LEADERSHIP

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

Name: Jared Keeman

Date Enrolled: September 2017
Date of Graduation: May 2021

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

Leadership Inventory Revised 08/22/2017 1

CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
 Center for Student Leadership Development Information
 Minor Information
 Developmental Model

ADVISING INFORMATION (students will include own documentation)

 Tracking Sheet / Advising Updates
 Syllabi of Minor Classes (Core and Electives)
 Internship
o Guidelines
o Syllabus
o Mid-term
o Final

OUTCOMES
 Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership,
Critical Thinking)
 Targeted Classes
 Experiences
 Evidence

Leadership Inventory Revised 08/22/2017 2

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

CSLD Mission Statement

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

CSLD Vision Statement

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

CSLD Values Statement

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

MINOR IN LEADERSHIP STUDIES

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

GENERAL INFORMATION
 Regardless of your major, you can minor in Leadership Studies.
 Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
 Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
 No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
 Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
 Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
Leadership Inventory Revised 08/22/2017 3
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors

Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap

Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3

Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit

MINOR ELECTIVES-9 credits

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective

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

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

You need to have your own act together before you can lead others:

2. Lead Yourself

 Time management
 Organization
1. Know Yourself  Self care
 Self discipline
Lead Others  Strengths  Perseverance
 Weaknesses  Develop and maintain family,
 Values PROGRESS interpersonal, and intimate relationships
 Needs  Academic, social, personal goals and
P  Styles objectives
R o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
RE-EVALUATE R
S
former stages E
as you progress S
4. Develop and Refine
Skills S

 Leadership theory and

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

Leadership Inventory Revised 08/22/2017 6

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

Black Font – HDF 190

Green Font – HDF 413

Blue Font – HDF 415

Red Font – HDF 412

BOLD IS REVISION OF OUTCOME

Leadership Inventory Revised 08/22/2017 7

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

2. Student will demonstrate personal, HDF 415 Applications for Alternative Spring In HDF 415, I have furthered along my knowledge in self-discipline. The Merriam-Webster dictionary
organizational, and academic examples of Break, HDF 415 and Institute Peer describes self-discipline as “correction or regulation of oneself for the sake of improvement”
self-discipline Leader (https://www.merriam-webster.com/dictionary/self-discipline). An academic example of demonstrating
self-discipline would have to be when the groups were first chosen for HDF 190. I wanted to start to
get to know all of them right away with no hesitation, however, I realized that it is a longer process than
that. Everyone opens up at different paces. I am one of the people that it takes awhile to open up to a
group of people. Trust the process is a motto that I have always gone by since going to classes. Even
though that phrase gets tested on a daily basis, it is still a code for me to follow. It only took about a
month for everyone to get comfortable, but there was a growing sense of self-discipline needed to have
this be a cohesive group. They each learn in different ways too, which is also something I found out
throughout the time the group spend together. An example of my personal self-discipline would be the
time following interviews for Alternative Spring Break, HDF 415, and Institute Peer Leader. I do not like
waiting to hear about results of anything, I want to know right away if I got the positions or not. A way
that I took the pressure of those off was to focus on the activities that I was involved in during that time.
I ended up getting all those positions, however. I did grow in this skill of self-discipline during these
times by finding distractions from the stress that the waiting was giving. Finally, an organizational
example of self-discipline that I had was the wait until I went to Denver, CO, for Alternative Spring
Break. It is a very long process from once you get picked for the trip until the trip actually happens. It
is all worth it, but the suspense while going to weekly meetings is killer sometimes. I thought about all
the good aspects of what the trip could bring me during the meetings leading up to the trip. And it did
work, the trip was worth the wait and constant suspense. (See Evidence #2: )
3. Student will demonstrate the ability to MTH 142 Test and Quizzes for each class In MTH 142, both stress and emotions can be very common when studying and doing work for the
manage emotions ECN 202 Exams for the Class class. Sometimes it can be very difficult to manage emotions when there is a big test for the class and I
BUS 341 might be stressing out a lot, which could eventually cause a great amount of emotions. So, a good
technique for managing emotions in this situation would be to take breaks whenever a person can feel
themselves getting very worked up and tired of studying. A good way to take a break would to exercise
and get their minds off of the studying. I personally get a little bit of test anxiety so sometimes it can be
nearly impossible to manage my emotions, but the more I study for my calc exams, the better I feel
come time for the tests. I feel that if I take deep breaths when I start to get anxious and nervous it helps
because those breaths get my focus back and I can continue to concentrate. The same goes for
Economics, I have had my struggles with the class, but I know that if I just take my time and not get
myself too worked up over every assignment that I could potentially have trouble with, it will make for a
better test taking experience. So, whenever I study for anything or am doing difficult work, I feel like
getting fresh air and taking small breaks is the best way I can potentially manage my emotions. I feel as
though others should try that as well because I have seen numerous times that it has worked very well
for me. Hopefully in the future I will be able to continue with these techniques and be able to maybe
keep building a greater basis for management of emotions. (See Evidence #3: Econ Test)
In BUS 341, which is my Organizational Behavior class, about once every three weeks we are tasked
to take some exams. So far this semester we have taken three exams. Each exam I have tried
Leadership Inventory Revised 08/22/2017 8
 something a bit different in terms of my studying. For the first exam I was definitely freaking out over it
because I did not know what to expect going into the exam since I had never taken an exam with this
professor before. It was also an exam for the former Assistant Dean of the College of Business, which
made me even more scared that they would be extremely difficult exams. The way I managed my
emotions for that first exam was take the whole day before the exam to study. I did that by making
flashcards and attempting to put as much information as possible on those flashcards. I was very
happy when I saw the grade for the exam, yet I still felt that I did not need to study as much for the next
exam because I felt that I had over studied and was overthinking some of the easier questions on the
exam. For the second exam, I made the flashcards in advance, but waited to study them until the
afternoon/night before the exam the next day. I felt very prepared for the exam, but it turns out I was
not prepared as much for this exam. It made me highly upset that the grade was not what I intended
for the test. So, I knew I had to fix that. I completely changed up my techniques by using the internet
and trying out a Quizlet instead of handwritten flashcards. I was nervous and anxious because I did
not feel as confident as my first two exams. However, I actually was very surprised that I did as well as
I did, which was a pleasant surprise and put a smile on my face. (See Evidence #3-A: Quizlet for Exam
3 BUS 341).
4. Student will demonstrate knowledge of
stress management methods
5. Student will demonstrate the ability to MTH 141 Study Groups for Calc 2 (MTH 142) Being able to manage stress can be very simple, but a person must be able to manage their time
manage stress MTH 142 Routines and Schedules wisely and take every assignment step by step for someone to really be able to stay stress-free. Every
All Classes in the Time Management assignment that is assigned in college has a couple days to be completed, with most being assigned
Semester for an entire week. And every test that a student has, the professors let them know weeks in advance,
so they can start preparing themselves. For me, in MTH 141, I feel that I utilized those stress
management techniques very well. I would take my time in getting my assignments done and not wait
until the last minute to complete them. I would start them a few days in advance so if I had something I
needed to be at the night before an assignment was due, I could be happy and less stressed knowing
that I did not need to complete any assignments. The class would get a take home quiz every Thursday
and they would be due the next week. So, over the weekend in between, I would start working on the
questions I knew how to do and throughout the week I would complete the remaining problems on the
quiz. Same went for the homework assignments that were online, throughout the week I would work on
them because generally every weekend there would be a lot of work due, so if I got those assignments
out of the way I would be all set. For MTH 142, I decided to join a study group to help with my studying
techniques and gain a greater knowledge about the topics. Everyone in the group would give people
feedback and knowledge about the topic they might be good at. This group was useful because if
someone did not know a certain topic very well, it was very likely that someone in the group knew
about that certain topic. This helped with stress management because the group would meet every
week and it would give me an extra study session for future quizzes or exams. (See Evidence #5:
Notes Study Group)
The fall semester of my Junior Year has been, by far, my busiest semester of my little over two years
here so far. All I had to worry about my Freshman Year was my classes that were very challenging.
Now, I am involved in four clubs on campus, those four include The Rotaract Club, SOLC, URI Club
Baseball, and Student Senate. I have also picked up two Executive Board positions in two of the clubs.
I am the Treasurer of both the Rotaract Club and URI Club Baseball. The consensus is usually that
when you have a busier schedule, you have more of a chance to be very stressed out with the no time
you have for work and yourself.
That is where my routines and schedules come into effect. One very important routine to have for
yourself is a good sleep schedule. I try to get at least 6-7 hours of sleep a night. My health teacher in
high school said he only got 5 hours of sleep a night and he could not have been in a better mindset. I
could personally never do that, but it made me think “maybe I do not need 8 or more hours of sleep a
night to feel good in the morning.” So, I use the Bedtime portion of the clock app on my phone and I
have a schedule in it. That schedule contains my sleep schedule for Sunday night through Thursday
Leadership Inventory Revised 08/22/2017 9
 night. I set it for me to go to sleep by 11:30pm each night and wake up around 6:30 am Monday
through Friday. That way, it would give me enough time to get up and get myself ready in morning, so I
can get to campus on time. I am also up early enough to work on any last homework or studying that I
made need to do. Having that schedule keeps me less stressed and happier each day.
Another routine that I follow is my eating habits. I try to have my three meals a day at the same time
each day. It is not good to miss a meal or have an extremely early/late meal in your day. When you
get into a routine, your body is used to eating at those times, and it is thrown off when you eat much
earlier or much later.
Another routine I try to take advantage of is my study habits. Whenever I have a big test coming up, I
always go to the Library a couple days before to start flashcards up and try to study as thorough as I
can, so I will be able to understand the topic I am learning about.
Since I have started these new techniques, I have been very successful and in a better mindset. I am
always happier and refreshed each day. (See Evidence #5-A: Bedtime Schedule).
This semester was a semester like no other for all college students. Remote learning, hybrid learning,
synchronous vs. asynchronous; all of these were factors for the semester that was one that could have
never been predicted at the beginning of classes Freshman year. There was a question everyday as to
if there were going to be classes in person or not, it depended on COVID on a day-to-day basis. With
that being said, stress was at an all-time high which piled onto being in my Senior year and having to
figure out what I was going to do next year was a great deal of stress to take in for a student. I set a
goal for myself at the beginning of the semester to set time every week to see what I had to do for work
for the week and make sure it got done in a timely manner. Some weeks were busier than others, so it
ended up being more difficult than expected to keep up with everything, but for the most part it calmed
my stress down immensely. A few of my classes did not meet at all which was tough because with
classes that I had in person I was always making sure I would get my work done before the class
started, but there were other times where I would lose track of time as well. I had to work throughout
the semester too because they needed me to come home to work a weekend and it would put more
stress on me than I even expected for a semester already stressful enough. I did the best I could with
what I had when it came to this semester and I feel like I will come out of it with less stress than it could
have been if I did not have my time management plans in place. It was a very confusing and stressful
semester for every person that was in college and it did make for a much tougher time than previous
years. The saying “surviving the semester” was definitely one that I followed this semester, and I do
feel like I did the best I could for the craziness that was the start of my Senior year.
6. Student will express a personal code of
leadership / membership ethics
7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values HDF 190 VIA In HDF 190, the class filled out the VIA values test for an assignment and each student got to see what
statement (Sources = VIA, values HDF 415 VIA their top five values were. The top five values that I got were honesty, love, kindness, gratitude, and
clarification exercises, etc.) fairness. I show honesty in nearly everything that I do. But before I can be honest with everyone else, I
feel that showing honesty in the way I act is more powerful. People do not listen to a liar and they
generally do not like a liar. So, people want to listen to someone who is honest, and I feel that I portray
that honesty very well. I show love when it comes to someone who is in need or someone that just
needs a person to be there for them. I always let people vent and I let people just tell me how they are
feeling. I always take great pride in this trait because I am always welcoming of everyone who I come
across and I am always looking to help everyone that I come across. I show kindness in giving every
person an equal say and an equal opportunity to put in a word in anything that I do. Every group project
or even just a simple conversation, I always listen to everyone and give them kind advice and
feedback. I also never turn down the opportunity to help someone that needs something. It could be as
simple as grabbing something they dropped on the ground, or it could be going somewhere to get them
something they need, I will never turn down the opportunity to help someone. I show gratitude by being
thankful for everything and everyone that I have come across in my life. I always say thank you to
Leadership Inventory Revised 08/22/2017 10
 someone who holds the door for me, and those words could even make someone’s day. If someone
works hard to make a person feel happy, especially for me, I always tell them how happy and grateful I
am that they helped me out in whatever good deed the person did for me. Finally, I show fairness by
making sure every person I come in contact with is being treated equally. Every person to me is an
equal human being, so I want to let them know that I will always make sure to be there for them and
make sure they get an equal opportunity to get a word in on a certain issue or just feel like they are
involved. (See Evidence #8: VIA)
At the start of this semester, I decided that I would go ahead and retake my VIA Strengths in Action.
Since I was holding a position as a peer mentor for HDF 415, I wanted to retake them since my
students were taking them for the first time. Another reason was to see with what values I could see
myself relating with my students through. The new top five values that I received are Gratitude,
Kindness, Humility, Honesty, and Social Intelligence. Three of my top five values stayed the same
which makes complete sense because although my strengths changed a good amount due to me
changing, my values as a person have stayed the same. I am not going to go into my old values since
I do have the same definitions for those values, but I am going to talk about how they were used in
peer mentoring. The three that were the same are honesty, kindness, and gratitude. Honesty was one
that I used always with my students. Being transparent and realistic with my students was the best
way to reach them on different levels. When the semester went all online for the whole semester,
being honest with how tough it will be was something that I did not like doing, but something I felt like I
needed to do. Also being upfront with how I would help them did not leave them with any doubts on
how to succeed for the rest of the semester. Kindness is pretty obvious as to how I used it. Being
there for all my students during a time of need and just giving them a sense of relief every once in a
while, is something that was needed for the group dynamic to continue on its positive path. I am very
thankful for the students and the group I have in HDF 190. These were the seven names right off the
bat I thought would all be great together, and honestly, I do not think this could have been better. Not
only have I been there for all my students, they have been there for each other too which is so great to
see the connection they’ve made with each other in the half semester we were on campus together. I
will always be thankful and show gratitude to each one of my students for the hard work and memories
they have given me for this weird semester. Now, onto my new values, Humility and Social
Intelligence. Having humility means being humble about the accomplishments that they achieve. I do
think well of myself and believe I deserve all the positions that I have earned, but if I do not get those
positions, I will work even harder to feel better about myself in the future. Getting this position in HDF
190 and 415 was something that I worked extremely hard to achieve, over a year’s worth of experience
and knowledge was put into this final culmination. Finally, social intelligence is the last new one in my
top 5, and honestly, I have seen myself with this so much recently. I have learned how to adapt to
different situations and how to fit into each conversation I am involved in. I have different
conversations with my baseball team than my SOLC people. I also have different conversations with
my ASB family in comparison to the Discovery Dawgs (my group for 190). Being able to be social
aware in each of those situations is something that I thrive on and it really helps when talking to these
different groups. (See Evidence 8-A: VIA New Values)
9. Student will demonstrate practice of the N/A Peer Leader for LI Utilizing all of my personal values was definitely something that I subconsciously did throughout my
personal values statement time as an Institute Peer Leader. My top 5 VIA values in actions are Gratitude, Kindness, Humility,
Honesty, and Social Intelligence. I feel as though I used these in specific ways as the PL throughout
the semester. Using gratitude was definitely one that could have been a strong one. Being gracious
and generous of the student’s feelings and time throughout the entire semester was something that we
set out to do as our group’s peer leaders. We never forced any of our students to say that would put
them out of their comfort zones. We might have encouraged them to open up and create more
dialogue than in other situations, but we were understanding of the amount that would be said. The
next is kindness and I feel that kindness and gratitude went hand in hand. I was always happy and
always kind when people could not go to meetings. Life happens all the time whether someone likes it
or not, so being understanding that they cannot always make meetings was something that had to be
Leadership Inventory Revised 08/22/2017 11
 done. This was a whole new program and with it being their first semester of classes at college, we
were grateful every time they showed up to meetings and never made them come to meetings.
Humility means being humble and never taking anything for granted and that was a huge one for me. I
never thought I would be awarded the position of PL for the Leadership Institute. I used to be quiet and
not willing to share all parts of myself and that is one of the crucial aspects of the position. Once I
received the offer for the position, I never let my ego get in the way of that and always made sure to be
thankful that I was chosen. Although I knew that I would be a great fit for the position, that does not
mean in any way that I deserved it over anyone else, so I would never take it for granted. Being a PL
means never putting yourself over the students thinking you are better than someone else, and always
remain humble during crucial situations. Honesty can be taken many avenues during someone’s time
as a PL. I needed to be honest with the students as well as being honest with myself. Letting them
know that we are understanding that times can be hard and not pushing them out of their comfort
zones was something crucial with the honesty value. Giving them true and personal experiences to get
them along the way to success is the best way to be honest. Also making sure that I would not push
myself to do things that I was comfortable with and being honest that I may need to cool my attempts of
being the “perfect” leader in situations that I could not possibly do that. Finally, social intelligence is
useful during conversations that would be had in small group meetings. When I am able to read a
room and understand when situations could be becoming awkward, there is always a time where I
would need to move onto a different topic or switch it up completely.
10 Student will demonstrate the ability to HDF 190 Social Change Project In HDF 190, the whole class were assigned small groups at the beginning of the semester and our one
lead a project from start to finish (follow- COM 100 Group Presentation for COM main task for the groups was to do a social change project. The class got assigned the project before
. through) BUS 355 Final Project spring break, so everyone had to keep track of that and remember to actually complete the project. The
time gave every group the ability to bond and become closer so each individual in it could potentially
lead a certain aspect of the project. Our topic was opioid awareness, which is a very serious topic
across the United States. Every person was passionate about the topic and I feel as though I had some
very positive ideas that were included in the presentation. Everyone got their chance to lead the group,
which is all about the inclusive leadership aspect as well because everyone felt heard and it motivated
them to do more and not stop. Teamwork is a major aspect in being able to have a great group ethic,
and being one of the leaders of the group, I feel that my positivity strength helped throughout as well
because even before the project took place, every time our group would get together I would have a
positive attitude and not discourage anyone or anything one of the group members would try and bring
up.
In COM 100, the class was assigned a group speech and there was a list of topics we had to choose
from. Our topic ended up being food cultures in various places, which included the U.S, Asia, France,
and the Ivory Coast. I felt throughout this project I had the most influence because I was assigned to
put the whole project together, which to me meant I was told to lead the project and make sure that it
went smoothly. The class did not have a great amount of time to complete this project, since our group
was the first group to present and the class got the assignment the week before. But my group pulled
everything together and was able to complete the project with no faults or errors throughout the
process. (See Evidence #10: COM Presentation)
I could have put any of my group projects that I have created over the past year or so because they
each had instances where I demonstrated the ability to lead from the start of the project to the finish of
the project. I decided to take the task of the BUS 355 class I am taking, which is the Operations of
Supply Chain Management. At the beginning of the semester, we were told that we would have to
create a final project that would encapsulate every important fact about the topic of Supply Chain. We
were tasked to find a group of four other students and the goal was to complete the project for before
Thanksgiving break. The project parameters were that you must either pick an existing company or
you could create your own company to do a numerous amount of Supply Chain activities. We decided
on taking the new product route with our company Best Buy, which I chose right off the bat since we
wanted to make a new technological product and were struggling to come up with a new company as
well. I felt good in my abilities to lead because at the beginning I was trying to schedule times to meet
Leadership Inventory Revised 08/22/2017 12
 so we could get a head start on the project since it would be coming up a lot quicker than that actually
date felt. Throughout the entire project I was trying to contribute every single idea I could to make the
project be as close to perfect as possible. What went really well was for me to express my knowledge
on the topic and the rest of the group put that into project words because I can sometimes not use my
words very well for presentations. When it came time to presenting this project, I felt that we could not
have been in better shape with the practice presentations and then the final product. We were told by
many people after, including our professor, that our presentation was perfect, and we looked very
professional in our presentation of it as well. I felt that came down on me as a leader, and it made me
as well as the entire group very proud of the work that we did. (See Evidence #10-A: Picture of Group
Project BUS 355)
11 Student will describe goals and objective
statements regarding personal issues,
. career issues, and community issues
12 Student will show evidence of goals and N/A Alternative Spring Break In my first two years here at the University, I felt as though I was not very lucky when it came to any
objectives that were planned and HDF 415 FLITE Peer Mentor application process. I had applied for numerous positions on campus that I felt I was qualified for, even
. achieved N/A Institute Peer Leader though I could have absolutely been, I was not chosen. What I did over the previous summer was try
and improve on some skills that I might have been lacking and could ultimately help me with these
positions in the future. One of those was my public speaking skills and interpersonal communication as
well. I did that by working at a restaurant where I was tasked to have conversations with some angry
customers sometimes. Dealing with people in that manner was a great way for me to improve on those
skills and inevitably it actually ended up working.
Coming back for my Junior Year here at the University, I set my goals and objectives for the year that I
felt could be easily attained if I used everything I have learned. Two of the goals that I had for myself
were to be able to get onto an Alternative Spring Break trip and go serve a community outside of the
Rhode Island area. It was a dream of mine to try and do a service trip out west, so that was the goal I
set myself. Throughout both rounds of interviews, I knew where my head was at for which trip would fit
me perfectly. I chose to go for the trip in Colorado. I was nervous the entire time while I was waiting to
hear back from them because I was on the first day of interviews, so I would have to wait awhile to hear
what the answer was. After a week and a half of waiting for the answer, I had heard what I wanted to
hear. I had achieved my goal of getting on a service trip here at the University. I could not contain my
excitement while I was in one of my meetings that I had to tell my roommates who were there because
I just felt like I had to tell someone.
In that same week I had also applied for the role of FLITE Peer Mentor, which was something that I
personally did not see myself doing after taking that same class because I did not feel like I would have
fit the role of a perfect Peer Mentor. I had so many amazing Peer Mentors for my class, so I felt like I
could not step into their shoes and take a chance at it. This year was different however, I came back
and said, “Let’s get Peer Mentor, you are ready.” The interview process is generally what always gets
me each year because it is difficult for me to stand out in a group interview. However, the only round of
interviews ended up being an individual interview, something that I felt I could showcase myself for. I
went into the interview highly confident because I knew how much I had prepared myself for the
interview and I felt that I was going to do a very good job in that role. The interviewers also believed
that because I also got that position. So far, I was able to complete two goals that I had set for myself,
and I will hopefully have new and more challenging goals that I cannot wait to attain in the near future.
(See Evidence 12: Picture of both emails).
When I wrote this outcome fall semester Junior Year was when I achieved my goal to get each of these
two positions. Now, I am through spring semester Junior Year, and I have completed both of these
tasks fully. Alternative Spring Break was a complete success I cannot even imagine my life now
without the experiences that I had on that trip. Meeting the people that I did and seeing the impact that
we were having on the community that we served was something that I will never forget, and I will
hopefully be able to take part in that experience again with another group of wonderful service humans.
Now, HDF 415 was a semester of adaptability and challenge for sure. Going from the expectation to
Leadership Inventory Revised 08/22/2017 13
 be back after spring break to going online for half of a semester was not ideal whatsoever. This was a
position I wanted to one hundred percent succeed in, and I had to find a way after everything went
online to complete that goal. Meeting with my students once a week has really made me feel
accomplished at a Peer Mentor for HDF 190, just being able to have conversations with all of them
about whatever and connect with them on a level that is not just about school. Overall, this year was
my favorite year of college to this point and I cannot wait to see what next year will bring in. (See
Evidence #12-A: )
This year’s Leadership Institute was like no other Institute there has ever been in the past. Due to the
COVID-19 pandemic, this year’s Leadership Institute was held virtually, which meant that there would
be a great number of changing parts that would have to be put in place. So my other two co-leaders
and I set out right from the beginning to achieve something that seems to be very realistic goals and
objectives that the group could set to make the most of Institute for the whole team. Making it an
extreme effort to remain in contact with all of our students was our first objective and making sure they
stayed involved throughout an entire semester was something that could have been better, but it did
seem as though it was for the best as to how it worked out. Our group might have been smaller than
expected, with only having four students showing up to all of the small and large group meetings, but
the group cohesion was so much easier to create with a smaller group. Being able to connect to each
of the students on a greater level was something that made our experience as leaders and the students
experience a great one. With a smaller group, it is also easier to make sure they stay involved as well.
Being more attentive to the smaller group leads them to feel heard and feel like they have a voice in a
group, making them more comfortable to keep coming to meeting and sharing more about themselves.
It also makes them feel like they have people on campus as well if they ever need help or assistance
with anything that might be going on. We feel that as leaders we did the best job that could have
possibly been done for everything that we had. With being a whole new program this year and the
flexibility of the schedules, it leads for the best possible future for the program. (See Evidence #12-B:
Leadership Institute Photo).
13 Student will show knowledge of the
“Hierarchy of Needs” theory by Maslow
.
14 Student will show application of Maslow’s
theory to own life
.
15 Student will show knowledge of the theory
of Superleadership by Manz & Sims
.
16 Student will show application of Manz &
Sim’s theory to own life
.
17 Student will describe StrengthsQuest HDF 190 Gallup Strengths In HDF 190, we as a class completed the StrengthsQuest Signature Themes. My top 5 themes include
Signature Themes, shadow side of HDF 413 Facilitations Positivity, Consistency, Relator, Restorative, and Developer. These 5 signature themes relate to me
. Strengths and/or weaknesses, and HDF 415 Peer Mentoring and my leadership abilities because for my top strength, Positivity, I feel it is necessary to have a
examples of application (Source = Gallup) N/A Peer Leader for LI positive attitude when doing activities and listening to others speak their own opinions on the certain
subject at hand. People listen to a more upbeat and passionate leader; they want the motivation to
keep pushing forward to complete the activity that is in front of them. Another one of my strengths,
Consistency, works with my leadership style because I have seen many people in the past stay
consistent with what they are teaching/leading people to do, and I feel that I should also follow that
same leadership role. People will not get confused if the plans do not change, if something gets fixed or
changed, people will become lost and eventually might become unmotivated. Using my relator
strength, I would be able to communicate and agree with a majority of the people I would eventually be
working with, and I could relate to them by using some of my experiences as well. The relator strength
could actually fall into relating to someone that could potentially have the same strengths as me, we
could come up with certain ideas that would be beneficial for the group. Restorative and Developer are
Leadership Inventory Revised 08/22/2017 14
also great strengths that would be helpful in my practice and learning of leadership. Restorative means
that people can see when a problem might arise, and they will come up with a plan that can help the
group succeed. Developer stems from restorative, meaning that people can create a new plan for the
task that they are attempting. Restorative and Developer both have the potential for a shadow side of
weakness because if the plan falls through, then there might be an issue if there is no way that the
situation can be fixed. (See Evidence #17: StrengthsQuest)
Throughout the beginning of my Junior Year, I was starting to realize that my strengths did not fit the
person that I am now in comparison to the last leadership class I took back in Freshman Year. So, I
decided to retake my strengths, and I now have new strengths, including my top strength. My new top
5 strengths consist of Includer, Discipline, Responsibility, Restorative, and Arranger. I feel as though
my new strengths do fit me better in the leadership sense simply because I have grown into a different
type of leader. I have also become a more confident leader, not taking the back seat of anything
anymore. I am trying to become a more focal leader that tries to get his voice heard. So, my top
strength, Includer; that strength relates to me and my leadership abilities because through everything I
have learned, it is absolutely crucial that a leader makes their best effort to make sure everything is
included, whether physically or emotionally. If someone is not mentally in a situation either, it basically
shows that a person does not/is not even there to help a situation. I use my Includer strength to hear
everyone’s opinions and make sure they are where they should be. A weakness for that is someone
could really not want to be involved, and that is totally fine, a leader can only do so much to make
someone feel involved. My next strength is Discipline. There is a certain type of demeanor that a
leader must have to be successful. That means they must have a calm persona and not freak out over
the little issues that might arise. Leaders need to be strong in their time of action and be focused on
the activity at hand. During any facilitation for example, if a group is not responding to the activities that
you are running, through the discipline strength, I would try to mix it up a little bit and try something
different. Getting angry and frustrated is not the way to go by it because the group you are facilitating
for would just give up on the activities being prepared. My next strength is Responsibility which means
if a leader is told to complete a task, it is their job to complete their job in a timely and full manner.
Generally, a facilitator is given a specific time period to finish a task they were given by their group
during a retreat, and it is their job to make the most of that activity in the time period they are given. In
my case, my first facilitation was to run Tweener, which lasted the appropriate amount of time it was
supposed to last. My next strength is my Restorative strength, which is actually the only one of my
strengths to stay the same throughout college, and there is good reason to it. I am a very good and
quick problem solver because I generally think two steps ahead at all times, for example during one of
our classes for HDF 413, when we had the tarp activity. I was trying to think of all the possible
scenarios as to where we could go and what could potentially go wrong, and it worked because when
something would go wrong, I instantly had the solution. Finally, my last strength is Arranger. I try to
maximize all situations by also demonstrating my restorative strength a tiny bit. I would be thinking
ahead as to what I can do to do everything I have to as the leader in the shortest amount of time.
Generally, there is a group of people who could split the roles and maximize their time as well while
being at this certain event. (See Evidence #17-A: StrengthsQuest)
In HDF 415, I feel as though I used my strengths in many different ways. Each of my five strengths
relate very well to my role as a peer educator. For my top strength, Includer, I feel as though that is a
strength everyone should use int his role because not only do we learn about Inclusive Leadership
techniques, we have our own students to support throughout the semester. Being inclusive with each
student can take me different avenues since each student has their different ways of learning but
listening to everyone’s opinions is what includer means. Showing discipline means to follow routines.
Since the class has gone all online, I have made it a goal to talk to my students once a week about
whatever they want to talk about. It could be related to class, it could not. I wanted them to feel like I
am there for them during this time with some sense of relief and comfortability. Responsibility is
another strength that is simply put in this role. I am responsible for the well-being and success of
seven students in this class. I let them know what is due at what time and they let me know if they are
Leadership Inventory Revised 08/22/2017 15
 stuck on anything for the class. Restorative is a strength that has been used a great this semester
since there was an unforeseen problem with the Coronavirus pandemic shaking up what was left of this
semester. I have been more involved in the student’s work because it is harder to learn when they are
not on campus. That is for the websites, outcomes and evidence. Finally, at the beginning of the
semester I had to use the Arranger strength to figure out which would be the best way to fill the seven
spots in my group. I definitely made the right choices, especially considering those were my top seven
and all of them ended up in my group. Matching that with social intelligence makes it a perfect
combination for creating the groups. (See Evidence 17-B: HDF 415 work)
This year’s Leadership Institute was the first of its kind. Being all online and being throughout the
whole semester was definitely one for the ages and lead towards an eventual future program idea for
the CSLD. What was tested during this entire process was my strengths and how to use them to fulfill
the students’ experiences in Institute. To reiterate, my top 5 strengths are Includer, Discipline,
Responsibility, Restorative, and Arranger. My top strength, Includer, was the most crucial strength that
I needed to utilize during this whole experience. Everyone that was a peer leader this year could say
without fail that it is definitely difficult to try and keep students feeling involved and motivated for this
experience over an entire semester. For me, it definitely was not the easiest thing to do because we
started this whole experience with 9 students and ended the semester with 4. However, the way to
use this strength to the best of my ability is to make sure the students feel heard and feel like they are
in an environment where they do not feel uncomfortable to share feelings and ideas with people in their
group who they may not know. All of the students in our small group definitely felt included by not only
me, but my two fellow peer leaders. We worked together constantly to make the group feel like they
were comfortable and excited to continue coming to meetings. The next strength is discipline, and this
was another important strength needed for the drastic change in the program this year. Having a level-
headed mindset was a big factor in making the experience worthwhile. Being able to work through all
the changes that were happening suddenly was a stressful time but being able to stay calm throughout
the entire process really helped with giving the most attention to our students. The next strength is
responsibility and this one could not be anymore obvious. The responsibility for the peer leaders is to
educate the students about things they might not know about themselves by having deep
conversations that allow them to express thoughts in a safe space. We are also responsible to make
sure we are able to provide a safe space for them and not make them feel uncomfortable. The next
strength is restorative, and this is a strength that I have had all throughout college. Being restorative
means, someone is always thinking a few steps ahead of the game, always thinking about where a
certain situation could go if the group continues to go down this path. With all of the changing pieces
that occurred during this entire semester, it was always important to think about what could happen
next and make sure we have a plan as to what could happen if something does not go a certain way.
The adaptability to change is also crucial and even though it is not one of my top strengths, it was
definitely a strength I saw in myself this semester in reference to my restorative strength as well.
Finally, the arranger strength. Being that we have to figure how we were going to conduct our small
group meetings, we have to figure out what was the best for not only the group, but for us as well.
Should we conduct them online or in-person? Should we conduct them in the morning or at night?
What day should we conduct our meeting? It was always necessary to arrange plans in advance
because that would ensure us that our students could have time to get their schedules together and
make sure they could at least attempt to make our meetings. I feel that the arranger strength needed
to be used in different ways than it usually does because of the changing scenario that came about.
However, it was utilized in the best way to benefit the whole group.
18 Student will describe personal leadership HDF 190 Leadership Institute I did not know exactly what these were when I was in the leadership institute and student government,
style and/or personality style including HDF 413 Spaghetti, Marshmallow, and Tape but I do feel like I used these strengths in action for a lot of what I did while participating in this. For
. strengths and weaknesses and examples Towers in HDF 190 example, at the Leadership Institute, I feel that I used my positivity and developer strengths the most
of application (Sources = Leadership style Rotaract because when we would participate in the challenge course, it is always necessary to stay upbeat and
inventories, the L.P.I., Type Focus motivating people to push on. If something were to go wrong, I would also use my Developer strength
(MBTI), LAMP, DISC, and other career to come up with a new plan to see if anything can be resolved. When I finally learned about my
Leadership Inventory Revised 08/22/2017 16
 inventories, etc.) strengths in HDF 190, I did realize that at the Leadership Institute I did use these strengths the most.
Also, for example, when as a small group we had to make towers made out of spaghetti, marshmallow
and tape, I feel I used these strengths very well. I kept the group in check and made sure we kept a
calm and cool head, as well as not rushing any process. The weaknesses that I show are the fact that
many people in my past have seen me as a quiet and reserved leader and that I cannot put myself out
there as much as others. For instance, in the past people have seen me as a more laid-back leader
and more reserved leader, which is a weakness because they might not respect me because of that
reason. But I feel that I broke that stereotype of myself at Leadership Institute when I volunteered to
speak in front of all the students about our experiences in the challenge course. I am using this
leadership minor as my start to become an influential leader. (See Evidence #18: Group Photo)
This year, I decided that I needed to take another leadership class, so I felt like Advanced Facilitation
was the class I needed to take to go another step further in my leadership experience here at the
University. Coming into this year, I had five strengths from freshman year that I felt like were not the
strengths that described me as a leader anymore. They did not seem that old, it was like milk that had
just expired, do you take the chance of drinking it or just go out to get another gallon. I decided to go
and get that theoretical gallon of milk and retook my StrengthsQuest. There is one of my new
strengths that I feel really shows the kind of person I am as a leader, which is my Includer strength.
The overarching theme for Rotaract is “Service Above Self” but this year as Treasurer I decided to set
another objective for myself, which was to make members feel like they belong in the club that they are
at. Retention for an organization is one of the most important aspects because having loyal members
always make for a better club. This year, we got over 80 names for the club on First Night, which was
awesome and shocking at the same time.
Our first meeting was a jam-packed room with honestly almost 100 people with all the returning and all
the new members of the club. It was such a large turnout that we have been trying to find a different
meeting room to accommodate for the large amount of Rotaract members that we have now. The goal
I had that night was to talk about what service meant to me, and I could tell people were very interested
in hearing what I had to say about that. One of the new members actually came up to me after the
meeting and talked to me for a bit about service. That was good because I got to connect with some of
the new members and be able to tell them that this was the club to join. That is where my Includer
strength comes in, because I wanted to make everyone feel involved in that conversation we were
having about retention, and how this was the club to stay loyal to. (See Evidence #18-A: Rotaract T-
Shirt).

Outcome Category: Leadership Theories

Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences
19 Student will show knowledge of the
“Authority and Bureaucracy” theory of
. leadership Weber
20 Student will describe personal
application of the above theory
. (Weber)
21 Student will show knowledge of the
“Scientific Management” theory of
. leadership by Taylor
22 Student will describe personal
application of the above theory (Taylor)
Leadership Inventory Revised 08/22/2017 17
.
23 Student will show knowledge of the
“Management by Objectives” theory of
. leadership by Drucker
24 Student will describe personal
application of the above theory
. (Drucker)
25 Student will show knowledge of
“Theory X and Theory Y” theory of
. leadership by MacGregor
26 Student will describe personal
application of the above theory
. (MacGregor)
27 Student will show knowledge of the HDF 190 VIA In HDF 190, we as a class learned about the servant leadership theory. The main theme of this is to serve
“Servant Leadership” theory of before leading, and eventually people will see that. There are 10 characteristics in this model, split up into
. leadership by Greenleaf three categories. The three categories are Servant, Leader, and Servant-Leader. And the ten characteristics
include listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship,
commitment to the growth of the people, and building community. The three under the Servant category
include Listening, Empathy, and Healing. Listening means being attentive and being able to fully grasp what
other people are trying to say. Having an active listening skill is key in these certain situations because if
people can see that everyone is listening, they might become more comfortable. Empathy means being
caring and kind to people, as well as understanding everyone comes from a different background. It does not
make someone different if they do not have the same lifestyle as you do. Healing is being able to connect
wholly to a person or a group of people. Being able to make a full connection to someone will eventually lead
to a “full” relationship. The four that are included in Leader category include Awareness, Persuasion,
Conceptualization, and Foresight. Awareness means before you go into a certain situation, you need to be
fully understanding of what these people are going through. I feel my top value of honesty goes hand in hand
with this because a person needs to be honest with themselves as well as being aware of themselves in
certain tough situations people might be in. Persuasion means that a person is not trying to tell someone a
certain point, they are trying to convince or influence that person to do something. Conceptualization is more
of a simple, broad branch of servant leadership. They take more of a daily approach to everything they do.
Foresight deals with every aspect of life. It deals with past situations, present situations, and even future
situations as well. Finally, the three that are included in the Servant-Leader category include Stewardship,
Commitment to the Growth of People, and Building Community. Stewardship is an all-inclusive characteristic.
It wants people to work together to attain a certain goal. Commitment to the growth of the people means that
if someone sets their mind to a certain situation, they cannot back down. It will let people down and people
that need the help will not be pleased. Finally, building communities means making everyone feel safe and
targets a specific community. If they fix the smaller community, the bigger community will soon follow in their
footsteps. (See Evidence #27: Servant Leadership Model)
(Source: What is Servant Leadership? (n.d.) Retrieved April 22, 2018, from https://www.greenleaf.org/what-
is-servant-leadership/)

28 Student will describe personal N/A Rotaract These past two years I have been a part of the Rotaract Organization, which one of the community service
application of the above theory Alternative Spring Break organizations that this campus offers. They are a part of Rotary International, all with the good intentions to
. (Greenleaf) serve their surrounding communities. Some of the specific activities that I have personally participated in
were the Buy One More food drive at Belmont Market during the Thanksgiving holiday period, the Leukemia
and Lymphoma Society’s Light the Night Walk where we made the lanterns for the participants to hold as
they walked around the Rhode Island State House, and another was the Mew’s Tavern Beer and Gear 6.9K
which is for the Easterseals. This event we flagged the race and I have taken part in it the past two years.
My personal favorite is the Spirit of Giving, which is when as a club or an individual the people are tasked to
Leadership Inventory Revised 08/22/2017 18
 sponsor a family and purchase gifts for the people who may not be able to afford the gifts during the holiday
season. The category I feel that I am under is the Servant-Leader because when I go out to do service, I am
trying my absolute best to see a growth in the community and be able to build the community alongside the
members of the community.
This is especially true for when I participated in the Spirit of Giving drive. I wanted my other club at the time,
Club Baseball, to help me sponsor a family of four children during the holidays. I was able to raise enough
money to give the children that I got the best Christmas they could possibly have for themselves. I was
fortunate enough through my life so far to be given some of what I have. I know people that do not have that
luxury, and it actually hits close to home because I know people that do not have luxury. So, to help out as
much as I can means a great amount to me. I wanted to do the best I possibly could to give these children a
happy Christmas, and I got a note from them saying they were extremely appreciated of the effort that I put
forth for their family. (See Evidence #28: Mew’s Tavern Beer and Gear 6.9K Group Photo).
For Spring Break this year, I decided to participate in an Alternative Spring Break trip. There were a couple
trips that I was interested in this year, but one trip stood out. We went to Denver, Colorado, and participated
in numerous activities around the area. The first aspect of the Servant Leadership model that fits perfectly
into this is awareness. During our trip, we participated in a build site through habitat for humanity in
Longmont, Colorado (where we stayed on our trip). Once we made it to the build site for the first day, the
habitat sponsor for the area showed us a presentation of the impact that they have had on other communities
and families around the Longmont/Denver area. This made me aware of what impact we would be having in
the area because at this site there were going to be two houses for two families. The other characteristic of
the model that would fit in on this trip is absolutely building community. Going back to the worksite for the
houses, we were helping build two houses for families that could immediately come into their new community
and be happy. This program is to assist families put into a different situation through unforeseen
circumstances. And being able to help out with this process is building up a community physically from the
ground up. This spring break trip brought out so much in me, and made me realize why Servant Leadership
is so important to me. (See Evidence #28-A: ASB Photo)
29 Student will show knowledge of the
“Principle Centered Leadership” theory
. by Covey
30 Student will describe personal
application of the above theory
. (Covey)
31 Student will show knowledge of the “14
Points / TQM” theory of leadership by
. Deming
32 Student will describe personal
application of the above theory
. (Deming)
33 Student will show knowledge of the
“Visionary Leadership” (now often cited
. as “Transformational Leadership”)
theory by Sashkin
34 Student will describe personal
application of the above theory
. (Sashkin)
35 Student will show knowledge of the
“Individuals in Organizations”
. leadership theory by Argyris
36 Student will describe personal
application of the above theory
.
Leadership Inventory Revised 08/22/2017 19
 (Argyris)
37 Students will demonstrate knowledge HDF 190 VIA In HDF 190, the class learned about Grace’s 4 V’s model. The model is centered around four main
of the “4 V’s” theory of leadership by characteristics, which include values, vision, voice, and virtue. All these V’s build off of one another as will be
. Grace (Center for Ethical Leadership) described. To start, the model allows me to identify my five top value strengths: honesty, love, kindness,
gratitude, and fairness. Each of my five top value strengths allow me to develop a realistic vision. Using
vision would mean being able to see what might need to happen or what needs to be happen. Having a clear
vision will then lead to a leader being able to use their voice trait. Voice means to be able to portray their
vision verbally and then being able to go through with that specific vision. If a person is able to voice their
vision, that will allow them to continue to build off the original vision and then be able to support and serve
the potential people that could be in need. Finally, virtue is being able to actually put a person’s vision and
voice into action. A person’s virtue can distinguish each person from each other, for example Gandhi from
the likes of Hitler or Stalin. Having virtue means someone is able to combine each of the characteristics and
put them to use. Each characteristic of the 4 V’s model is a building block on each other, where a person
starts by using their values to create a vision, then be able to voice that specific vision, then being able to put
it all together with a person’s virtue. (See Evidence #37: Grace’s 4 V’s Model)
Center for Ethical Leadership. (n.d.). Retrieved April 22, 2018,
from http://www.ethicalleadership.org/concepts-and-philosophies.html

38 Student will describe personal HDF 190 Leadership Institute For the four V’s theory of leadership, the values that are shown in the model are honesty and kindness. I feel
application of the above theory (Grace) that these two values are the two core values that mean the most to me because I feel that being honest to a
. group of people or even just a singular is one of the greatest values for being a good leader. If someone is
not honest as a leader, then it would be hard for people to actually trust them as a leader and that would not
be great leadership. I feel as though being kind as the leader also is very key because people listen and
follow a leader that they can respect, not someone who is disrespectful and rude to a certain individual. I feel
that I use those both in various ways while trying to become a better leader, and I want people to respect me
and think of me as a kind person as well. For example, at the Leadership Institute I feel that I used my two
values when talking through certain challenges with my group, being truthful and caring for them if they
would get down and upset, I would tell them it might seem difficult at the moment, but it will be worth the
struggle once we get through it. My vision for this would be to help become more open and also have people
accept everyone around them no matter what. I have been known to be a quieter leader, but for other people
to open up and say what they are thinking makes me a more outspoken person. The voice that is portrayed
here would be that I want to become someone who can bring honesty and kindness to the way they lead or
are in a daily conversation or relationship. People need to be loved and be heard, I feel that I can help that
process for some people by bringing in the kindness and honesty that they need. The one virtue that I bring
along with me is courage. I feel that being courageous and being strong or capable of a task is very key in an
influential leader. People with courage can become something more than they are, they can get out of their
shell and be able to open up more and become not only a better leader, but a better person. I feel as though
I have used this in HDF 190 by being able to speak in front of the little groups as well as the whole class.
Being kind and honest in my responses should get me a certain type of respect, as well as allow people to
trust me as a leader. (See Evidence #38: Leadership Institute)
39 Student will show knowledge of the
“Situational Leadership” theory by
. Hersey & Blanchard
40 Student will describe personal
application of the above theory
. (Hersey & Blanchard)
41 Student will show knowledge of the HDF 190 Gallup Strengths In HDF 190, I learned about the Relational Leadership Model and all the characteristics that go along with it.
“Relational Leadership” model by It all starts with knowing, being, and doing, then it continues to the five other aspects: purposeful, inclusive,
. Komives, McMahon & Lucas empowering, ethical, and process-oriented. For knowing, it is how you yourself knows the similarities and
differences in society. For being, it is how a person can portray themselves. Finally, for doing, it is how you

Leadership Inventory Revised 08/22/2017 20

 show off or achieve the goal you set for yourself. For the first relational leadership component, purposeful,
means “...having a commitment to a goal or activity”.  Also, the goal for purposeful is to know a “role of
mission/vision” (Komives, Lucas, McMahon). Having purpose in the way someone leads means that they
know they will have a job to do, and they know there is a valid reason as to why they have to get it done.
The group members also have to work together to start agreeing on topics they are disagreeing with. The
group also has to create a positive, upbeat surrounding so they will be able to make positive change in the
environment around them. The second leadership component that is being taught is inclusive.  The term
inclusive “...means understanding, valuing, and actively engaging diversity in views, approaches, styles, and
aspects of individuality...”.  Being able to incorporate every person in the group as well as looking at every
person as an equal participant not only in a group, but in society as well.  Having the diversity and having the
cultural differences makes a group thrive under certain pressuring activities. I feel that my Gallup Strength of
Relator fits this because I would be able to understand if someone felt like they did not fit in or belong, and I
would try my absolute best to make sure they felt like they were involved. The third relational leadership
component being discussed now will be empowering.  Being able to empower the other people around you
with words and actions shows people “power...” as well as “self-esteem” (Komives, Lucas, McMahon) that
you can portray.  It also claims, “I have the right to be here and to say what I feel and think”. The last two
relational leadership components being discussed are ethical and process-oriented.  The ethical leadership
portion is “...leadership that is driven by values and standards and leadership that is good- moral - in nature”.
It also shows “development in values” and “ethical decision making” (Komives, Lucas, McMahon). The major
point in ethical leadership is that the leader stays true to their words as well as being honest with the people
around them.  If that works, people will be willing to open up more about what they want to put on the table
for work. The process-oriented leadership portion is “...how the group goes about being a group and
accomplishing its purpose”. It involves being a “community” and “collaboration” with everyone involved to
promote the start of something new.  Whether it is a change to an existing plan, or the start of a new
challenge or endeavor, having a specific process to go by makes everything flow smooth. (See Evidence
#41: Relational Leadership Model)
Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College Students
What Want to Make A Difference. Retrieved from
https://www.uta.edu/leadership/_downloads/The-Relational-Model.pdf
42 Student will describe personal HDF 413 Rotaract As the Treasurer of the Rotaract Club here at the University of Rhode Island, I utilize the Relational
application of the above theory Leadership Model the best. One of the club’s main attributes is being inclusive of everyone that wants to
. (Komives et al) join. As a club, we are always looking for more people to join, and one of the goals as treasurer is to make
students want to stay in the club as long as they possibly can. Rotaract wants to grow the future for
community service at URI, and to do that we need to have some inclusivity. Empowering people to get their
jobs done is another important aspect I look into as treasurer. Every person brings a different set of skills
and different abilities that could be crucial to the success of the club. One of my goals is to motivate and
empower the people not on the executive board to step up and take roles on that they may never have
before. It is all a work in process and as a group we should be able to empower each other to get the job
done effectively. There is always a strong purpose to what we do as a club, and it is “Service Above Self”. It
is also to put our heart and soul into everything we do for everyone that we serve, whether it is families
during the holidays, or a school that may need assistance, our purpose is to put service above everything.
The ethical view of leadership in Rotaract is to work together with our peers and come to a commonplace
within the group to get the job done well. Groups are a very important aspect, and another task for the group
is to trust each other and have the belief that they will have the best interest of the group. Finally, Rotaract is
a very welcoming, tight-knit group that always has each person’s best interest at hand. There is no
individuality in our group because we believe that working together using multiple ideas and brains is the
best way a group can function. (See Evidence #42: Rotaract/Rotary Logo).

43 Student will show knowledge of the

concept of constructivism
.
Leadership Inventory Revised 08/22/2017 21
44 Students will describe personal
examples of implementing
. constructivism
45 Student will demonstrate knowledge of HDF 413 Exploring Leadership Book Kolb’s Experiential Learning Model is a four-stage learning cycle in which a learner “touches all the bases“ in
the Experiential Learning Model (Kolb) Outside Research their leadership learning techniques. These four steps include Concrete Experience (doing/having an
. SOLC Retreat experience), Reflective Observation (reviewing/reflecting on the experience), Abstract Conceptualization
(concluding/learning from the experience), and then Active Experimentation (planning/trying out what you
have learned). Something unique about this model that there is no exact starting point to this model. You
could start at active experimentation and go all the way around the model and still have an effective style of
leadership.
This model then goes a bit further into the Processing Continuum (how we approach a task) and the
Perception Continuum (our emotional response, or how we think or feel about it). There are also four new
terms that are added that combine two of the previous stages together. There is Diverging (feel and watch),
that is between the Concrete Experience and the Reflective Observation. Next is Assimilating (think and
watch), which is between Reflective Observation and Abstract Conceptualization. The next one is
Converging (think and do), which is the middle between Abstract Conceptualization and Active
Experimentation. Finally, there is accommodating (feel and do), which is in between Active Experimentation
and Concrete Experience. This model is something teachers/professors could potentially use to deeply
evaluate the learning styles that are available to the students. If a student is not getting the proper learning
opportunity, this model can be used to find a better alternative to what they are learning about. (See
Evidence #45: Kolb’s Experiential Learning Model). (https://www.simplypsychology.org/learning-kolb.html)
46 Student will describe personal N/A Summer Camp Job at Home Over the past two summers, I took a job as a camp counselor for kids ages four to fourteen, and I was their
application of the Experiential Learning leader, or “coach” as my boss said at the beginning of our trainings each year. There is one time in particular
. Model (Kolb) that I truly felt the Kolb’s Model of Experiential Learning came about. It was my first summer at the camp and
I was tasked to lead the baseball camp alone, which I had never done before this point. Even though I knew
how to play baseball, I was still at a loss for what to teach these children. So, the first day as the lead I
tested out what I felt would be the right idea for the camp, which was not that successful. The Concrete
Experience I thought about for the first day was to just throw the ball to each other for the first day. Yes, that
did help them, but these kids wanted to learn more about baseball and be able to play games and have fun
with the sport. When I went home that night, I asked myself, “what can I do better tomorrow?”, and “what
should I do to make these kids love baseball more?”. I came up with some ideas such as letting them hit off
a tee and throwing groundballs/pop flies to them. Then I thought, “so what do I do from here?”. I had two
other co-counselors that were able to help, but this was like my time to shine and be that big influence on
these kids. The next day I went in and experimented with this way of coaching, and sure enough it was
super successful. The kids were so happy learning different types of drills and activities. My boss came up
to me at the end of the week and said all the children’s parents loved how the camp was run for the week,
which was an extreme confidence booster to me. That week led to my decision to go back for another
summer, and thanks to the Kolb’s Model of Experiential Learning, I had another great summer this past one
because of it. (See Evidence 46: Teamworks Northborough Logo).
47 Student will show knowledge of the HDF 190 VIA In HDF 190, I learned about the social change model. The class also got assigned groups to do a project
“Social Change Model of Leadership about a current social issue. The model is based off of three values: Individual, Group, and
. Development” by Astin et al Social/Community Values. Then, in each of the three values, there are 7 total characteristics, which are
commonly known as the 7 C’s of the Social Change model. In the Individual values section, there is
consciousness of self, congruence, and commitment. Each of these three are based on what a person
themselves can do to create and educate others on change. The first characteristic is consciousness of self,
which is being able to recognize specific beliefs, values, attitudes, and emotions that allow people to take
action. I feel as though my value of honesty fits perfectly with this one because you have to be honest with
your specific beliefs or values. The second characteristic of congruence shows what the person is thinking,
feeling, or behaving like and making sure they are consistent and genuine with their work as well. The third
characteristic is commitment, which is being able to devote yourself to a certain cause or action, as well as
being passionate for what you believe is right and staying behind your beliefs. In the Group values section,
Leadership Inventory Revised 08/22/2017 22
 there is Collaboration, Common Purpose, and Controversy with Civility. The first characteristic is
collaboration, which states being able to work well with others and trusting others and yourself to do the job
necessary. The second characteristic is common purpose, which is everyone in the certain group or situation
all have the same goal or need that has to be completed. Everyone is on board with completing the same
idea or topic and will work together to complete it. The third one is Controversy with Civility, which is being
able to recognize that everyone has differences and people just have to be honesty about those differences
and talk about them, so they can work them out. The Social/Community value is Citizenship, which is when
you and the group become responsible for leading a whole community and being able to gather each person
together. The Social Change Model is a very powerful model, and the voice behind the model makes for
each person to create change. (See Evidence #47: Social Change Model)
The Social Change Model of Leadership Development. (n.d.). Retrieved from
https://www.cmich.edu/ess/ResLife/Leadership_Opportunities/Leadership_Camp/Pages/Social_Change.aspx

48 Student will describe personal HDF 190 Social Change Project In HDF 190, every person in the class was assigned a group in the beginning of the year and the task was
application of the above theory (Astin for them to complete a project that brought about all the aspects of the social change model. My group
. et al) consisted of many talented individuals that could easily be a leader anywhere else on and off campus. The
topic we as a group chose for the project was an opioid awareness seminar and the group decided that this
one would be the best topic since some of us actually had background research on the topic. The rest of the
group was really interested in finding out more about the opioid epidemic. I did not know much about the
opioid epidemic, so going to this panel and seminar was something that I was very interested in. From the
beginning, each group member was assigned one of the seven C’s of the Social Change Model. My task was
to talk about Controversy with Civility. Now, people across the country each have their differences about the
opioid epidemic, stemming from whether there are prevention programs or not in each state. Some states do
not get the necessary funding to even have a prevention program. Yes, even though I only talked about one
of the seven C’s of the model, I do feel as though each of the seven were present in the project itself. I used
consciousness of self when going to the panel because I did not know about how accessible the drugs
actually are, so I was ready to learn about everything there was to know about them. I used congruence to
start the project because when I said I was interested in participating in this, I continued with that and wanted
to gain more knowledge about the topic. I used commitment by going to the panel on the night, paying very
close attention to all the visuals and actively listening to each panelist speak about their own experiences
with the opioid epidemic. I used collaboration when trying to put together the project with my group, we all
chipped in what we felt was necessary to the presentation and essay that we all put together. I used common
purpose, along with the rest of my group when it was time to start putting together the presentation because
we all knew that we wanted to make the presentation the best it could possibly be. Our group took the
necessary time and made sure everything went smoothly. I used citizenship when going to the panel, seeing
that each person wanted to make every person in the audience clear that if they knew someone that was in
need of the necessary help to let them know where. That resonated with me because with my value of
kindness, I feel that it is very helpful and kind to let people know of the necessary treatment options they
have available. (See Evidence #48: Social Change Project Group Photo)
49 Students will demonstrate knowledge HDF 415 Group Development In HDF 415, we were tasked to learn about the Leadership Identity Development Model. The model is
of the “Leadership Identity broken down into six different stages. The stages are: Awareness, Exploration/Engagement, Leader
. Development Model” by Komives et al Identified, Leadership Differentiated, Generativity, and Integration/Synthesis. The first stage of the model is
awareness, which is defined in the model as “…students becoming aware that leadership happens in the
world.” Students only see/know that historical figures are the models of leadership in this stage of the model.
The students are not aware of their own leadership styles during this stage. The second stage of the model
is exploration and engagement, which is defined as “…students begin to form peer groups and seek
opportunities to explore their interests.” The everyday leader such as family members and teachers are
recognized here. On the way out of this stage of the model, people will start recognizing the leadership
abilities in this student. The third stage of the model is leader-identified, which is defined as “…students
recognize positional leadership and being moving in and out of leadership roles…”. This is the part of the
model where a student will start to recognize that leadership positions in clubs can be attained by themselves
Leadership Inventory Revised 08/22/2017 23
 and they will start to dig deeper into being a leader. The fourth stage of the model is leadership-
differentiated, which is defined as “…students begin to view leadership as more than a title.” This is where
students will turn to their peers and adults to search for a deeper understanding of leadership practices. The
fifth stage of the model is generativity, which is where students connect leadership to larger purposes. This
is where a person becomes a we, not me, in their organization. Finally, the sixth stage of the model is
integration/synthesis, which is defined as “…begin to align their leadership skills to their future goals.” The
journey through the LID model ends with this stage. This model is interesting because it is not linear,
meaning that students will travel in and out of each stage when they learn about more leadership theories
and model. (https://journalofleadershiped.org/wp-content/uploads/2019/02/15_1_mckim.pdf) (See Evidence
#49: Picture of the model)

50 Students will describe personal HDF 412 Group Work/Projects In HDF 412, I feel that I really started to realize where I stand within this model. Going through all of the
application of the above theory. projects and all of the work that was asked of us to complete throughout this semester during a pandemic, it
. (Komives et al) showed where my passion lies in the Leadership Minor. Going into my Senior Year, I feel as though I would
have been in a lower tier of the model than I am now because so much has happened to me throughout the
entire semester. I came into the semester without a job and not totally knowing what I wanted to do with my
life after I got out of college. There were about five or six different avenues that I could have seen myself
going to after graduating. About a month into the semester, I sat down and really went through what I could
see myself doing for the first portion of my life out of college. I could have gone into a desk job where I had
my 9-5 days Monday through Friday for a few years. I could have gone to graduate school for who knows
what. I could have even gone into a program where I would go into teaching right away (something I want to
do in the future). However, I decided that I wanted to become a financial advisor when I get out of college.
Being able to help students over the past year in different variations made me realize I want to help people
with the finances for the first portion of my adult life, and that was the field where I could do that easily. Now
with that in mind, I feel as though I have started my transition into the sixth stage of the model –
integration/synthesis. I have started to being aligning what I have learned in college to my job once I get out
of college in May and start my job next summer. What I have learned having positions as Peer Mentor and
Peer Leader has shown me some skills that can absolutely carry over into my career. Listening to what
would work best for someone is a skill that I have used, and I have grown that skill over the past year. There
is still some work to do during the sixth stage because people will not stop growing with anything that they
learn in Leadership, but I have started the process of going into the how to utilize the theory into my future
career. (See Evidence #50: Picture of Module III Group Project)
51 Students will demonstrate knowledge
of the Strengths-Development Model
. by Hulme et al
52 Student will describe personal
application of the above theory (Hulme
. et al)
53 Student will demonstrate knowledge of
behavior theories of leadership from
. Michigan and Ohio State
54 Student will describe personal
application of the above theories
. (Michigan & Ohio State)
55 Student will demonstrate knowledge of
Charismatic leadership
.
56 Student will describe personal
application of the above theory
.
Leadership Inventory Revised 08/22/2017 24
57 Student will demonstrate knowledge of
contingency approach to leadership by
. Fiedler
58 Student will describe personal
application of the above theory
. (Fiedler)
59 Student will demonstrate knowledge of
Path-Goal theory by House
.
60 Student will describe personal
application of the above theory
. (House)
61 Student will demonstrate knowledge of
Leader Member Exchange (LMX)
. theory by Dansereau, Graen & Haga;
Graen & Cashman; Graen
62 Student will describe personal
application of the above theory
. (Dansereau, Graen & Haga; Graen &
Cashman; Graen)
63 Student will demonstrate knowledge of
Leadership Substitutes Theory
.
64 Student will describe personal
application of the above theory
.
65 Student will demonstrate knowledge of
Models of leader emergence
.
66 Student will describe the impact of
traits on leadership emergence and
. performance
67 Student will demonstrate knowledge of
Chaos approach to leadership by
. Wheatley
68 Student will describe personal
application of the above theory
. (Wheatley)

Leadership Inventory Revised 08/22/2017 25

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

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
69 Student will demonstrate how cultural
anthropology / paradigms relate to
. leadership
70 Student will describe personal example
of using cultural anthropology /
. paradigms as a leader
71 Student will demonstrate knowledge of HDF 412 Class Lectures In HDF 412, we as a class learned about the Cycle of Socialization by Bobbie Harro. There are seven
the “Cycles of Socialization” (Harro) sections of the cycle: The Beginning, First Socialization, Institutional and Cultural Socialization,
. theory and its uses in leadership Enforcements, Results, The Continuation, and The Core. The beginning starts before someone is
even born, due to the fact that someone is born a certain gender, what social class someone is in, the
religion they will follow, etc. Someone who is born into a wealthy home should not be blamed for that
happening because they did not have a choice as to where they were born into. Whoever is born
inherits certain biases or stereotypes that come with being in those certain groups. The next stage of
the Cycle is First Socialization. This is where the first set of knowledge comes in and a person begins
to trust and understanding the people they are around and love. The people we love start to talk to us
about who we are and the privileges that may come from being this certain way. There is also a way to
shape our values and futures as well. It does come with its disadvantages though, as someone may
feel bad about being given these certain privileges and do not understand why everyone is not given
these advantages. The next stage of the Cycle is the Institutional and Cultural Socialization. This is a
very crucial stage of the cycle where it could break down for some people, where people are spreading
certain messages about others about who should be the top tier group. People start reading about how
their culture may treat others and that could lead someone to the Core of the Cycle of Socialization,
which is not an ideal place to be in this certain cycle. The Core is what keeps people in the cycle,
which consists of “…fear, ignorance, confusion, insecurity, power or powerlessness” (Harro). It is
difficult for people that feel any of these feelings to get out of the cycle. People can break away from
this, but it is extremely difficult. The next stage of the cycle is Enforcements, which could go either a
good way or bad way. People who are “a team player” could be granted certain privileges, which could
lead to the downfall of a certain person. People who do not follow the certain themes could be seen as
troublemakers, even if they are or are not. That is where the stereotypes of a certain race come into
effect as well. Discrimination could come into play here as well and it’s a difficult situation to lead into if
someone chooses to go into the wrong path in this stage. The next stage of the Cycle is the Results,
which could either keep someone in the Cycle or take them out of the cycle. Many people realize in
this stage that something is wrong with their certain situation in their culture. This could mean
someone has realized they need to find a platform to create change with whatever disparities might be
occurring. If that is the case, someone could possibly leave this cycle and start questioning the
system. However, if someone stays in the cycle, they will move onto the Continuation stage, which
means the person decided to stay with the system set in place and not make a change in the current
ideology. (SOURCE: Harro, B. (2018). The cycle of socialization. In M.Adams, W.J. Blumenfeld, D. C.
J. Catalano, K. DeJong, H W.Hackman, L.E.Hopkins, B.J.Love, M.L.Peters, D.Shlasko & X.Zúñiga
(Eds.), Readings for diversity and social justice (pp. 37-34). NY: Routledge) (See Evidence #71:
Picture of the Model)
72 Students will demonstrate personal HDF 412 Module II Assessment The LGBTQ+ community has made substantial contributions and strides to becoming a prominent
application of the “Cycles of group throughout the entire United States over the years. I am not personally a part of this community,
. Socialization” (Harro) but I have always been a person who has shown support for the LGBTQ+ community. Using the Cycle
of Socialization, at the beginning of both the model and my life, I would not understand the whole
concept of the LGBTQ+ community because I was young and did not have anyone in my life who was
Leadership Inventory Revised 08/22/2017 26
 a part of my community. In high school, I still did not know a good amount about the community
because no one who I was close with was in the community, but once I came to college, I have learned
more each day about the community. Being educated on such a strong and powerful community really
opened my eyes to all the hardships they have had to endure. This is where I feel I reached the First
Socialization aspect of the model, I did feel bad when I first came into the University because I did not
fully understand the ideals. I was working hard to figure out and reach out to gain more knowledge on
the LGBTQ+ community so I did not feel or sound uneducated when the topic came up. Going now into
the Institutional and Cultural Socialization aspect of the model, I was never told bad ideals about the
LGBTQ+ community. I was always told to welcome everyone with open arms and not to let what
someone says about someone affect my view about the person. I am a person who will give mostly
everyone a chance to prove to me why they are a good person. I will never turn someone away who is
in need of assistance, no matter the situation. I am a person everyone is and should be comfortable
coming to talk to about whatever is going on in their lives. It hurts me to read and see all of the
backlash people give the LGBTQ+ community. Social media is a place where everyone feels
comfortable calling out that community because they are protected by their phones and usually are in
the comfort of their own phones. All of the burner accounts and fake accounts that are out there tend to
lash out on very critical issues that I personally do not see. They are talking critically about other
human beings without even getting to know the people, and it is sickening. That is how those people
were raised and how they were brainwashed by reading every bad post on Social Media. I am very old
fashioned in the sense that even though I do have most Social Media platforms, I do not like them and
try to not use them because of all of this. I have my own brain, my own eyes, and my own heart, that is
what will lead me to come to my own conclusions in life. I support the LGBTQ+ community and I will
always feel that way because I get to know people before making assumptions in my head. I feel that is
where I would conquer this stage of the model because during this stage people are influenced by what
they see/hear and not what they feel. I am not that type of person. I also feel those previous comments
fit into the next stage of the model too, Enforcements, because all of the people sitting behind their
phones and computers saying all of these negative words will never be punished for what they say.
That is why they do not say it in person because there are no repercussions for their actions. I want
that face-to-face interaction to make sure I understand where people are coming from. The result for
me would always be a positive one because I want to learn, I want to hear actual opinions from people
in the community. People having disgusting opinions about people who they do not even know will
never influence me. Once getting out of the cycle, I see what is wrong about Social Media and how it
can corrupt so many people’s lives. People will always have differing opinions on the LGBTQ+
community, it is how they were raised. It is not my job to change their views or mindsets because those
people are already set in their ways. It is my job to make my own view and mindset, and that is why I
am fully supportive.
73 Student will demonstrate knowledge of HDF 412 Class Lectures In HDF 412, we as a class went over the Cycle of Liberation. This cycle generally comes after leaving
the “Cycles of Liberation” (Harro) theory the Cycle of Socialization, after people have a certain level of understanding of the oppression that
. and its uses in leadership might have come about. There are eight phases of the Cycle of Liberation model: Waking Up, Getting
Ready, Reaching Out, Building Community, Coalescing, Creating Change, Maintaining, and the Core.
These could both be broken down into either interpersonal or systemic views. The first phase is the
Waking Up phase. This phase stems from coming from the Cycle of Socialization into the Cycle of
Liberation. People have always tried to lead the charge to change certain stereotypes and oppressions
that exist all around the world. However, during this phase, people start to realize that there are certain
issues that need changing and want to start learning about how to get involved with these certain
issues. The next phase of the cycle is the Getting Ready phase, where there are three sections of this
phase: Empowerment of Self, Gaining Inspiration, and Dismantling. In the Empowerment of Self, this
is where people knowing that there are some disparities start to educate themselves more on that
certain subject. People also start to really dive into what the issues are and how they fit into the mold
before of possibly being a part of the problem. Looking for change starts here, not only on the outside
but also on the inside and their own knowledge. In Gaining Inspiration, people start making
Leadership Inventory Revised 08/22/2017 27
 connections from where they could have seen inappropriate actions by people that they used to listen
to about a certain group. They start to grow their own thoughts and knowledge about certain
oppressions to the point where they want to start making a change. Finally, the dismantling part is
where they start to not think about past thoughts and start to gain new thoughts that would be more
beneficial than the ones of the past. They start to feel that maybe they had more privilege than some
and want to change that. Next is the Reaching Out phase, where they start to figure out how to be a
voice for the good. Starting to talk to others about their newfound beliefs and see where they can be a
change or maybe even lead a charge to change is one of the more important aspects of this phase.
Building Communities is next, and this is where people start to work with others, whether they are the
same or different than themselves. Creating change cannot be with one person, there needs to be a
great number of voices that contribute to a true charge to change. Every peaceful protest or coalition
happens with a group of people vying for the same cause, and someone trying to find people with the
same views starts here. During the Coalescing phase, this is where people to start to see that certain
person is really starting to change into someone that wants to change. The organization of these
groups for change start to take effect and starting to realize someone could use their privilege for the
common good is a very crucial part before moving into action. Once this movement to action happens,
that is where Creating Change begins. Peaceful protests are definitely a strong example of what could
happen when this is happening because people want change for the good of the people being
discriminated against. Helping create a new culture and taking leadership of the change is where the
most impact will be found. Finally, in order to continue in this cycle, someone must Maintain
themselves. Hope and inspiration is definitely a tool to use in this because people will listen to a
person that is a strong advocate for change in the future. Being able to tell oneself that the past is the
past and moving on to create a bigger change is something that people also want to see happen. No
matter what, things in the past might have had an impact back then but finding themselves in this cycle
shows that they want to change, no matter the circumstances. (SOURCE: Harro, B. (2018). The cycle
of liberation. In M.Adams, W.J. Blumenfeld, D.C.J. Catalano, K.S. DeJong, H.W. Hackman, L.E.
Hopkins, B.J. Love, M.J. Peters, D. Shlasko, & X. Zuniga (Eds.) Readings for diversity and social
justice (pp. 627-634). NY: Routledge) (See Evidence #73: Picture of the Model)
74 Student will demonstrate personal HDF 412 Module II Assessment Now, going into the Cycle of Liberation. For me, my “waking up” phase happened when I was quite
application of the “Cycles of Liberation” younger than I am now. I always thought everyone, no matter the relationship, could get married easily.
. (Harro) I never thought about any issues that could arise with the LGBTQ+ community. They could be together,
but never legally married for a very long time, until the last decade where it was legal in all 50 states to
be in a same sex marriage. I could not understand why that would be an issue, if people are in love and
are happy, just let them be happy. Let them be married no matter what. It was not until the past few
years at URI where I fully understood all the issues pertaining to that. This is my “waking up” phase
because it came as a shock to me hearing all of the points of view that I was given, and I wanted to
fully understand anyway I could support the rights for the LGBTQ+ community. This is a systemic
change that needs to happen as soon as possible because the LGBTQ+ community should be
welcomed by all, not put down by people on Social Media and general media either. Finding out more
on the subject is ways i can interpersonally help out people that I will know for my entire life, and I do
feel I am making strides in the right direction. I am still learning more each and every day on ways I can
help with the community of choice (LGBTQ+), so I will not go into this model much further because my
cycle of liberation is just getting started and will continue to progress with more time. The “waking up”
phase of the model is a start where I feel I can make a real impact on a number of lives. I may not be a
part of the community, nor know everything there is to know about the community but supporting a
community that has impacted people close to me is something that I will always advocate for. I do feel
that I have started my progression through this entire model, with Getting Ready, Reaching Out,
Building Community, Coalescing, Creating Change, and Maintaining. I will fit with everything I have to
make good for the world, that is a goal I have and will continue to try and conquer throughout my life.
75 Student will demonstrate knowledge of HDF 412 Class Readings In HDF 412, we were tasked to look at a handout that gave us information on Franklin’s Configuration
the “Configuration of Power” (Franklin) of Power. There is three layers and a core of the model: Economics (core), Politics, Bureaucratic
Leadership Inventory Revised 08/22/2017 28
. and its relationship to leadership Management, and Controllers of Symbols. In the core, that is where economics lies. This is where
someone would look to the controllers of wealth and means of productions. This is also where
someone would find where control of resources and landowners are. There are many questions asked
during this phase of the model that can make up people’s ideals and thoughts. These are very
important questions that need asking. Sometimes it is difficult to understand where some certain
powers come from and why someone deserves as much or as little power they are given. Next is
politics and this is a perfect next step because this is where the true leadership of any group comes in.
The leadership is brought into deal with problems that might be coming about from power and
economic interests (Franklin). There could be a resistance to addressing problems from the core and
that could lead to some social issues that are occurring. Next is the bureaucratic management where
the change is started. This is where law enforcement agencies are managed, and it is brought in to
protect people of power. Finally, the outer layer of this model is the controllers of symbols. This is
where all the outside sources of the politicians come in (Media, Education, etc.). They are being
trained from within to control the layers of power and understand where all of this power is being
distributed. Each of these layers are built off of one another. There are also people that are not within
this circle, including minorities, women, gay/lesbians, and many more that challenge the configuration
of the powers. This can also be a cause of certain white privileges that are prevalent. They all want to
change the norm, which may be necessary if there are outdated ideas that are being followed.
Leadership come into this where it is not a predominantly white field anymore and that is a good thing.
This is also not a predominantly a male, landowner field anymore either, which is why these outside
groups need to shine and make the necessary changes. (SOURCE: Franklin (as cited in Boyd-Colvin
& Camba-Kelsay, 15 December 2020)
76 Student will demonstrate personal
application of the “Configuration of
. Power” (Franklin)
77 Student will demonstrate knowledge of HDF 412 Module II Assessment In HDF 412, I learned and read about the White Racial Consciousness Model. This is the model where
racial identity development (Cross & “one’s awareness of being White and what that implies in relation to those who do not share White
. Fhagen-Smith; Rowe, Bennett & group membership” (Rowe, Bennett, Atkinson). In this model, there are two categories for the seven
Atkinson; Ferdman & Gallegos; Kim; concepts in this model: Unachieved White Racial Consciousness and Achieved White Racial
Horse; Renn etc.) Consciousness. Unachieved White Racial Consciousness is where people do not see or even think
about any other race but their own. The three stages/concepts of this category in the model include
Avoidant, Dependent, and Dissonant. Someone who is the Avoidant type typically ignores or has no
conscious thought about color. They are mostly dismissive of racial issues that may be going on
around them. Someone who is the Dependent type typically does not have their own thoughts or ideas
of what it means to be White. They try to find other opinions and views on race instead of thinking
about their own beliefs and ideals on what it means to be White. Someone who is the Dissonant type
typically has some uncertainties of what it means to be white and they try to seek new ideas on the
subject. People in this stage are trying to find more information about race. This is generally the
transformation and transition stage of the Unachieved to Achieved portion of the Model (Rowe,
Bennett, Atkinson). Achieved White Racial Consciousness is where people start to see and create
their own views on race issues. The four stages/concepts of this category in the model include
Dominative, Conflictive, Reactive, and Integrative. Someone who is the Dominative type is more
passive and “White Dominant”. They believe in the negative stereotypes and try to make justifications
on why they are superior. People in this stage tend to show more racism towards people of color.
Someone who is the Conflictive type is against justice and equality on the inside, but say they are for
justice and equality on the outside (e.g., Affirmative Action). They believe people of color are equals but
they also believe people of color are responsible for their own problems. Someone who is the Reactive
type is someone who acknowledges the disparity between the white community and people of color.
They are working to recognizing and addressing the issues of discrimination. However, these people
will try too hard to identify with people of color and it could cause more issues than actually helping out.
Someone who is the Integrative type is someone who feels responsible to help end racism and
Leadership Inventory Revised 08/22/2017 29
 discrimination. They are also realistic on what exactly can be accomplished in this stage. They are
coming to terms about being white and are committed to the cause of Social Change and reforms
(Rowe, Bennett, Atkinson). (SOURCE: Rowe, W., Bennett, S. K., & Atkinson, D. R. (1994, January).
White racial identity models: a critique and alternative proposal. The counseling Psychologist.) (See
Evidence #77: Picture of the Model)
78 Student will demonstrate personal HDF 412 Module II Assessment After reading through and listening to many people talk about this model over the past few weeks, I do
application of model(s) of racial identity feel I have a greater understanding of where this model fits into my life. I am a White, Middle Class
. development above Male. I have not gone through as many hardships and challenges as a person of color has gone
through. However, that does not make me any less educated on the issues of Social Justice and Racial
Inequality, especially in the past year. There have been times in my past where I did feel uneducated
on the subject of racial inequality. I grew up in a predominantly white community with less than 20
people of color in my entire school system. Learning about all the inequalities in my history classes
made me feel that I needed to do more than just read about in textbooks. Doing the research and
taking time to really understand the reforms people of color have been fighting for really opened my
eyes to my privilege (which will be discussed in more detail later). I feel I have reached the Integrative
stage in the past year. I have read up on all the Social Injustice that many people of color have gone
through over the past year and the protests that have come up because of those issues. Being
educated and being aware of my color/privilege is the best and most helpful tool to have during this
time period. With the Coronavirus pandemic going on this year as well as the Social Justice
movements, it is hard to go out and support all of the movements due to the social distancing
guidelines. The connection of this model and my life has really changed for the better over the past
year. I am done sitting on the sidelines and not supporting the movements that have been going on.
Support is something that I can give for all of those communities affected by these injustices, and I will
continue to find the correct avenues to give that support.
79 Student will demonstrate knowledge of
models related to gender / identity /
. gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
80 Student will demonstrate personal
application of model(s) of gender identity
. above
81 Student will demonstrate knowledge of HDF 412 Class Lectures In HDF 412, there was a certain social identity development model that stuck out to me the most:
additional social identity development Social Class and Identity Theory by Patton, Renn, Guido, and Quaye. There is so much that comes
. model(s): Sexual ID, Faith & Spirituality, about this model. First, I will define the definition of a social class, which “consists of a large group of
Disability, Social Class (Dillon et al; people who share a similar economic and/or social position in society based on their income, wealth,
Fowler; Parks; Astin et al; Peek; Smith; property, ownership, job status, education, skills, or power in the economic and political sphere in
Johnstone; Gibson; Forber-Pratt & relation to those who have more and those who have less” (Patton, et al). Going into more depth, there
Aragon; etc.) are two certain social class identities that are discussed: First-Generation, Low-Income/Poor Students,
and Working Class; and Middle-Class Students and Upper-Class/Affluent Students. The First-Gen
students are the students who are the first in their families to ever go to college. These students might
have a more difficult time adjusting to school in comparison to students who are not first generation
(Patton, et al). These students might feel lost or confused about the whole college experience. It could
take them longer to adapt to their new environment since they do not have prior knowledge as to what
to expect from attending a certain school. The Middle/Upper Class students are the more privileges
and more adapted students for college. They may seem more at an advantage in comparison to the
Working-Class students due to someone in their family going to college prior to their arrival. These
students tend to have a better beginning to their college experience because they are more relaxed
and understand their new environment better. Research has shown that some working-class students
have grown into the values of the middle- and upper-class students (Renegade), or some believe it is

Leadership Inventory Revised 08/22/2017 30

 okay to be at a point where they are proud of their upbringing and they show promising futures for
people to be proud of (Loyalists). Some issues stemming from the studies are that they are not getting
the whole picture of the social class identities and college experience. Most of the tests are on White
Males, which could lead to a swayed set of information. This theory shows a very strong picture of
some of the disparities that social class can have on students and hopefully will change some of the
stereotypes that are foreseen. (SOURCE: Patton, L. D., Renn, K. A., Guido, F. M., & Quaye, S. J.
(2016). Student development in college: Theory, research and practice (3rd ed.). San Francisco:
Jossey-Bass)
82 Student will demonstrate personal All classes I have Coming to college Coming into the University of Rhode Island as a Freshman, I knew I was lucky to be at such an
application of additional social identity taken at URI amazing University, however some thoughts did cross my mind when it came to privilege. I fall into the
. development model(s) above Middle-Class/Upper-Class Student area of the Social Class theory. I am very grateful for my
upbringing; however, I do understand and realize that people were not as lucky as I was to have the life
I have had to this point. I did not even think for a second about not being able to afford college
because of the Social Class I am in. At the time I was very immature and thought everything should
just be given to me. It was not until I got to college where I really saw how my privilege could be seen.
I never thought I was not going to get into URI because for one both of my parents went here, and my
grades were also good enough. The label of a “Legacy” at URI has definitely been a term thrown
around for me. When I started on my leadership journey I definitely tried to not think about if I actually
deserved to be here because I was a “Legacy” and I was privileged enough to have parents that went
to the University. Some of my closest friends are first generation college students that have to work
really hard to be able to stay at the University. So, it is really eye-opening to sit down and think about
what privileges I really have. I do feel like I deserve to be at the University because of my newly found
work ethic and determination since I have been here, but at first it was definitely difficult for me to really
see why I deserve a spot at this campus. Being a Legacy might be an advantage when first coming to
a certain school, but it is what someone does with it that makes everything worth it. I have taken
advantage of everything that I have worked extremely hard for here and now I am at a place where I
am satisfied (to a certain extent). I will always work super hard to make sure my privilege does not get
in the way of what really matters, which is who I am as a person/leader.
83 Students will demonstrate knowledge of HDF 412 Class Lectures In HDF 412, there was a reading about White Privilege by Peggy McIntosh that will be now described
McIntosh’s theory of privilege and its in detail here. Here the author describes where privilege is seen most prevalently. White privilege is
. relationship to leadership the biggest privilege out of the bunch. The most important learning from this entire reading is the list of
26 conditions that were brought up. These 26 conditions really open people’s eyes and make them
realize where they lie with privilege. All 26 will not be discussed here, but some of the most crucial
ones will be discussed in detail. One that stands out right away is condition 7: “I can be sure that my
children will be given curricular materials that testify to the existence of their race” (McIntosh). This one
stands out because school systems do lack in detailing some races and cultural backgrounds in detail.
They may acknowledge that they exist, but the one most dominantly talked about is the White
background. In high school, some schools do a year or more of just learning about American history.
Which living in America makes sense, but when World History is taught, they talk about it all over one
year, not taking time to really go in depth about what has actually happened and made that specific
culture what they are. The next condition is condition #12: “I can swear, or dress in secondhand
clothes, or not answer letters, without having people attribute these choices to the bad morals, the
poverty, or the illiteracy of my race” (McIntosh). This is one of the true definitions of white privilege
seen around. Many people throw disgusting stereotypes about people who are not like them and they
can just sit back because they do not have to worry about something thinking anything about them in
this certain manner. People can be quick to judge people not like them because of privilege, whether it
is appropriate or not, it does happen. The next condition is condition 18: “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” (McIntosh). If people were
asked who they would think ran a business, most people would say a white male. The white privilege
there is very prevalent here because some people would answer this question with “no” because of that
specific reason that many companies are ran by predominantly white people, males specifically.
Leadership Inventory Revised 08/22/2017 31
 Finally, the last conditions that will be discussed is condition 22: “I can take a job with an affirmative
action employer without having coworkers on the job suspect that I got it because of my race”
(McIntosh). This one is very crucial in the 26 conditions because people who are white are never
judged because they are the norm for getting these jobs. White privilege is a big issue in the world and
in the United States specifically, and this article was really eye-opening to all the privileges that people
may not know they actually have if they see how many of these conditions they fit into. (SOURCE:
McIntosh, P. (2004). White Privilege: Unpacking the invisible knapsack. In P.S. Rothenberg (Ed.),
Race, class, and gender in the United States (6th ed., pp. 188-192). New York: Worth Publishers.)
84 Student will demonstrate personal HDF 412 Module II Assessment When it comes down to privilege, the one where I see the most fit for me would be my social class. I
application of McIntosh’s theory am an upper middle-class male coming from a very hard working and fortunate family that I love very
. much. I have been very grateful and fortunate to have the upbringing that I had. I try everyday now to
not take advantage of the fact that I have been as fortunate as I am. Back when I was home in my
small town (Douglas, Massachusetts), it was very easy to slip into having my parents do everything for
me. Giving me money when I am going out with my friends, getting the newest advances in technology,
and many other privileges that I took for granted in the past. I did not have a job until I graduated high
school because I was too lazy and set in my ways. I look back at that and think I took advantage of my
upbringing. However, I would not say it is totally my fault because I did not know any better at the time.
I was an immature teenager who thought everything was just supposed to be given to him. I have
known for a great amount of time now that people do not have the same luxuries that I had growing up.
Working hard hours to get into and stay in college is something I never totally worried about when I was
applying because of my privilege being in the social class I am in. Now that I have that understanding
and have had that understanding for a while now, I have worked hard to make sure that I deserved to
have money in my pocket.
85 Student will describe the differences and
similarities of individual and institutional
. oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
86 Student will demonstrate knowledge of
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87 Student will show knowledge of effective
leadership as it relates to change agency
.
88 Student will describe personal examples
of being a change agent
.
89 Student will demonstrate knowledge of HDF 413 Readings The Model of Intercultural Sensitivity was a framework show people’s experiences and engagements in
the “Model of Intercultural Sensitivity” by Research cultural differences. There are six stages of experiencing differences. Those six stages include Denial,
Bennett and its uses in leadership Defense, Minimization, Acceptance, Adaptation, and Integration. The six stages are split up into two
categories, the first three are in the Ethnocentric category of the model, and the last three are in the
Ethnorelative category of the model.
In the Denial stage, that is where there is no thought of “other” culture. They believe that whatever
culture they belong to is the only real culture that there is. These people will act very harshly against
people trying to bring changes into their existing culture. What they know is all that should be around.
In the Defense stage, the culture the person belongs to is the superior culture of all the cultures, and
the other ones are just inferior in comparison. They are scared and threatened by other cultural
differences, so they judge other cultures, regardless of any factors that might say something positive.
In the Minimization stage, these people try to deny differences between cultures. An example would be
Leadership Inventory Revised 08/22/2017 32
 the people who try to be “color-blind” when examining other cultures.
In the Acceptance stage, one’s culture is experienced as one of the equally complex worldviews of
certain cultures. Although these people do accept the fact that there are a number of differences
worldwide, that does not mean they agree with them. These differences can and will more than likely
still be judged.
In the Adaptation stage, people are starting to look through differently at the world. Members of this
stage are starting to gain a different and better understanding of all the different cultures that could be
around the world.
Finally, in the Integration stage, people in this are able to move in and out of different cultural
worldviews and be accepting of everything that goes with it. However, people that are in this stage
could be dealing with issues with their “cultural marginality.” (See Evidence #89 and #90: DMIS model)
(https://www.arlt-foundation.org/blog-post/the-developmental-model-of-intercultural-sensitivity-dmis)
90 Students will demonstrate personal HDF 413 Community Service Serving a community different than your own is a great example of the DMIS model. For me
application of the “Model of Intercultural Facilitations personally, I see different cultures every time I go out and do community service and I feel as though it
. Sensitivity” by Bennett is almost refreshing to see all of this. I grew up very fortunate and to this day I am still very fortunate to
have gotten what I did, and I am grateful now to still be getting what I am. Some people won’t be able
to get a college education, they might not have the best birthday/holiday presents that I could get. I
feel I would fit into the Adaptation stage of the model in this scenario because doing community service
lets you see the world through different eyes. When I participated in the Spirit of Giving, reading the list
of gifts that they were asking for was kind of eye-opening since I could easily go out and get some of
those goods myself. It again just makes me feel thankful for everything I have, and that is why I am
always more than willing to serve a community in whatever way I possibly can. This can also be said
when you are facilitating a retreat for any group. There are many different cultures that are among
certain groups and being able to experience that makes your mind open up more. It also shows how
people can be have many similarities as well.
91 Student will demonstrate knowledge of HDF 412 Class Lectures In HDF 412, we were tasked to read about the Action Continuum by Griffin and Harro. There are 8
the ally Action Continuum by Griffin & steps to the Action Continuum: Actively Participating, Denying, Recognizing, No Action, Recognizing,
. Harro Action, Educating Self, Educating Others, Supporting, Encouraging, and Initiating, Preventing. When
someone is in the Actively Participating step, that means they are a part of the problem. Discrimination
is a big issue during this stage, and people are making vulgar comments and oppressive jokes that are
extremely offensive to a certain target group. People could also resort to verbal or physical abuse of a
certain target group as well. During the Denying step, people are not allowing themselves to recognize
that there is a group being targeted or discriminated against. They may not be actively discriminatory
against a certain group, but they will not let themselves believe that there is a group being
discriminated against. During the Recognizing, No Action step, people who are being discriminatory
see that there are people being discriminated against, but they do nothing to try and stop these actions.
People are confused and may fear stepping out and trying to resolve these actions, so they just sit
back and do nothing. During the Recognizing, Action step, this is taking that last step another step
further and actually trying to stop the oppression that the specific group is facing. They may not totally
understand what they are trying to stop during this stage, but they are realizing that something needs to
happen. During the Educating Self step, people are making strides in learning more about the subject
at hand. They are making efforts to understand the impact on the words they may have said in the
past about that certain target group and looking where to change that. They may attend events or
workshops that bring up this topic to educate themselves in that certain subject manner. During the
Educating Others step, people are starting to reach out to others and start conversations about the
issues that are going on and how they can make an impact in the movement. The oppression has
stopped and now the conversations have impact. Disagreements can happen, but they would be more
to help than to hurt. During the Supporting, Encouraging step, this is where people start joining groups
where people are speaking out on certain issues and these people are looking to help in the fight for
this certain oppression going on. They will support the people speaking out and look to their fight to
action and change as well. Finally, during the Initiating, Preventing step, this is the culmination of the
Leadership Inventory Revised 08/22/2017 33
 progress being made. These people are working to change other individuals and policies that are
discriminatory towards the target group. They make sure the people in the target group are active
participants in this fight to social justice in whatever the fight is for. (SOURCE: Adams, M., Bell, L.A., &
Griffin, P. (Eds.). (1997). Teaching for diversity and social justice: A sourcebook. New York: Routledge)
(See Evidence #91: Picture of the Model)
92 Student will demonstrate personal HDF 412 Module II Assessment I have worked actively in community service my entire life, seeing underprivileged people come from
application of the Action Continuum by everywhere to pick up food for the holidays, or assisting groups to provide shelters for people who may
Griffin & Harro need a place to stay. I never really understood the impact of that until coming to the University of
Rhode Island and working with the community service organizations that I am involved with here.
Community service has completely changed my life and perspective of other’s lives. Having privilege
and just letting it be that should never be something I can ever settle with. Realizing what privileges I
have and putting in action ways to help out people that may not be where I am is the best use to have
an impact on people’s lives. I always make it a goal of mine to donate whatever I can to fundraisers or
organizations that are collecting for the common good. As well as leaving an extra tip when going out.
People can definitely put a brave face on and keep pushing through twelve hour shifts at restaurants
every day to keep the lights on. I am not saying I need to help them because they are struggling, but
just providing them with the assurance that I am here for them, even if I do not know the person.
Privilege is something a person is born into and it can be either a good situation or a bad situation. The
way someone acts to prevent it from being an issue is the real question to answer in that situation. I
feel I fit into the Supporting, Encouraging group of the Action Continuum in this certain situation.
93 Student will show knowledge of the
Multicultural Organizational Development
. Model (Jackson)
94 Student will show personal application of
the Multicultural Organizational
. Development Model (Jackson)
95 Student will show knowledge of the
Multicultural Change Intervention Matrix
. (Pope)
96 Student will show personal application of
the Multicultural Change Intervention
. Matrix
97 Student will create a personal code of HDF 190 Leadership Institute In HDF 190, I learned what it took to be an inclusive leader. I learned that to be an inclusive leader, it
inclusive leadership HDF 413 Gallup Strengths means that the leader must make it their goal to encourage each group member to participate no
. Presentation for Class matter what the situation they are in entails. Even if the person is not good at the certain situation they
are participating in, the leader should encourage them to continue trying and continue working hard to
achieve the group’s goal. I feel that my top strength of Positivity fits this category because if someone
is uncomfortable or under pressure from the certain challenge they might be in, a positive leader who
will keep pushing them to succeed is what that person might need. They are always upbeat and
motivated to creating a warming and welcoming environment, so each person can feel like they are
wanted. Each person at the Leadership Institute exemplified this type of leadership since the goal was
to step out of your comfort zone and into the growth zone. For me, that was when our team did our
climb over the wall, and at first, I was scared to try it, but every person in my group made me feel safe,
wanted, and welcomed, I felt like I belonged. That is when I wanted to take inclusive leadership into my
own life and hopefully do as great as everyone I have worked with in the past. So, as I continue along
my leadership path, I will always be the inclusive leader that I have looked up to throughout my
leadership experiences thus far. (See Evidence #97: LPI)
In HDF 413, I took what I learned from HDF 190 and expanded my knowledge on the topic of Inclusive
Leadership. I was tasked with three of my other classmates to create a presentation on Inclusive
Leadership and all the factors that are involved with it. We discussed one of the important theories that

Leadership Inventory Revised 08/22/2017 34

 is involved with this topic, then we went into the necessary skills that are involved with this, then the
related concept that goes along with Inclusive Leadership, and finally we came up with a creative
activity that was very unique.
The important theory that we discussed was the Relational Leadership Model. The components of the
model include “Purpose, Inclusive, Empowering, Ethical, and Process”. Those five components have
an overarching theme of “Knowing, Being and Doing”.
There were three necessary skills that we came up with pertaining to Inclusive Leadership. The first
one was Inclusive Language. This skill is something that I did not know before I got to college, but
knowing it makes everything so much better. One main theme that stood out to me was “Be mindful of
Language” because using a gender-specific word can sometimes be offensive to a person. Using
gender-neutral type words such as “Y’all” or “Everyone” is better than saying “Guys” or “Ladies”. The
next skill is non-verbal communication. Non-verbal communication is more than just sign language, it
can be the facial expressions a person shows, or the head and hand movements that someone uses.
It can also be the posture and sounds that are shown by the person. These are all ways to show
someone that you are actually listening to what they are saying and not blowing them off. The final
necessary skill that we discussed was Open-mindedness. Having an open-mind lets you explore the
world of thoughts and actions in a completely different light, mainly because you are not judging a
person by the way they look or the way they act. Giving people a chance to show themselves is
something that I always do, because I believe everyone can be a wonderful person (barring drastic
exceptions to that). I always give people a chance, because that is what I would want others to do for
me because I sometimes can come off different than I actually am.
The related concept that went along with Inclusive Leadership was Equality v. Equity. Equality does
sound like the better word but having an equal standing can be sometimes a bad thing. For example, in
our presentation we brought up a graphic that showed people each on blocks watching a baseball
game. They started on one block each (Equality) and the smallest person could not see over the fence
to watch the game. But, when the tallest person gave the smallest their block, that is when the equity
came in. Everyone could see the game finally, and that is what equity is all about.
Finally, we as a group decided that we wanted to find a new activity that would be a fun one and
interesting one for sure. We decided on one called potato friends which let every person get a potato
and start to gain a connection with it. Once they did we asked for them back and we would start
randomly placed them on the ground and asked them to find their potato friend. It was an activity to
see how they would describe their new friend and see that you should give every person a chance, no
matter how they look, or the way they act.
So, after all of this, my new personal code would be part of the quote that stood out to me the most “Be
mindful…”, because once you think everything through, the choices you have made will almost always
be the correct one. That also goes for faclilitating too because you need to mindful of the group you
may be facilitating a retreat for. There may be tension in the room with some members for reasons out
of your control, so you just need to go into it with an open mind and happy ideas and thoughts. (See
Evidence #97-A: Potato Friends)

Outcome Category: Critical Thinking

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
98. Student will show knowledge of principles HDF 412 Module I Assessment In HDF 412, we started the semester looking into the principles of critical thinking and fallacies. There
of critical thinking and fallacies (logic is Class Readings are many fallacies that we discussed in class and will be discussed further. These fallacies include
used in this minor) Hasty Generalization, Begging the Question, Complex Question, Ad Hominem, False Analogy, and
Leadership Inventory Revised 08/22/2017 35
 Slippery Slope. There are two conditions that block critical reasoning: Prejudice and Groupthink.
There are also two conditions that foster critical thinking: Reflective Thinking and Open-mindedness.
The first and most common fallacy is hasty generalization. In this fallacy, “someone draws a
conclusion based on very flimsy evidence” (Caputo, et al). This, in basic terms, means that people
are jumping to conclusion of a very important aspect of their lives. It could also come a smaller
sample size than what is needed to get the full picture. The next fallacy is begging the question. In
this fallacy, “People who commit the fallacy of ‘begging the question’ assume the very point that needs
to be proved” (Caputo, et al). People also tend to talk in circles in this fallacy, meaning that there is no
point being made after making a certain comment. The next fallacy is complex question. This is
where certain questions may be asked that have no good answer. These questions asked could
potentially be “loaded questions” with having a very big disadvantage of being answered. The next
fallacy is ad hominem. Ad hominem is defined as “…attacks a particular person rather than the issue
under consideration” (Caputo, et al). These do not address the issue that may be at hand. It is more
of an attack on the person that is involved in that certain situation. The next fallacy is false analogy.
In this fallacy, people tend to make incorrect comparisons between two items at hand (Caputo, et al).
This could be someone assuming that two people are alike in all ways if they are alike in a few certain
ways. Generally, it happens when people are related that if one person has gone through a certain
experience, the other family member will also be able to go through it as well. The final fallacy is
slippery slope. Someone in the slippery slope “…assumes that if someone undertakes an initial
action, all the rest of the actions that follow will lead to disaster” (Caputo, et al). Basically, if someone
falls under this fallacy, once they say something about something else or someone, the rest of the
actions following will lead to a very disastrous ending. This leads to the conditions that block critical
reasoning. The first is prejudice, which “…is forming judgments before facts are known” (Caputo, et
al). Prejudice is generally negative opinions that are made about a certain group. They believe each
person that is involved in that certain group acts the same way. The next condition is groupthink,
which is “…the drive for consensus at any cost that suppresses disagreement and prevents the
examination of alternative solutions in cohesive decision-making groups…” (Caputo, et al). This in its
simplest term is that people who may disagree going into something will conform to their environment
and start thinking the same way as the whole entire group. Next is the conditions that foster critical
thinking. Reflective thinking is defined in five steps “1. Clearly describe the problem; 2. Analyze what
is causing the problem; 3. Establish criteria for solving the problem; 4. Brainstorm solutions that fit the
criteria; 5. Pick the solution or solutions that best fit the criteria” (Caputo, et al). This is a good
problem-solving technique that could get people out of a specific conflict. Being able to think back
and work on the issue is a main reason why reflective thinking would work for people in conflict. The
final aspect is open-mindedness. People who are open-minded “…listen to any idea and then
considers it carefully before deciding whether to accept or reject it” (Caputo, et al). This is the exact
opposite of prejudice, where people take time to figure out all the details of a certain group or
situation. They do not take into account any previous thoughts or stereotypes they might have heard
about the certain group or situation. (SOURCE: Caputo, J. S., Hazel, H. C., & McMahon, C. (1994).
Interpersonal communication: Competency through critical thinking. Needham Heights, MA: Allyn and
Bacon.) (See Evidence #98: Picture of List of Fallacies)
99. Student will demonstrate proficiency of BUS 301 Assignments As a Finance major, I have to take Intermediate Accounting I and Intermediate Accounting II. Those
critical thinking HDF 412 Module I Assessment are two of the harder classes a Finance major like me has to take. With this class being slightly
difficult, I have to do some strong critical thinking to be successful in the class. For me, a big part of
critical thinking is to study a great amount for a test to finally know what to do for each of the exams.
Then during the exams, I will use my knowledge from what I learned in my studying to critically think
about the solutions for each problem. For the studying portion of the critical thinking stage, we are
tasked to complete homework assignments every two days so we can keep up with all the work during
our online classes for the semester. Taking the knowledge we are given through our lessons on the
Sakai page, I use it to critically think about what the solutions are. It might take me some time to
figure out the solutions to all the problems, but if I take what I have learned and my prior knowledge
Leadership Inventory Revised 08/22/2017 36
 from previous classes, I can come up with solutions. (See Evidence #99: Connect Assignment)
Always looking at both sides of the argument is a crucial way to get into a critical thinking mindset.
With this upcoming presidential debate, there are lies and mistrust spread all across the country with
both of the major candidates. It is so difficult to find what is true anymore, but sometimes people will
have to trust the candidate that will make the least of a problem in the office. I am choosing to follow
Joe Biden on this advising role, not saying that is the candidate I will be voting for, but it will be easy to
follow through with two of the fallacies here with this candidate. Listening to the first presidential
debate and the vice-presidential debate, Biden and Kamala Harris both showed versions of group
think. Some of the points brought up about the economy and healthcare are versions of those from
when Biden was Vice President from 2008-2016. Biden has backed something along the lines of
Obamacare, which was made by former President Obama during his tenure. Group think is
something that discourages creativity, and although the plan would be good, it is not totally original.
The President should want to create a new program that could revolutionize the country and change
for the better.
Ad hominem is being used by both candidates to better understand the fallacies that each of the
candidates are trying to potentially overuse their powers of the potential presidency. Biden uses his
political ads to show what is wrong about Donald Trump more than provide the people with what his
platforms are. It is both of their first instincts to try and attack each other to show the bad sides of
each other. That is not abnormal as every election, especially Presidential ones, always lead down
the same path. The people deserve to see what each President’s platform is and what they are
fighting for in each of the situations. Ad Hominem is how to distinguish what candidate is lying and to
show which candidate is being truthful. (See Evidence #99-B: Presidential Debate Picture)

100 Student will show knowledge of

metaphorical analysis to critically analyze
. self and leadership situations
101 Student will demonstrate proficiency of
metaphorical analysis to critically analyze
. self and leadership situations
102 Student will show knowledge of at least five HDF 190 Group Activities in Class In HDF 190, we were challenged to go out of the class to research some topics for the learning
decision making methods outcomes. While doing research on the topic of five decision making methods, the five that I found
. were voting, ranking, scoring, multiple votes and voting rounds, and iterative convergence (Delphi
Method). For the first aspect, voting, this is an easy way to come up with a group decision. And there
are two ways to vote, the group can either raise their hands to tally totals of the choices or they can
choose if it is a 50/50 decision. Yet, that could potentially cause some issues because people might
choose to go with everyone else. So, MeetingSift, which is the research site, they do anonymous
polling. The second aspect is ranking, which means to the group can modify the results of a certain
test to see where each option matches up against each other. MeetingSift uses a technique where
they have it ranked right as the results come in, so they can come up with the conclusion on the spot.
I feel as though when we did the project with the colored dots, we were challenged to rank our
strengths and values based on what was portrayed on the screen. The third aspect is scoring which
states that the group will be able to score each aspect being judged on a 1 to 5 scale. When the group
is able to rank them, they will be able to see where the weaknesses or strengths lie in a certain option.
The fourth aspect is multiple votes and voting rounds, which states that people can use more than one
vote, and they are not subject to a single choice. People will be able to choose options based on what
is available, and new votes or options can be chosen right on the spot. The final aspect what is called
the iterative convergence, or the Delphi Method, which states that people can give anonymous
answers to the other group members and then after each “round” the group can modify answers to
come up with the overall topic. (See evidence # 102 MeetingSift Introduction)
(Source: meetingsift.com)

Leadership Inventory Revised 08/22/2017 37

103 Student will describe personal examples of HDF 415 Peer Leader Activities When I was a Peer Mentor for HDF 190, we did the Presidential Activity for an in-class activity. There
having used five decision making methods were four candidates that were each presented by the Peer Mentors, and the goal for the class was to
. come to a class conclusion as to who may be the perfect candidate for the Student Senate
Presidency. Each of the candidates had their positives about them, but also their negatives as well.
So, the class was divided into four different groups and they were to discuss in each of those groups
who they thought would be the ideal candidate for their group. They were also tasked to rank the four
candidates as well, from who they believed was the best candidate to who they believed was the
worst candidate. The students would do these three separate times, however, each round the would
combine with another group until it was one group. This is where the multiple rounds and voting
rounds come into effect, where after the first round they would one other group and go through the
same process again and come up with another ranking after consulting with the other group. Finally,
the third one was the last round and that consisted of a whole class conversation where their job was
to figure out who the class believed was the perfect candidate for the presidency. The Delphi Method
was also not utilized as much during this experience either. However, the most effective use of the
five decision making methods was to utilize three and strengthened them to the point where the
perfect activity came about. Voting happened each round, raking also happened each round after the
voting occurred, and the multiple votes and voting rounds made the class come to a full conclusion as
to who the most qualified candidate was after all the discussions.
104 Student will show knowledge of at least five
problem solving / conflict management
. methods, as well as understanding the
roots of conflicts
105 Student will describe personal examples of
having used five problem solving / conflict
. management
106 Student will demonstrate the ability
to synthesize multiple knowledge
. perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
107 Student will demonstrate knowledge of
leadership that is used in crisis (i.e., James
. & Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108 Student will describe examples of HDF 412 URI Crisis Emergency in 2013 I have personally never dealt with a crisis situation where all of these steps would have gone into, but
leadership in crisis situations (i.e., in class we were tasked to read over an April 2013 crisis situation that the University of Rhode Island
. application of James & Wooten; Garvin; went through with a potential active shooter in the Chafee Social Science Center. There was a report
Covey; Frohman; Lalonde; Schoenberg; sent out to the campus police and other close police stations that there was an individual that
Joni; Braden et al; etc.) potentially could have a gun in one of their biggest lecture halls on campus. When that happened,
one of the first steps taken was a total campus lockdown, meaning wherever people were, that is
where they would be staying until the situation was resolved. In a crisis, there needs to be rapid
response so the situation does not escalate to a level that could be unimaginable. Once a call was
made the best way to stop the situation as quick as possible was to get to the root as possible as all
possible, and the campus police was quick in their response. It ended up being resolved and there
was no evidence of an active shooter on campus that put anyone in harm, but that put people in a
very scary situation for a decent amount of time while it was being resolved. This was when
recommendations were made to try and enhance the crisis response strategies at URI. The

Leadership Inventory Revised 08/22/2017 38

 recommendations that were made were to protect everyone at URI and the police officers themselves.
They wanted to improve the capabilities of University police, meaning arming the police officers and
providing the necessary training that would come of that. Then they wanted to improve the campus
knowledge of how to deal with these types of situations, meaning changing the emergency polices,
creating a comprehensive training and inviting outside sources to join in the effort to change the crisis
response knowledge. Then there needed to be improvements in the emergency alert system at URI,
meaning the policies and systems needed to be worked on, an increased frequency in using the alert
system, communication efforts, and increase awareness for the alert systems. The next
recommendation was the improved communication that needed to come about. That meant outside
sources needed to be updated and they needed to find a way to incorporate them easier, creating a
new emergency home page template, continued use and frequency of use for the notices of an
emergency, creating a call-in center, and adopt a communications standard to help reach out to all
people at the University during a crisis. Finally, the last was to work on the physical security of the
buildings, which meant updating the security systems and developing more efficient safety and
physical security procedures. There are a few of these that have been put into place, but some
definitely need working on and hopefully if some of these are not enacted it will not be too late before
the potential next crisis situation. It does take time to fully put into place all recommendations, but
these were all useful recommendations that should happen if another situation may happen.

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109 Student will demonstrate knowledge of HDF 190 Speeches for Communications During HDF 190, as a class we were taught the proper way to use our active listening techniques. The
active listening techniques COM 100 Speeches for Leadership Course technique was taught at the HDF 190, or FLITE, class retreat, where each student taking the class for
. HDF 413 FLITE Retreat the leadership minor go and learn more about certain leadership aspects. We were told that to be an
Presentation for Inclusive active listener you have to be focused and not staring off into space, you have to listen carefully to
Leadership whoever is talking. Every time an important piece of a speech or a direction is said, a person is
supposed to always nod or acknowledge the speaker to let them know they are listening completely to
what is being said. In order for the audience to be paying full attention to the speaker, they should have
no distraction. That would include not using their phones or any electronics while someone is speaking,
as well as not having other side conversations with students while the teacher or another student is
speaking. In HDF 190, we had two different types of presentations, which included an individual
speech and a group presentation. It is best to practice these techniques with peers, because they will
feel very comfortable when everyone is actively listening to what they have to say. Also, in
communications (COM 100), we had informative speeches individually and in groups, so I used my
active listening skills to understand all of the ideas people were passionate about and wanted to talk
about. (See evidence #109: Active Listening)
In HDF 413, I created a presentation for Inclusive Leadership. One of the necessary skills for this type
of leadership is Active Listening. There are many aspects to Active Listening/Non-Verbal
Communication. Both of these topics realistically go hand-in-hand because they all have to do with
paying attention to the topic at hand. There are ten topics under the category of Non-Verbal
Communication, but there are a select few that are important for the topic of Active Listening. Your
Leadership Inventory Revised 08/22/2017 39
 appearance/facial expression is one of the top ones. Say if a group is doing a presentation and you
disinterested and like you do not want to be there, it is going to make the group feel as though they are
doing something wrong. A good way to fix that is to have a smile on your face and make sure you are
paying attention throughout, because that other group has to sit through your presentation as well. I
know as a presenter I would want everyone to feel/look entertained and not bored, so I should return
the favor for them. I feel as though the biggest aspect to active listening is your head movements.
Since it is inappropriate to be talking through a presentation, a good way to show that you are listening
is to nod your head each time they make a very compelling point in the presentation. It shows the
group that you are hearing what they are saying and are interested in learning more about what their
topic is all about. (See Evidence #109-A: Non-Verbal Communication/Body Language Chart)
110 Student will describe examples of using HDF 190 Speeches in each of the two target In HDF 190, we all prepared speeches individually for the Servant Leadership Model, what it meant to
active listening skills COM 100 classes us, and how we planned to use it in our future endeavors. Some people love to get up and talk to
. BUS 355 Class Presentations classes about certain issues and are not afraid at all, as other students are petrified about getting up
and talking in front of people. Public speaking can be very scary, depending on the audience that is in
front of them, which is why practicing the active listening techniques we were taught make the
presenters be at ease when they are presenting. People are paying attention, which I feel can give a
good vibe off to the presenter. That could give them the ability to feel a little more comfortable and
happier because they could be scared and nervous to be up in front of a class.
In COM 100, I applied the same skills that I did in HDF 190 to listen carefully to every presenter. I
realized how hard I worked on the project to show everyone the specific topic I chose, which was
varicose veins. Those affect me in my everyday life, and I would want people to know more about
something that can be harmful to many people. If someone wanted me to know something important in
their lives, I feel like I could use my active listening skills to really grasp what everyone is talking about.
(See evidence # 110 COM Speech)
Like I said in a previous outcome, as a class for BUS 355 we were tasked to create a presentation on a
company and their supply chain habits. Going into the project deeper, we had to create a twenty-
minute presentation on all the supply chain topics we had learned about throughout the entire semester
to that point. After the first few classes for presentations, they get kind of repetitive and drawn out
because we have already learned about this information for our own project, yet we still were listening
to final presentations.
I, however, still felt that I needed to pay attention to each of the groups presentations because I know
that the other students had to listen to my project, so I should return the favor to them. The ways that I
helped myself with active listening was to put both my laptop and phone in my backpack and pocket
respectively, so there were no distractions from the presentations. When I had to present, I know it
made me frustrated when I saw a group of students in the classroom were not paying attention. They
were talking the entire time and were on their laptops, which was brought up to them after that day of
presentations. It is frustrating to do all that work and have people nearly talk over you the entire time
because they did not care about the topic we were talking about.
After watching that happen, I knew I did not want to have another group feel like that because I am a
nice person and did not want to get in trouble, so I tried everything I could to get myself into the
presentation by using my active listening skills that I learned throughout all my leadership classes thus
far. I am learning a great amount more about certain companies and topics of supply chain that I did
not know before the presentation started, all thanks to the active listening skills. (See Evidence #110-A:
Picture of Front Cover of Supply Chain Book).
111 Student will demonstrate knowledge of
functions of group communication by
. Hirokawa
112 Student will describe personal application
of functions of group communication
. (Hirokawa)

Leadership Inventory Revised 08/22/2017 40

113 Student will show knowledge of techniques
regarding giving and accepting of feedback
.
114 Student will describe examples of giving MTH 142 Study Group While participating in my study group for the past few weeks, the group and I are challenged to give our
and accepting feedback. HDF 415 Mid-Semester Evaluations tutor for the group answer to the questions that he will put on the board. Everyone that either gives a
. correct or incorrect answer is given feedback as to whether or not they got the correct answer. Each
time that I answer a certain question, whether it is right or wrong, I give a certain type of feedback by
answering the question. The tutor is then challenged to help me out to either fix the problem by giving
the proper feedback for the answer or to give feedback on continuing on with the certain topic if the
question was answered correctly. Once I give and accept feedback in the tutoring session, I then bring
all the knowledge that I have learned into the class, which is Calculus 2. When the class starts learning
about more challenging and tough subjects, and knowing each subject builds off of each other, I can try
my best to give the necessary feedback to my professor on whether I know the subject or not. For
example, learning the skills necessary for the exams the class takes can give the professor feedback
on how much we have learned or what more all of the class need to figure out, Then, with his
knowledge, he can give each student that he has the correct feedback as to what they are doing well
with or what they need to improve on. Then eventually each student, including myself, will improve on
the subject they are struggling with and then they will keep building on the subject that they are each
decent at. So, with my knowledge from the study group, I will eventually be able to give more feedback
as I move further along with my mathematics career. (See evidence #114 Quiz)
As a peer mentor for HDF 415, we were tasked to do mid-semester evaluations for all of our students.
Generally, this task is meant to be done in person. However, due to Covid-19 shutting down every
college which includes URI, we had to do these evaluations over FaceTime with all of our students. I
wanted to give each student the opportunity to tell me some details about how the semester went for
them during that point, including giving me feedback about how I was doing as a peer mentor for them
during the semester. I also was giving them feedback on work and questions that they may have had
for me during the call. Being a peer mentor, there is a good amount of give and take with each one of
the students in the group. There could be one student that has no questions, but there could be
students that keep the conversation going for over 10-15 minutes. Giving feedback does not always
have to sound negative. I answered questions for the students about classes they should take for next
semester. That is classified as giving feedback. Each student gives out different types of feedback,
and they also receive feedback in a different way as well. However, my feedback that I received was
for me to improve myself on if there were any negatives that they may have seen. Feedback will
always make a person stronger, no matter what the situation. Also, the student will also try to work on
the feedback they received if it is said in the correct manner. It is not something they need to fix, just
work on. (See Evidence #114-A: Discovery Dawgs Group Chat Header)
115 Student will show knowledge of the 7D
coaching model (Knott)
.
116 Student will demonstrate personal
application of the 7D Model (Knott)
.
117 Student will show knowledge of elements HDF 412 How to have Crucial Conversations In HDF 412, we learned about element of a Crucial Conversation. Starting with creating a mutual
of a Crucial Conversation and steps to Book purpose. They would be following the C.R.I.B method of the Creating a Mutual Purpose model. The
. maintain dialogue and move to action “C” in the C.R.I.B method is “Commit to seek mutual purpose”. Being able to give up their beliefs that
(Patterson, McMillian & Switzler) your certain topic is correct makes for an easier creating a purpose experience better. The “R” is
“Recognize the purpose behind the strategy”. Being able to focus on the strategy and reason as to
what is going on is crucial during this stage. This is also where refocusing is a key aspect as well. The
“I” is “Invent a mutual purpose”. This is where a group should look to a new strategy if the goals and
interest are at odds. Looking towards the long-term goals, even if it does not work in the short term,
will be the most benenficial use of the group’s time. The “B” is “Brainstorm new strategies”. This is the
last step and most beneficial step for creating a new strategy. The group will come to a decision that is
Leadership Inventory Revised 08/22/2017 41
 useful for the long-term of the project. Next would be the seven steps in coaching crucial
conversations. These steps are:

1. Start with the Heart (“Why are you having this conversation?”)

2. Learn to Look (“How have you contributed to the problem and how can you
improve it?”)

3. Make it Safe (No distractions and avoiding dangerous phrases)

4. Master my Stories (concrete facts and avoiding judgments)

5. STATE my Path (Saying how the issue should be resolved and ask how to
find a resolution)

6. Explore Others’ Paths (Look at other’s perspective)

7. Move to Action (“What action steps have you both agreed to and how will
you ensure those steps…?”)

“State your facts, Tell your story, Ask for others’ path, Talk tentatively, Encourage testing”. These are
the five steps of the STATE my Path and are crucial to working in a group. Make sure to not tell a story
when stating your facts because stories could leads to misinterpretations and assumptions. Once you
state the facts, then the story can be told. Next, go into the other sides’ story and see where they are
at in the conversation. Make sure when talking about the story to not make it seem like those are facts,
even if they are. Assumptions could lead into arguments, which is not what is needed for this
conversations. Finally, go into depth about the other side of the story, even if it is the exact opposite of
what is being said. Then, if the group comes to a decision, it is time to test out the guideline that the
group came up with. “Ask, Mirror, Paraphrase, Prime”, these are how I can see the other group
members’ point of views on the certain topic. When the conversation is in the Ask phase, make sure to
show real interest in what is going on and to not be aggressive when asking questions. When in the
Mirror stage, make sure to see how the other side is feeling and reflect their actions back to them.
During the Paraphrase stage, tell them the story in your own words and see if you got the right idea of
what exactly is going on from their point of view. Finally, during the Prime stage, making an educated
guess as to what they might be thinking in this conversation. “Agree, Build, Compare”, this is used for
communication in Crucial Conversations. When you are in the Agree stage, this is where you will need
to find an area where you agree. Then, you will need to build a story and build upon what the
conversation needs to find an agreement in the conversation. Finally, during the Compare stage, do
not go right into who is wrong or who is right, compare where each person is in the conversation and
how each person is feeling. (SOURCE: Patterson, K., Grenny, J., & Switzler, A. (2012). Crucial
Conversations. New York: McGraw-Hill.) (See Evidence #117: Crucial Conversation Book)
118 Student will describe examples of HDF 412 How to have Crucial Conversations One crucial conversation I feel that everyone is going through during the pandemic is working in group
engaging in a Crucial Conversation Book projects over either Zoom or FaceTime. Times are not the easiest right now and I understand that we
. do have to do group projects, as does everyone else, but it is a very difficult task to complete. One
aspect of the crucial conversations that would help to alleviate stress and difficult would be to Create a
Mutual Purpose. In talking with the group, it is always good to start out with seeking a mutual
purpose. Generally, it is good to set guidelines or boundaries for what is being looked for during a
group project. One example of how to set guidelines is to see what everyone would be comfortable
Leadership Inventory Revised 08/22/2017 42
 doing for the project, like maybe setting aside a question for each group member to answer. Then,
being able to recognize the purpose behind the strategy would be the next step. Being able to
recognize that the project would move smoother if we had a conversation about the project makes the
whole project work perfectly. The conversation would revolve around the guidelines set for the project.
Now, it is time to invent the mutual purpose. I could see the group either picking the topic they are
wanting to write about, or they will be assigned a topic. Using my Social Intelligence strength, just
reading the vibe and seeing what other people want to do is how that will work for the group. Finally, if
that guideline does not work, it would be the right time to brainstorm a new strategy to work on the
project. Maybe having a few people work on questions together would be the next step if the first
guideline does not work. Next would be the seven steps of the crucial conversations described in
outcome #117. Going back to the last example, I will have to focus what I really want in the situation.
It is not what I feel would benefit the group the most, because that might not be what I want. I would
not want to change the mind of the group because I felt I was the only one right in this situation, I would
only want to express my side and why I feel is right in the certain guideline. I tend to choose silence
over violence in these certain situations, but the whole group could benefit if they have a crucial
conversation together. Violence does not always necessarily mean to get into a screaming match with
someone I disagree with, it just means I am willing to argue strongly about my point with everyone.
Being able to look back and reflect on what could have went wrong is crucial during this step. It is okay
to be wrong every once in a while. However, being able to recognize that I am wrong is the most
crucial aspect of this stage. Talking through the problems with each other is where to start this part.
Always look back at what was working at first and see what the course of action will be to make sure
what was right continues. If something was working at first is not on the table anymore, have the group
stop for a minute and go back to what was working at first if the group comes to an impasse. It will give
the group a sense of relief to know that if we retrace our steps the group can continue down a good
route to get to a solid conclusion. Now to STATE my path, how it would work here is to be open and be
willing to hear everyone’s opinions on the subject manner. Then, if the group comes to a decision, it is
time to test out the guideline that the group came up with. Going into AMPP, these are how I can see
the other group members’ point of views on the certain topic. I can understand where sometimes my
views might not work for the group. So, listening and building off of this will lead the crucial
conversation towards a better ending. Finally going into the ABC, these are how to move forward with
this. Finally, we have made it to the step where to finally move to action on the project. Going through
all seven of the steps towards coaching a crucial conversation, the group will have a great outcome
and hopefully be able to work as a cohesive unit. (SOURCE: Patterson, K., Grenny, J., & Switzler, A.
(2012). Crucial Conversations. New York: McGraw-Hill.)
119 Student will demonstrate knowledge of HDF 413 SOLC In HDF 413 and in SOLC, the whole fall semester was designed to teach all of the student’s critical
facilitation techniques facilitation techniques/lessons that would make for a good facilitator in the future. One important
. technique/lesson that I took from all of the critiques and watching other people facilitate is to make sure
a facilitator is always facing the group they are facilitating. Meaning if someone is describing a certain
activity and is talking from the middle of the circle if everyone is spaced out that way, the facilitator
would not be talking to some of the people because they would only be facing one way and missing out
on a good portion of the students in that group. Standing in the group on the outside of the circle is the
most beneficial way for the facilitator to make sure their message about the activity reaches all the
students involved. It leads to fewer questions as to what the activity being presented is and will also
lead to a smoother transition into the activity. The next technique/lesson for facilitator is to be loud and
confident in what they are presenting to the group. A facilitator wants to energize a group by being
extremely present and excited to be facilitating for them because if a group wants to make a retreat it is
for a reason, maybe to work on somethings that might be affecting the group dynamic. Bringing in
positive vibes and a good attitude really goes a long way in facilitation. That can transition into the
confidence aspect as well, as if the facilitator is in a positive mindset, it will ease the stress and make
them really focus on the activity. Finally, the last technique/lesson is to be prepared no matter what
happens. There could be twists and turns that happen while someone is facilitating an activity, and it
Leadership Inventory Revised 08/22/2017 43
 could possibly mean changing things up on the fly. Being able to transition smoothly into something
else without interrupting the flow of the retreat is crucial and that is why the facilitator should be
prepared for that. Having extra activities in the back of their mind if there is extra time or there is
something not working for the group is something that I have personally learned to adjust during my
time as a facilitator. A big motto to follow is to always be prepared for change and that could happen in
any retreat that someone facilitates. Making sure that person is able to is what it all comes down to.
120 Student will demonstrate proficiency of HDF 413 Musically Inclined Retreat Going into my first actual retreat for facilitation, I was very nervous because I had never run activities
facilitation techniques HDF 415 Camp Counselor for people near my age, so it felt weird that I could actually bond with them more on an adult level.
. SOLC When I was/am camp counseling over the summer, it is difficult to try and reason with the children
Senate President Challenge because most of them do not understand why you would do somethings. For example, towards the
end of this past summer, I was trying to have a serious conversation with one of the kids because he
had been being inappropriate all day and even the past week when I had him in my group, and he was
confused why he was the only one being singled out by me. That truly was not the case, I was just
trying to understand why he was never listening to me.
Anyways, with that being clarified, it was welcoming that the group I facilitated the retreat for was very
happy and full of energy. It was still definitely nerve-wracking trying to facilitate because I did not want
to mess up when I was speaking or trying to describe the activities because we learn in SOLC some
guidelines of what to and what not to say when describing all activities. As a facilitator you do not want
to confuse your participants because since there is a time “limit” on each activity, so you do not want to
spend ten minutes on the description.
My first facilitation was Tweener, which is a very easy activity to participate in, but the description can
get sort of confusing just because there are not too many rules to it. So, people are going to ask
questions about other ideas that might not necessarily need to be in this specific activity. Thinking
back at the event, I feel like after learning all the techniques made me more confident in running the
activity. Facilitating an activity for a group of almost adults is much different than running games for
children all day. I have never been nervous to run games for camp, but the times that I have facilitated
for either a retreat or class, I have been extremely nervous. Being able to clearly describe how to
participate, then the guidelines for when the ball either went through someone’s legs or over their
shoulders, and finally asking those specific questions and being able to hold conversations with them
about those really made me feel confident in my facilitation skills. (See Evidence #120: Retreat
Agenda).
During one of the class periods in February, the students were tasked with a challenge. In my class
period prior in HDF 415, we went through the Admissions Challenge, as the HDF 290 students would
be participating in that. It got into a very heated debate and was very surprising to see some opinions
that were said. In the end, they took the people who would bring in the most money to the school,
which does make total sense in the grand scheme of things. Anyways, the teachers then tasked the
seven peer mentors to figure out how to facilitate the next activity that the students would participate in.
The goal was to come up with a group conclusion on who the next Senate President could theoretically
be. They were given four candidates to choose from and then they had to debate like an actual
election to figure out which candidate was their favorite. The Election Challenge did bring in some
challenges in how to present it and how to split up the students. All the peer leaders came to a
conclusion that it would be best to split them from their groups to work with new students for this part of
the challenge. Now, I have facilitated in smaller groups and with other students as well before. This
would be one of the first times I am solo facilitating an activity. I tried to bring my own twist to this
challenge. The teachers told us to leave the students in suspense about what to do since there was no
actual winner they should pick. So, I thought it would be good for each one of the four peer mentors in
our section to pick a candidate to “endorse” or read their traits. Then, I would give the students about
ten minutes to discuss these candidates with their groups assigned by random drawing by pieces of
paper with colors on them. There were four groups to start, then two after the first round of discussion,
and finally the whole class ended up together at the end. During this facilitation experience, I felt that all
my skills that I learned in facilitation came up with was almost like a culmination of the hard work I have
Leadership Inventory Revised 08/22/2017 44
 put into the role that I took. (See Evidence #120-A: Front of Election Challenge Paper)
121 Student will demonstrate knowledge of de- HDF 413 SOLC Along with what I learned in class for facilitation techniques, I also learned about some debriefing
briefing techniques techniques/lessons that I have carried with me into my facilitations. One important technique/lesson is
. to listen to the group when they give feedback on each of the activities. Many groups in the past have
expressed feedback, either good or bad, on certain facilitation. As the facilitator, they are supposed to
listen to the feedback given to help them for future facilitation. Every time a facilitator can facilitate, it is
a learning experience even if they have been facilitating for years now because no one is perfect and
there is always room for improvements no matter what. The next technique/lesson learned is to ask
meaningful and thought-provoking questions that will give the students something to think about. The
group usually comes into a retreat looking to improve on some aspect that the group lacks/needs
improvement on. Asking questions that can connect to their issues at the core will make them think
about each activity in a different way because each activity is supposed to have an underlying meaning
to it. Some people do not understand that fact and take it for granted, but most will use what they
learned and listened to so they can improve on the difficulties they may be having within an
organization. Another technique/lesson is to prepare for criticism. Some groups may be coming in with
a bad attitude or issues that cannot be fixed. So, the group could reflect that onto the facilitators and
give harsh feedback on a certain activity that might not have worked out for the group. If a facilitator
prepares themselves for that, they will be able to fix that for the next time. Finally, the last
technique/lesson is again preparing backup questions beforehand. If the facilitators might be losing the
group or see something that might have gone differently than expected, always make sure to have
backups in the back of their head to ensure that the group is getting the assistance they may need to
make for a better future for the organization.
122 Student will demonstrate proficiency of de- HDF 413 Rotaract Activities Watching everyone in SOLC facilitate is one thing, the debrief of any type of activity might be the most
briefing techniques HDF 415 Facilitation crucial part of any retreat. It lets every person let out what could be wrong for their group and we are
. SOLC Activities there to steer the conversations in the direction that they need to go into. It is important to ask
Senate President Challenge questions that can keep the group engaged and try to get their less talkative people sometimes to open
up about what they saw and what could potentially change. I know my first retreat I participated in
through the Rotaract Club I was not that talkative in the debriefs, because I did not totally understand
what exactly to say. Now, learning about all of these debriefing strategies, which include the “Why?”
and “Now what?” type of debrief. A common and basic question could be, for example, if a group
needed to fix their communication skills, “why do you feel there are issues in the group’s
communication?” A facilitator can also add on to that after a couple answers to see how much they
could build on that, maybe find a breakthrough for the group. Then, the “Now What?” question could
be “Now, what can you all as individuals do to create a more comfortable environment for
communication to start progressing in the positive direction?” Both of those questions get the group’s
emotions up and the room could get a little hostile if there is an actual issue in the group. That is when
the facilitator would try to steer the conversation somewhere else without fully stopping the current
conversation. But, if it is just for improvements, the facilitator is just there to watch over what exactly is
going on, so the conversation will flow smoothly until a lull in it.
My first attempt in a debrief was after our first event, and it was a very dry conversation because no
one really wanted to say much about it. For me personally I would want to say everything that went
well about an event and tell the people that could not make the event about it. The way I fixed that
conversation was trying to get a little ice breaker in to make everyone feel comfortable with each other
before we went to more questions. Once that happened, the conversation started moving along a little
bit faster and cohesive. I was able to actively listen to the conversations being had and it was
successful for me in my mind. Thanks to SOLC, I was able to lead my first debrief outside of the
classroom/retreat settings. (See Evidence #122: SOLC Shirt).
After the Senate President Challenge, there were some topics that needed to be address in a debrief of
everything that happened during that activity. During the activity, I was trying to come up with
questions that I could see working for these students to think about in a more theoretical lens because
these candidates were not real. One of the topics that was needed to talk about was Senate Elections
Leadership Inventory Revised 08/22/2017 45
 which were around the corner at that point in time. Being in Senate at the time, I knew each of the
candidates running for the positions and I was in no place to endorse one candidate over the other, so I
just talked about each of the candidates briefly to let the students know who was running at the very
least. I wanted to also think of a question that would make them have an “aha” moment and a “ohhh”
moment because those moments are the best as a facilitator during a debrief for an activity that might
have high stress and high intensity. People expect to have winners when something is called a
Challenge, but this one did not have a winner, which was the “ohhh” moment. For the “aha” moment,
there could have been numerous different avenues to go down for this debrief but letting them know
that it is okay to have different opinions on who was the better candidate, especially during real
elections for both Senate President and the President of the United States. There are rights for a
reason, you are given the right to vote and the right to choose freely. This debrief was the first one I
went through myself as well, this was honestly the best activity through that I thought I could have run.
(See Evidence #122-A: Back of Election Challenge Paper)
123 Student will demonstrate knowledge of
framing based on psychology and its use in
. group facilitation
124 Student will demonstrate proficiency of
framing based on psychology and its use
. in group facilitation
125 Student will demonstrate knowledge the
four frames of organizations, and the
. meaning of reframing by Bolman and Deal
126 Student will describe personal application
of organizational analysis using the four
. frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127 Student will show knowledge of organizing
meetings / setting agendas / and leading
. meetings
128 Student will describe personal examples of
organizing meetings / setting agendas /
. leading meetings
129 Student will show knowledge of
Parliamentary Procedure
.
130 Student will show knowledge of techniques
for working with difficult people
.
131 Student will describe personal examples of N/A Red Robin Working in customer service does in fact have its positive aspects, but a majority of the people would
using techniques to work effectively with Red Robin (Summer 2020) say that is a negative. The customers can sometimes come off as rude and difficult to be around,
. difficult people event their coworkers can be difficult to be around.
I work at Red Robin and have been there for about 6 months now, and I have had to deal with my fair
share of difficult people. Over Thanksgiving break we had a customer come in wanting a table for
thirteen people, all teenagers or older besides one of the children. We were very busy on that specific
day because it was a Saturday night and a great number of big groups were coming in because their
friends/children were starting go head back to college for the last few weeks that they had left before
Winter Break. I told the person that we would look into how we could fit thirteen people in the same
area, but when I said that she decided to take it upon herself to go into our restaurant and pick what
table she wanted. When she came back up to the Host stand, she asked me if she could have those
tables. I told her that no server was in charge of those tables for that night and she would have to wait
longer. Then when one section opened up and I could fit the 13 people there, one of the servers
Leadership Inventory Revised 08/22/2017 46
 refused to take the table. I was very frustrated with that server because I needed to quickly find a
place for this customer to go.
So, I brought out my manager and asked what I should do about this issue. They told me to just ask a
different server to take the tables that she wanted since the stereotype “the customer is always right”
holds true at every restaurant. We finally got them seated and about 5 minutes later I turned around
and sure enough they were sitting at another table in a different section of the restaurant. The most
frustrating part to me was the fact that she would not listen to me.
I feel as though being calm in the situation was the best way to deal with the difficult customer that I
had to deal with. (See Evidence #131: Red Robin Logo).
During the Summer of 2020, it was a different work atmosphere because of the COVID pandemic and
people not wanting to come back to work. With all the regulations that came into effect to have a safe
and healthy environment, it also had an impact on the customers too because we had to change
somethings about the restaurant for their safety. For a majority of the summer, we could only have
parties of six or less sit together, and we also could only have about 40% of our restaurant tables open
as well. People with families of more than 7 people could not sit together by Massachusetts law, which
was very unfortunate and led to many angry customers. So, to deal with that, we would try to
accommodate the customer as much as possible and to the best that we could. We would always try
to sit them as close as possible to each other as possible, meaning with a six-foot difference between
the tables. There would definitely be angry customers because they would try to push the tables
around and sit all together, which was not allowed in the restaurant. We were not trying to be mean
about it, that was the law and still is to this day because of the pandemic. It would be a bad look for
our restaurant and could get us shut down if we did not listen to the guidelines. Having 40% of our
restaurant open also meant we would be on waits very quickly as Red Robin is one of the busiest
restaurants in the plaza that it is located. People would get frustrated when they would come and see
a table open, but if we were on a wait, we could not sit them because there are people in front of them.
There is nothing we can do when we go onto a wait and people sometimes do not understand that, but
we assure them that we will get them to a table as soon as some open up. People also could not wait
inside of the restaurant because of COVID regulations which would also make them angry, but again,
we can only do so much to accommodate the customers. These are unprecedented times in the World
and things are very different than they were a year ago, but we are doing the best we can. There will
always be angry customers no matter the time and no matter the issue, but never letting them get
someone angry is the only option to deal with them.
132 Student will show knowledge of the stages BUS 341 Lecture Notes Through my studies and my experiences in each of the two target classes, I have gained a better
of group development (Tuckman/Tuckman HDF 413 understanding of the Stages of Group Development, or Tuckman’s model. There are five stages to
. & Jensen, Bennis or others) Tuckman’s model, which are Forming, Storming, Norming, Performing, and Adjourning. Something
interesting with this model that it is not totally weird for a company or group to go backwards in the
model to retrace their steps on what they had totally worked on.
The first stage is forming, this is where the team starts to get to know each other and their roles that
they must take on. They must also establish ground rules right off the bat as well as establish set
timelines for certain part of the project to be complete.
The second stage of the model is Storming, where they start discussing their ideas, go into negotiation
over certain issues, and resolve any conflicts that may come up from those negotiation. Each member
of the group still is acting in the sense that they are individuals and not a part of the group quite yet.
They are resisting to be controlled by the group “leader”.
The third stage of Group Development is Norming. This is now the stage that the groups start realizing
that they are a team and can start working together to get to a common goal. The people within the
groups must realize however that other’s viewpoints need to be heard, which is easier to allow now in
comparison to the first two stages.
The fourth stage of Group Development is Performing, which is when a team is working as a collective
unit and not even thinking about what roles each individual might hold in the group. They are excited,
happy and trusting of each individual in the work group.
Leadership Inventory Revised 08/22/2017 47
 The fifth and final stage of Group Development is Adjourning, which is when the team looks back at
their accomplishments and comes up with a conclusion as to what might have gone well or what could
have gone better. For the people that might be leaving now, there are transition plans in place to keep
the team in a solid state. The group might also recognize all those members that are leaving and show
them how important of an impact they had on the team. (See Evidence #132: Tuckman’s Model)
(http://wheatoncollege.edu/sail/leadership/student-involvement-handbook/strengthening-
group/leadership-teambuilding/)
133 Student will describe personal examples of HDF 413 Tarp Activity During one of our classes for HDF 413, we were tasked to, as a group, try to maneuver different sized
group development in use HDF 415 Social Change Presentation objects through a maze and put them through different sized holes throughout the maze. So, before we
. (Tuckman/Tuckman & Jensen, Bennis or started the activity, we jumped right into the storming phase since we already had our group set out for
others). us. My mind was always thinking how we could maximize our effort and get the task done in the
shortest amount of time. I did not want to say anything until we went through everyone else’s ideas
first. And the fact no one was listening to what I had to say really did not help that either.
We reached the norming stage once everyone started listening to different ideas and actually working
together as a collective unit. Then we quickly transitioned into the Performing stage of the Group
Development. We tried something different from what was not working and actually communicated very
well. In the end, we ended up having a successful time with the activity. In this specific activity, there
was no formal Adjourning stage, however we did have a small debrief at the end to try and figure out
what went well and what went wrong. (See Evidence #133: Tarp).
For HDF 415, three of us peer mentors were tasked with creating an activity for the students to take
part in. The forming stage started all the way back in December during our first meeting together,
where me and two of my fellow mentors decided to take the Social Change Unit of the semester. We
were planning on the activity being something in person which was in our storming and norming stages
of the model. Due to unforeseen circumstances we hit the COVID-19 barrier and had to travel back to
the storming and norming phases of the presentation. We decided that it would be best to create a sort
of game for the students to interact with over a Webex call. We landed on Kahoot, which honestly was
the best idea we could have improvised because it worked so well and during the performing stage
was where this was showcased. At the end we had our adjourning moment when everyone talked
about the presentation and the pros and cons about it. Overall, I would say this was a success but
definitely not expected. (See Evidence #133: )
134 Student will show knowledge of group roles
and how they contribute to group dynamics
. (Johnson & Johnson; Benne & Sheats;
Knowles & Knowles; etc.)
135 Student will describe personal examples of
group roles and how they contribute to
. group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136 Student will show knowledge of effective
memberships skills in groups
.
137 Student will describe personal examples of HDF 190 Social Change Project In HDF 190, I was assigned to a group with 6 other students towards the beginning of the semester
membership skills in use HDF 415 My Group in HDF 190 and that would be our group for the entire year. Throughout the semester, our group was challenged to
. cooperate on multiple occasions, which stemmed from just in class small group activities and talks, to
challenges such as building marshmallow and spaghetti towers in about 20 minutes. Communication
was a main strength for our entire group, we would never be short of words to say to each other and
every time we would get together, we would bond greatly. I feel just having myself open up to all of
them and having fun in whatever I did made my membership in the group worthwhile. When it came to
Social Change Project, it was an amazing experience because throughout the entire project we all
connected very well. Every time we had the chance to we would get together and just bond with each
other. Especially the night of the opioid awareness presentation, all of us walked to the presentation
Leadership Inventory Revised 08/22/2017 48
 together and then talked for a while before the event actually started. Then working on the projects was
even better, since we all just talked and talked about whatever, keeping the fact that we had a project
to complete. Even after we would finish something for the project, each of us would have more work to
do and all of us would complete that work together. I feel I exhibited so much improvement in my
membership skills working in these small groups because in past group work opportunities I would not
get that involved, but with this group I felt welcomed and heard with everything I put out there, no one
would shoot any ideas down and everyone had an equal say in what the specific topic we were working
on. Being able to express ideas, cooperate, and be welcoming is the way I utilized my membership
skills. (See Evidence #137: Social Change Presentation)
Right off the bat in the semester, the peer leaders were tasked to come up with the seven students
they would want to see work together in their group. It was quick turn around this year because the
Day of Discovery/Retreat was earlier than it usually is because of how the dates ended up working at
the beginning of February. Once my group was constructed, they went into the weekend very timid,
and so did I because I did not know all of them very well, or at all even. The entire week before I was
trying to figure out what the best way to interact with these students was because I was very nervous
going into that weekend. I did not want them to hate me or dislike me right away because then the
semester would have been extremely disappointing. I had conversations with a good amount of people
who had experience in Peer Mentoring for HDF 190, and they said to not be nervous because the
connection is not going to happen right away. It is something to work towards through the entire
semester. Honestly, the retreat could not have gone any better. My group of seven had an instant
connection when it came down to it. I found that being as open, honest, and transparent with them
while together would be for the best. Throughout the semester the group grew stronger together and
all of that was amazing until it went to online. It challenged the group to stay connected with each
other, and honestly, I do not think they would have been as close as they are without the semester
going completely online. Each student embodies a trait of their peer mentor, and that is especially true
with my group. I see a part of myself in each of the students that I have, and it is a different trait in
each of them as well. Being a member of this group had its challenges at the beginning, but in the end,
I could not have asked for anything better. (See Evidence #137-A: Picture of Group)
138 Student will show knowledge of the
Challenge and Support theory by Sanford,
. and its relationship to organizations
139 Student will describe personal examples of
using the theory of Challenge and Support
. (Sanford)
140 Student will show knowledge of the HDF 190 Informative Speech about Varicose In COM 100, the class worked for weeks on how to properly construct either an informative or
construction / elements of informative and COM 100 Veins in COM 100 persuasive speech. To conduct a professional informative and persuasive speech, a person must
. persuasive speeches construct a general purpose for the speech, then have a specific topic for the speech, move onto the
thesis, and finally start the speech with the main body. For the general purpose of the speech, there
are three specific forms that a speech can take which include to inform, to persuade, and to entertain.
In order to inform the audience, the speaker must send a message, teach the audience on the topic,
and provide data on the specific example. In order to persuade the audience, the main purpose is to
persuade or influence the audience and change the attitude or behavior on the certain behavior. In
order to entertain, or have an evocative speech, a person must be able to relate with the audience and
connect with them as well. Next, choosing a specific topic might be difficult, but for my informative
speech in COM 100, it was quite simple. The class was assigned a speech about whatever they were
passionate about and had to speak on the certain topic for about 7 minutes. I chose varicose veins
because I am affected by them and a few of my family members were as well. Next, the speaker must
construct a well worded thesis that leads them into the specific topic. Before the speaker goes into their
main body, they must choose whether to state the speech in a chronological order, spatial pattern,
cause/effect, problem solution, or topical pattern. The most common one is chronologically, which is
what I used in my speech. Then finally, the speaker must move into the main body that includes 3
Leadership Inventory Revised 08/22/2017 49
 points with two or three sub points within the three main points. Then, the student will finish the speech
with a general closing that recaps the main aspects of the speech. (See Evidence #140: Notes)
141 Student will demonstrate proficiency in HDF 190 COM 100 Speech For my COM 100 speech, I talked about varicose veins and what they actually are, the causes,
informative and persuasive public speaking COM 100 symptoms, and how to help alleviate the pain caused by them. The objective of the entire speech was
. to inform the class about a specific topic that either affected them or was very important to them. For
me, I actually have varicose veins, as did my mom, so it was easy to choose a topic to talk about.
Varicose veins actually have an effect on about 35 percent of the people in the United States, but even
with it being common, it is very fixable. To continue, the class had to speak around 7 minutes about
their specific topic, all to inform them about what their topic was. It was very specific right from the
beginning that the class could not use a persuasive speech topic, meaning they could not influence
them to do something or go change something or even go help a cause. If after the speech they
wanted to help the specific cause, then they could do that, but the student speaking could not alter the
others’ decisions. For my speech, all I wanted to talk to the class about was what exactly the veins
were because every person might have heard about them before, but they might not exactly know what
they are and where they stem from. People might also have been misinformed about varicose veins as
well because even if they can see their veins in their legs or ankles, it does not mean they have
varicose veins. I feel that throughout the 7-minute presentation that I demonstrated my points very
clearly and concisely, but I got my main points across proficiently. (See Evidence #141: Social Change
Project Presentation)
142 Student will show knowledge of planning
and conducting interviews (as the
. interviewer)
143 Student will describe personal examples of N/A Leadership Ambassadors Last semester, I was chosen for the position as Leadership Ambassador Coordinator. The Leadership
planning and conducting interviews (as the Ambassadors are generally Freshmen who are extremely passionate about leadership that they want
. interviewer) to get right into the details and let all the incoming Freshmen coming to URI know about the Leadership
Institute and the Minor in Leadership Studies. I was very honored to be awarded this position as I
finally realized my potential as a leader, however, I had to make applications for the students to fill out
for the position of the Ambassador. I worked with RV for a good chunk of the first half of the semester
to figure out what questions to ask the students as like a “mock interview” for this position. Every
person got the position as Ambassador, but it was still good to put them through a semi-interview
process to see what their thoughts were about Leadership. Unfortunately, due to Covid-19, we were
unable to hold Leadership Ambassador Training where the “interview” would have taken place.
Sometimes things do not go according to plan when planning and conducting interviews. Situations
uncontrollable by us happen all the time and it was unfortunate that it happened this year. It was still
interesting to see how planning for an interview can be whatever the person conducting it so chose it to
be. (See Evidence #143: Leadership Ambassador Applications)
144 Student will show knowledge of preparing BUS 390 Job Interviews When I took BUS 390 over a year ago, there was one important aspect of the class that I still take to
for and effective answers in interviews (as this day. We were tasked to do mock interviews with professionals that we met from the job fairs held
. the interviewee) at the University of Rhode Island for Business School students. I talked to two different professionals,
one including my Uncle who is in a field that I am interested in. In the first interview, the professional
that I was talking with taught me effective techniques on how to answer questions during an interview.
One of the most important parts that I remember is to ALWAYS look up the company/group mission
statements and values. If an interviewee talks about those as well as the position, they applied for it
makes the interviewee look like more of an attractive candidate for the position immediately. It shows
the company that they are looking at a candidate who is extremely interested in coming to work at their
company and took the time to actually figure out what they were going into. (See Evidence #144: )
145 Student will describe personal examples of BUS 390 Aflac Job Interview Taking what I learned in my mock interview with the two professionals that I asked to work with, I
preparing for and being interviewed wanted to see how that advice would actually work. In my fall semester of Junior Year, I knew I
. needed to start applying for internships for the next summer. I fell upon an opening at Aflac for an
internship in their sales department. I had talked to them at the previous job fair the Business School

Leadership Inventory Revised 08/22/2017 50

 put on, and I did have some interest in joining the company. I did not know totally what they did
because I had only seen commercials with the funny duck who is always helping people when they are
injured and can only say “Aflac!”. I started doing research as to what they do, and I knew they were life
insurance from the commercials, however going into research they are much more than that. They can
have individual life insurance terms as well as going to companies and have group coverages as well.
So, going into the interview I felt pretty confident in what to talk about with the interviewer. It is easy as
the interviewee to go into the interview not knowing much about a company and then not getting the
position that they want. The candidate needs to stand out and be unique in their interview styles. The
tip I learned made me stand out above everyone else and that is one of the reasons that I got the job.
So my advice is to make sure to look up the company or group that they will be working with, it is very
beneficial in the long run. (See Evidence #145: Aflac Pamphlet)
146 Student will show knowledge of effective
collaboration / coalition building (Sources:
. Cilente/Komives et al; NCBI; etc.)
147 Student will describe personal examples of
working in collaboratives/coalitions
.
148 Student will demonstrate knowledge of
techniques to communicate and engage in
. difficult dialogues related to diversity and
inclusion.
149 Student will demonstrate proficiency in
communicating and engaging in difficult
. dialogues related to diversity and inclusion.
150 Student will describe ways to maintain
accountability in leadership / member
. relationships
151 Student will describe personal examples
related to maintaining accountability as a
. leader
152 Student will describe ways to build
relationships between leaders and
. members
153 Student will describe personal examples of HDF 415 HDF 190 Peer Group Development As a Peer Mentor for HDF 190, the objective is to see growth, improvement, and success in each of
building relationships with members as a the seven students that they choose for their group. Another is to have some relationship building and
. leader connections for these students in the future. I knew about half of my students before I got into the Peer
Mentoring role through clubs I was in on campus. I did not build the relationships up in that, however.
Each one of my students are different in their ways to build relationships with. Some of my students it
was easy to talk to them and build those connections instantly, and it is others that I find a more
challenging time to do so. I was totally up to the challenge because I wanted to make a different
connection which each one of my students. The best way to do it is to find some similarities that you
may share with that student and go into that more. Like if they share the same major, then talk to them
and let them know they have an ally outside of just leadership. Odds are the mentor has gone through
most of the classes the student will be going through within the next year or so. Overall, I feel as
though I build relationships which the group as a whole and each student individually that I will
hopefully continue to build as time goes on. (See Evidence #153: )
154 Student will describe how credibility applies
to leadership, as well as the characteristics
. and skills of a credible leader
155 Student will describe personal examples of N/A Rotaract Treasurer When I was first elected to the position as Rotaract Treasurer, I was a very timid Sophomore at URI
building, maintaining, and repairing his/her where I did not see myself holding an Executive Board position as early as I did. I beat out two very
Leadership Inventory Revised 08/22/2017 51
. own credibility as a leader strong candidates, including the Treasurer at the time of the elections, and I was still confused as to
why I got the position. Since I was a very quiet leader, I had to build up my persona and my character
to the people who did not know me well or at all. I showed up to a good number of events for the club
in the past, which was in my favor for the prior Executive Board seeing my potential, but that did not
reach the entire population of people in the Rotaract Club. Over the summer coming into my Junior
Year when I was about to officially take the position of the E-board, I took a job in the food industry to
work on my public speaking and interpersonal communication skills. Working at that job led me to
where I am today. Now, I may not be the Treasurer of the Rotaract Club for my Senior Year, but I do
feel as though I built up my credibility in ways I could not even imagine. (See Evidence # 155: )

156 Student will describe ethical standards in

influence
.
157 Student will describe influence applies to
leadership
.
158 Student will describe principles of effective
mentoring, as well as problems particular
. to the mentoring relationship
159 Student will describe personal examples of HDF 415 Peer Group for HDF 190 in I can say for one hundred percent certainty that being a peer mentor is so much different than being
mentoring and being mentored comparison to my HDF 190 mentored. Yes, there are some similarities, but the different can almost be night and day at some
. experience points. As a Peer Mentor, they are responsible for the well-being and work of around seven students
who are looking for the Mentor to help them succeed. The Mentors also have to facilitate activities
more often and have to prepare lesson plans that will help the students succeed. This experience was
amazing and being a peer mentor was something that I felt strongly about, however there was a
reason as to why I did not do it right away. I knew I would try for the position when I was ready, and my
Junior Year felt like the right time to do so. My HDF 190 experience showed me what it took to be a
peer mentor. Some people saw it all and did not want to take part in it, and the position is not for
everyone. I watched the activities my peer mentor did and talked to her about it one time to ask about
the tasks involved. The main point I got out of the conversation was to be there for the students when
they need the help. They was always there to help us no matter what, so I tasked myself to do the
same exact things. And it did work very well. (See Evidence # 159: )
160 Student will describe principles of effective N/A Peer Mentorship and Peer Throughout my time as a Peer Leader and a Peer Mentor for the Leadership Minor and the CSLD, I
peer leadership, as well as problems Leadership in the CSLD have worked hard in understanding what it took to be a mentor/leader. There were never true
. particular to peer leadership principles that were taught to me, it was more techniques as to how to be an effective leader. There
were two very important techniques that were taught to me and I have not looked back since. Being
open and honest with the students that I would have is one of the techniques that was taught to me
and I learned to utilize that very well. Times were always going to get tough in a year where classes
could not meet in person during a global pandemic. As well as Institute being revised to a semester’s
worth of content instead of the weekend that it normally is, it was a difficult situation for everyone. It is
okay to say that things will get difficult during these times because it was so unexpected and could
have never been imagined last year when these activities were starting to be prepared. Change can
be good sometimes and even though I am not the person who loves change, it was very useful to be
honest and upfront with students as to what to expect for online learning and online Institute. The
second is to always be there for students no matter what and I took that to heart. I am always the
person to go out of my way to make sure everyone is okay. No matter what, I want the best for the
people that I can make in impact for. The best way to do that is to always make sure that they have a
resource in their lives and someone that can help them with their work and involvement on campus.
These techniques are very useful in finding the correct ways to have effective peer leadership and will
lead to very well suited students in the leadership minor and the university as a whole.
161 Student will describe personal examples HDF 415 Being a camp counselor vs. being in Being a Peer Mentor and being a camp counselor share some very similar attributes. Each of the
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. related to being a peer leader and being N/A HDF 190 students someone might have or each of the kids someone might have in their groups share one thing
led by peers Leadership Institute 2020 in common, it is that each of them do look up to that mentor in a certain way. I am going to go into the
camp counselor role more in this to emphasize the way they can be mentored. Some of the campers
might be scared to be at camp because there are campers already there that have friends and they will
feel left out. I generally worked with the youngest campers at camp and I saw it all with them for sure.
They would not listen or behave, which is not surprising since they are young and are also full of
energy during the summer. When it came down to being serious, I could see it in all of their eyes that
they looked up to each one of the camp counselors that were there because campers at that age are
looking for people to idolize, and what better than their camp counselor to find an idol in. Obviously, I
do not see my students as that, but this was to show that there is a wide range of ways to be a mentor
to people.
Now, going into being led by peers. My peer mentor was very helpful in HDF 190 of making sure I was
able to figure out what exactly to do in every situation possible. Being a peer leader means being able
to help a student at their most vulnerable times at points, and that is what I saw when by mentor was
around. They led by example and it really shows the kind of person they are and will continue to end up
to be. (See Evidence #161: )
It is definitely intimidating for freshman to come into a room that has two senior and a sophomore as
their leaders. People with so much experience trying to help them get settled into campus was
something that I dealt with as a student as well. The first thing to do was to tell them that we are
students just like them and reassuring them they should not feel intimidated by us as peer leaders. I
know I was definitely intimidated when I was at Leadership Institute as a student, so definitely showing
them and telling them that we are students at the same University they are at was crucial. Giving them
a resource on campus was another goal I set in the effort of being a peer leader. It is bound to happen
that a student that I am leading is in the major/field that I want to go into and being able to relate with
them on that level. I have always made myself available to students if they have any questions or
concerns about anything because that is what I wanted when I was as a Freshman. Being that COVID
is happening during their first year, it is definitely not easy to be in a first semester of college. Going
through that transition last semester of college with the pandemic, it is not easy, so just being there to
help is the best possible asset to have.

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