appropriate, adapt, create, and maintain rules of
communication. It gives the group roles much more
distinction and leaves decision making to a much more
systematic approach.
See Evidence #28
I have actually studied this theory before in my communication
classes, especially in Com 251 (Small Group Communication).
Within this class we focus on communication within small groups and
the steps that each group tends to go through so this class furthered
my understanding of this theory and I have been able to relate it to
my sorority. Within a sorority you can run into a lot of problems both

103. Student will show knowledge

of techniques regarding
giving and accepting of
feedback

HDF 412

N/A

104. Student will describe

examples of giving and

HDF 413

Communications
Major/Classes

big and small and with 150 girls with all different opinions there will
never be a smooth path but the one thing that is key is proper
communication. Members of the executive board would meet once a
week to go over what needed to be discussed and how to present it
to the house. There were times where things were not
communicated well to the rest of the sorority which lead to a lot of
disagreements and problems. These have ranged from immaturity
and cattiness within the house to legal issues that could possibly put
our sorority at risk. In order to avoid these it is important that
everyone is on the same page and there is a line of communication
that includes all the members. Where we can all analyze the
problem, figure out what has led to this issue, come up with potential
solutions, and how to prevent it from happening again. As a whole
we weigh the benefits and costs of each option and then select the
appropriate course of action. This could be as small as sitting down
with a few girls to discuss their negative actions to requesting the
help of our Nation Advisors. While everyone is freely communicating
their thought and opinions it help find the best solution to be carried
out. Communicating in a large group can sometimes be difficult so it
is important to keep everyone on track and focused.
See Evidence #29
Giving and receiving feedback can be very helpful to the growth of a
person, community, organization and more. It is important to be open
and accepting to the feedback that is being provided even if it may
seem hurtful. There are some techniques to help you give and
receive feedback. When giving feedback you must always approach
the situation kindly and understand that this feedback is meant to
help the other party not hurt them. I also firmly believe that you
should never leave on a con. You can say you really need to step up
more with x, y, and z and then end with but I am really proud of how
you have been doing x, and y. The one good and one bad technique
has proven to do well for me. Now on the reverse end receiving
feedback and criticism can sometimes be hard, especially when it is
not what you want to hear. It is important to stay open-minded and
accepting in the circumstance. The person that is offering this
feedback most likely only want to help you succeed and it is
important to realize that you will have weakness that need
improvement. Take the criticism and actively work hard to fix those
shortcomings in the future.
See Example #
Being able to take criticism is a very important quality to possess.
One must understand that criticism is there to help you improve and

accepting feedback.

105. Student will demonstrate

knowledge of facilitation and
de-briefing techniques

HDF 413

SOLC

106. Student will demonstrate

proficiency of facilitation and
de-briefing techniques

HDF 413

SOLC

not to bring you down. Throughout my communications major and

classes I have to present many different speeches which I all got
feedback for. I also appreciate honest feedback so I know what I can
improve on to make myself a better public speaker. In majority of my
classes the other students give you feedback as well as the teacher.
Writing pros and cons to your presentation. It is very important to
remember that this criticism is not a personal attack on you but
rather something to help you reach your full potential. This was a
great experience on how to take and give feedback to others to help
them improve on their public speaking.
See Evidence #11.
In SOLC we go through many examples on how to debrief and
facilitate retreats and even activities. When facilitating it is important
to be organized. Being organized help things run smoothly and
makes for better time management. You must also know the material
well; you should know how the activity works so you will be confident
when you facilitate it. Being able to adapt and be flexible is also very
important because it allows you to work through any bumps along
the way throughout the retreat. It will help you address a problem
and asses it properly to keep the retreat moving smoothly. When
facilitating, you want to get everyone involved, if you see a person
overpowering the activities or group discussions, blind folding them
or asking someone who has not spoken yet to talk can be very
beneficial. De-briefing is equally as important. As a facilitator you
want to let the groups get the most out of an activity and one of the
best ways to do that is to keep your own speaking to a minimum. A
group gets the most out of an activity when they are thinking about
what is happening. When debriefing you want to really connect how
the activity can relate to their organization.
See Evidence #12.
Through SOLC I was able to both shadow retreats as well as
facilitate and debrief them as well. I have learned that you need to
evaluate the groups needs and wants and then tailor you activities
to that. I was able to facilitate the Alpha Tau Delta retreat which I was
able to lead the activity tubes in a smaller group, once we had
broken them into two separate groups. To complete this activity I had
asked someone to volunteer to be blindfolded and to sit in the middle
of the circle. At first they were hesitant and it did take some
convincing on my part but in the end a volunteer went into the
middle. I then grabbed the original structure that the group would
have to recreate and then brought separated pieces into the middle
and placed them on the floor in front of the blindfolded member. I

explained that the remaining participants would now have to instruct

the woman in the middle on how to build the structure in front of her.
The catch was that they could only use three words each and they
had to speak in a clockwise motion around the circle. This caused a
lot of eye rolling and sense of defeat when they started out and
couldnt quite get the hang of it right away. In the end they came
together as a whole and finished the structure the same way the
original one was. As for the debriefing portion, we used debriefing
cards. Taking a handful of these card I then placed them randomly
on the ground in their circle and asked them each to take two cards
that they felt explained the way the activity made them feel. After
each participant had selected their cards they then went around the
circle and described why they had selected that specific card and
how they thought this might connect to their organization. I asked
questions such as now have you experienced that same feeling
throughout your time within your organization and why do you think
that is? This really helped the group open up and discuss the
underlying issues that they had been having.
See Evidence #
107. Student will demonstrate
knowledge of framing and
breaking the frame
108. Student will demonstrate
proficiency of framing and
breaking the frame
109. Student will show knowledge
of organizing meetings /
setting agendas / and
leading meetings

HDF 413

Sigma Delta Tau

In order to have a successful meeting you need to take a lot into

consideration.
When is the best time for everyone to meet?
What do you need to accomplish?
What needs to be discussed?
What message do you need to relay?
You must have an adequate meeting space to fit all the members
that need to be there as well as a quiet and secluded one so others
dont get distracted. It is important to plan out an agenda of what key
points need to be touched on. This will keep you on track and help if
you lose your train of thought. When leading a meeting it is also vital
to make sure that each member is on the same page as you, you
must establish expectations for the group. Such as attendance,
tardiness, active listening, ect. Setting guidelines will help the group
easily transition into each new meeting and they will know what to
expect and what the nature of a meeting is like.
See Evidence #

110.

Student will describe

personal examples of
organizing meetings / setting
agendas / leading meetings

111.

Student will show knowledge

of Parliamentary Procedure
Student will show knowledge
of techniques for working
with difficult people

112.

113.

Student will describe

personal examples of using

HDF 413

Sigma Delta Tau

HDF 412

HDF 412

URI Dorming

Being in a sorority we have many meetings about various things. I

was in charge of holding meeting with the freshman once a week to
go over everything that was planned for that week. I met with them
every Monday at 7. I would write down everything I needed to tell
them about in a notebook so I wouldnt forget anything when relaying
the message to them. When organizing a meeting it is extremely
important to be organized. You must have everything planned in
advance to make sure you dont forget or leave anything out on
accident. You must also find a common meeting place and time that
work for everyone which can be hard especially with 50 girls. When
leading meetings it is also important to make sure everyone stays on
task because it is very easy to get sidetracked. At the end of the
meeting I always summarize my points and make sure to answer
any or all questions and make sure that everyone is on the same
page,
See Evidence #13.
There are many times that you may cross paths with difficult people,
in the workplace, the classroom, or even at a social event. It can
sometimes be exhausting to try and cater to this specific persons
attitude or lack of effort. That is why you must understand techniques
to help yourself become a pro at handling this type of person. Often
times this happens when you cannot see eye to eye with someone
and you tend to have clashing opinions or values. It is important to
use some of the following techniques: addressing them and the
situation calming, have patience, remove yourself from the situation,
and also picking your battles. Addressing the issues head on in a
calm manner shows that you can compose yourself and that you
want to work towards a solution with the other party involved.
Patience is necessary to keep you relaxed and focused on the
problem at hand. By removing yourself from the situation you can
release yourself from the stress of dealing with them head on and
instead by taking it one day at a time. Lastly, pick your battles wisely,
when dealing with a difficult person they usually dont take the time
to see your point of view so you must pick the battles you know you
can win because often times the fight just isnt worth it. Using any of
these techniques can help you take on the difficult person with
confidence and understanding.
See Evidence #
Working with difficult people is something you have to adjust to
because you will encounter them at one point or another. When I

techniques to work
effectively with difficult
people

114.

115.

116.

Student will show knowledge

of the stages of group
development (Tuckman,
Bennis or others)
Student will describe
personal examples of group
development in use
(Tuckman, Bennis or others).

Student will show knowledge

of group dynamics and
group roles

moved in to URI my freshman year I got stuck with too random

roommates. One of which I was very close with and the other not so
much. The first few weeks living together were fine but as timed
progressed I had realized that my roommate was very difficult to not
only live with but also just be around. She would leave her dirty
clothes all over the room for weeks, use my belongings without
asking, and even let people hangout in our room when none of us
were there. At first I did my best to not let these things bother me but
as her bad attitude and selfishness became more prominent I knew
that I need to take action but also proceed with caution. I started by
kindly asking to stop using my things with asking as she replied No
that was not the response that I had expected at all so I then needed
to readjust my platform and plan my arguments prior to speaking
with her. I reminded myself to be patient and understanding towards
her points of views and ideas. After a few more talks with her she
finally started to come around and be a little more respectful. She
started asking me what I was comfortable with and what I was not
and would ask me before inviting over all her friends. It really just
took a lot of patience and stepping back on my part to find a solution
that could work for both of us.
See Evidence #

HDF 413

HDF 190

SOLC

In SOLC we use Tuckmans stages of Group development to

determine what stage the organization or group is at to help a group
succeed and have an effective retreat. For example I was a part of a
retreat for the nursing students and we thought they were in the
storming stage and they happened to only be at the forming stage
which led to a retreat that was not as successful as we had hoped it
would be. The members were not interested in the retreat and it was
like pulling teeth to try and get the members to engage in
discussions and activities. This goes to show how important it is to
review how older retreats have gone with that specific organization
or group if they have done a previous retreat to help assist you in
finding out what stage they are at.
See Evidence #14.
There are multiple steps for group development, the first being,
forming. For forming you have to understand that this is going to be
a process and start out with icebreakers and teambuilding exercises
for the group. You can then move onto storming, this is where you

can address any conflicts and issues that may arise. The third step is
norming, norming is when you look into further skill development.
The fourth step is, performing and this is when you address the most
difficult tasks. The last step is adjourning, this means that you
evaluate your group goal and bring everything to closure. We had to
use this process within our group projects in Flite, and this process
was extremely helpful. See evidence #3.
Revised:
There are 5 essential steps for group development, the first being,
forming. For forming you have to understand that this is going to be
a process and you have to start somewhere so starting out with
icebreakers and teambuilding exercises for the group can be very
beneficial. You can then move onto storming, this is the second
stage where you can address any conflicts and issues that may
arise. The third step is norming; norming is when you look into
further skill development. The fourth step is, performing and this is
when you address the most difficult tasks. The last step is
adjourning, this means that you evaluate your group goal and bring
everything to closure. We had to use this process within our group
projects in Flite, and this process was extremely helpful.
See evidence #14.
117.

Student will describe

personal examples of group
dynamics and group roles
118. Student will show knowledge
of effective memberships
skills in groups
119. Student will describe
personal examples of
membership skills in use
120. Student will show knowledge
of the Challenge and
Support theory by Sanford,
and its relationship to
organizations
121. Student will describe
personal examples of using
the theory of Challenge and
Support (Sanford)
122. Student will show knowledge

123.

124.

125.

126.

127.

of the construction /
elements of informative and
persuasive speeches
Student will demonstrate
proficiency in informative
and persuasive public
speaking
Student will show knowledge
of planning and conducting
interviews (as the
interviewer)
Student will describe
personal examples of
planning and conducting
interviews (as the
interviewer)
Student will show knowledge
of preparing for and effective
answers in interviews (as the
interviewee)
Student will describe
personal examples of
preparing for and being
interviewed

HDF 190

Frogbridge Day Camp

In the summer I work for Frogbridge Day Camp, Ive been working
there for 6 years and every year I have to get re-interviewed. If you
have worked there for a previous summer my boss has an
evaluation from that summer that your supervisor fills out. He then
goes over that with you and tells you what you did right and what you
need to improve on. To prepare for this interview I give myself a
mock interview and with working there for 6 years I have gotten the
gist of what questions he will ask and I practice what intellectual
answers I could respond with. In an interview it is important to make
yourself stand out and not just give the common answers of, Im a
people person and other basic answers that the interviewer hears
all day. I always come prepared with my resume at hand. See
evidence #14.
Revised:
I have been working at Frogbridge Day Camp in the summer for 7
years and every year I have to get re-interviewed. The way the
interview process works is by using evaluations. If you have worked
there for a previous summer my boss has an evaluation sheet from
that summer that your supervisor fills out. He then goes over the
evaluation sheet with you and tells you youre your strengths were
and what you need to improve on. He then asks you situational

questions where you have to answer with what you do in that

situation. Some questions have to do with parents and others have
to do with campers or coworkers so it is very unpredictable. To
prepare for this interview I give myself a mock interview and with
working there for 7 years I have gotten the gist of what questions he
will ask and I practice what intellectual answers I could respond with.
In an interview it is important to make yourself stand out and not just
give the common answers of, Im a people person and other basic
answers that the interviewer hears all day. I always come prepared
with my resume at hand and prepared to elaborate on anything
necessary.
See evidence #15.
128. Student will show knowledge
of effective collaboration /
coalition building
129. Student will describe
personal examples of
working in
collaboratives/coalitions
130. Student will show knowledge
of Intercultural
communication
considerations
131. Student will demonstrate
proficiency in intercultural
communication
132. Student will describe ways to
maintain accountability in
leadership / member
relationships
133. Student will describe
personal examples related to
maintaining accountability as
a leader
134. Student will describe ways to
build relationships between
leaders and members
135. Student will describe
personal examples of
building relationships with
members as a leader
136. Student will describe how

137.

138.
139.
140.

credibility applies to
leadership, as well as the
characteristics and skills of a
credible leader
Student will describe
personal examples of
building, maintaining, and
repairing his/her own
credibility as a leader
Student will describe ethical
standards in influence
Student will describe
influence applies to
leadership
Student will describe
principles of effective
mentoring, as well as
problems particular to the
mentoring relationship

141. Student will describe

personal examples of
mentoring and being
mentored

HDF 190

Frogbridge Day Camp

HDF 413
HDF 412

In my past experience I have been a mentor to younger kids, at the

summer camp I work at I am a role model and mentor the children
within my group. It is my job to model the way for these children and
Ive learned how to do this from other people mentoring me and
seeing what was beneficial and what was not. Being a mentor for
someone is a great experience that the two of you get to share. You
get to build a relationship between the two of you that is a great
feeling for a mentor.
Revised for HDF 412:
Throughout my seven years at Frogbridge Day Camp I have
mentored many younger campers and have tried my best to remain
a good role model for all my campers. . It is my job as a counselor to
model the way for these children and Ive learned how to do this from
other people mentoring me and seeing what was beneficial and what
was not. When I was a camper I had a few counselors that favored
other campers in my group and sometimes would even put me
down. Luckily, I had one specific counselor that showed me what it
was like to be an amazing counselor and gave me something to
strive for. She had left such a huge impact on me and my life that I
could only hope to do the same for the campers that I would be a
counselor for myself. This past summer I had moved up to a higher

age group that was ages 12 and 13 and they were all girls. With that
age group comes a lot of attitude especially when it comes to girls. I
had one camper that had been made fun of by other campers within
the group. I noticed when I had first met her that she was very timid
and shy so I made sure to really keep my eye on her and make sure
that she had someone to talk to. There was one specific day that
sticks out to me the most. At the camp we travel and we had gone to
a water park and as all the girls were in their bathing suits she had
left her jean shorts on and all the other girls kept asking her why she
was leaving them on and she got extremely defensive about the
whole thing so I knew something bigger was going on. As I sat down
next to her I had realized that she had cut marks along her thighs
and legs. When I asked her what was wrong it took her a little time to
open up but when she did I made sure to be there for her. I took her
under my wing and treated her like a younger sister. I helped her
through some of her hardest times and always tried to remain a
stable positive person in her life. Being a mentor for someone is a
great experience that the two of you get to share. You get to build a
relationship between the two of you that is almost indescribable. She
had taught me so much and I am beyond thankful to be able to be a
mentor for her.
See Evidence #30
142. Student will describe
principles of effective peer
leadership, as well as
problems particular to peer
leadership
143. Student will describe
personal examples related to
being a peer leader and
being led by peers

HDF 413

SOLC

Through SOLC I had learned how to facilitate a retreat and about

being a peer leader. Being a peer leader is so empowering, getting
to watch a group grow and evolve into the best they can be can be
very rewarding. It can be hard to be a leader within your peers,
because you are around the same age so sometimes it can be hard
to gain respect and credibility. Throughout retreats you get the
opportunity to really help an organization grow and to help push
them to reach their goals. I have even been to a few retreats where I
was the only being led by peers. Our Sigma Delta Tau retreat that we
had this year was a perfect example of this. The retreat proved to be
extremely effective for our organization and it was nice to see the
other side of it and be a participant instead.
See Evidence #16.