Elana Rivkin Outcome Inventory 2018

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

Date Enrolled: Fall 2014
Date of Graduation: Spring 2018
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
Leadership Inventory Revised 08/22/2017 1

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

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

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

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

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

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

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

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First-Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport - Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi-Ethnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership
BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
§ Time management
§ Organization
1. Know Yourself § Self care
§ Self discipline
Lead Others § Strengths § Perseverance
§ Weaknesses § Develop and maintain family,
§ Values PROGRESS
interpersonal, and intimate relationships
§ Needs § Academic, social, personal goals and
P § Styles objectives
R o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
RE-EVALUATE R
S
former stages E
as you progress S
4. Develop and Refine
S
Skills
§ Leadership theory and

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

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

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a HDF 190 Coming to College Deciding to go away to college was one of the most challenging decisions I have ever had to
minimized need for approval make. I had family and friends of mine giving me very contradicting advice, so it was quite a
challenge for me to ultimately make this decision on my own. Before college, I have never
been away from home for more than a weekend, so I knew that it would be a huge culture
shock. I often questioned my ability to be completely independent, mostly because of the
lack of confidence that other people had in me. I wasn’t getting the reassurance that I
expected when my friends would tell me that they didn’t think I was ready to go away and be
on my own, however, I never let that convince me otherwise. Although I definitely took into
consideration the thoughts and opinions of my loved ones, I didn’t feel the need to gain their
complete approval. They were all extremely supportive in the end, which solidified the idea
that I am capable of making informed decisions for myself without needing approval.
As a result of learning about my strengths in HDF 190, I have been able to utilize them with
my transition into college. Having positivity as one of my top strengths has allowed me to
handle very difficult situations on my own, such as roommate issues and having to actually
move out of the dorm I lived in first semester. I was able to stay positive throughout the
drama, and have the perspective that everything happens for a reason. I knew that by
making the decision to move out on my own, I was moving towards a better situation for
myself. The combination of going away to college and discovering my top strengths has
made me realize that even though I cherish the opinions of my friends and family, I can
succeed on my own and make responsible decisions for myself. My evidence for this
outcome is a picture of my best friend and I saying goodbye to each other right when I was
leaving to go away to college. (See Evidence #1)
2. Student will demonstrate personal, Studying Abroad While abroad in Barcelona, Spain, I found it challenging to balance academics and my desire
organizational, and academic examples of to explore and live in the moment. I had to discipline myself heavily to maintain focus and
self-discipline constantly remind myself of why I was there. The opportunity was incredible, and I did not
want to negatively impact my experience by taking a backseat on my academics.
Interestingly enough, my semester abroad was actually my most difficult and demanding
academic rigor in my entire college career. I was attending a very small, prestigious
university in Barcelona, and they had high expectations for our academic achievement. I was
not expecting that coming in considering most of my friends said academics were the last
thing they thought about while abroad. As a high achiever, I had to learn how to say no in
order to remain responsible and succeed on all aspects of my time abroad. Aside from
attending classes, I also became motivated to make a documentary while abroad given the
hectic political climate and my passion for understanding social and cultural similarities and
differences. I often had to forego social opportunities in order to film my surroundings, but I
eventually got in a rhythm of combining the two. The friends I made were traveling to other
European countries every single weekend and would prioritize that over their studies. I
ensured that I wasn’t neglecting any one responsibility or person, including myself, and
organized my time effectively. This ultimately led to me receiving all high marks in each
course, traveling to eight different cities in Spain as well as Paris, and making lifelong
connections. I wouldn’t have been able to achieve all three if I did not discipline myself and
find comfort in following my own path instead of what others were doing. (See evidence #50)
3. Student will demonstrate the ability to HDF 190 FLITE Retreat Towards the end of the FLITE retreat, we broke up into our small groups and engaged in a
manage emotions HDF 413 OMOD deep conversation about relevant life lenses such as sexual orientation, race & ethnicity,
socio-economic status, and gender. This conversation quickly got very deep and personal,
and it was difficult to not get very emotional. Knowing my previous experiences with
managing emotions, I was able to be supportive and provide my group with a shoulder to cry
on. It was important for me to stay emotionally stable throughout this activity because I
wanted my group to feel that I am someone they can confide in without having to worry
about how what they say will affect me. This was a very difficult task as I was trying very
hard to be attentive and not relate other people’s experiences to my own. I am proud of
myself for being able to manage my emotions in this instance. My strengths played a large
role in why I was able to be supportive of others in our discussion while maintaining my own
personal calmness. My strengths of Input and Learner allowed me to empathize with the
members of my group, while making sure they knew that their thoughts and feelings were
being validated. I was able to provide them with a hug or a smile if I felt that they were
beginning to get emotional. I am aware that my ability to manage my emotions made my
peers feel more comfortable while sharing their stories. (See Evidence #2)
During the Opening Minds, Opening Doors rotation of orientation that I facilitated all
throughout the summer, I encountered numerous instances where I had to hold my
emotions together in order to maintain focus. I quickly noticed that this program was
always an eye-opening experience for all of the students, but truly was for me as well.
There is a portion of the program in which we open the floor to the students to share a
personal story about a difficult time, or a challenge that they overcame. These stories
were almost always extremely emotional, and often affected me deeply. It was a
challenge for me to cope with my emotions at times, while hearing these stories, so I
had to work hard to stay strong and be able to act as a supporter for students as they
were extremely vulnerable in these moments. There were times where I almost had to
leave the room because some of the stories deeply resonated with me and my own
personal experience, but I always reminded myself that regardless of the hardship we
all face, I am in that room to help guide them through that by being a mentor and
someone that they can feel comfortable opening up to. Knowing that I was providing a
platform for these students to freely express themselves overwhelmed me with joy
and gratitude. For this reason, I was successful in managing my own emotions, in
order to make the students feel that they had the facilitators to count on as a
backbone during this very emotional time. (See Evidence #31)
4. Student will demonstrate knowledge of HDF 190 In HDF 190, there are often conversations about stress levels among the students and peer
stress management methods leaders. I participate in these feelings of stress and overwhelm, and feel very connected to
others that can relate. After observing and discussing stress management methods with my
fellow classmates, I have been able to internalize a few, and incorporate them into my own
daily routine. I have the understanding that the best way to accomplish goals is to take things
one-step at a time. Nothing can be accomplished if all you are doing is thinking about how
many things you have to do. Scheduling is a big part of what helps me manage stress. If I
have everything I need to do written down, I can refer to that and I won’t have to constantly
remind myself of new tasks. It is just as important to take breaks a few times a day from
meeting, schoolwork, and class. It is difficult to stay focused and driven when you are
constantly going from a class to a meeting to writing a paper. A great outlet for me is music;
if I take about a 15-minute break from schoolwork to listen or play music, I automatically feel
more motivated. When I was younger, I used to take yoga classes to help relieve stress. This
was extremely beneficial as it helped me center my mind and forget about all of the
responsibilities I had to do after I left. This is something I hope to continue here at URI,
especially when I find myself stressed out. Since I am able to effectively manage my stress, I
find it easier to complete tasks in a timely manner and stay more focused throughout the
day. (See Evidence #3)
5. Student will demonstrate the ability to HDF 190 At the beginning of each FLITE class, we take a few minutes before we begin class, close
manage stress our eyes, and are told to leave everything that happened earlier that day behind us. We do
this to get in the moment, and to be mindful of where and what we are doing. It is very
challenging to stay focused in a class when all you are doing is thinking about the meetings
and homework you have to accomplish later on. That’s why I am so appreciative of these
first few moments of class. It helps me stay present throughout the class and truly retain all
of the information presented. This technique also allows me to relieve some of the stress I
feel before going to class. I have been using this mindfulness practice a lot outside of class
in order to help me relax and take things one-step at a time. I have the tendency to get
overwhelmed and stressed easily, so doing this helps me get things done more effectively. I
practiced this while sitting with my small group in class all throughout the semester. (See
Evidence #4)
6. Student will express a personal code of HDF 190 Leadership Portfolio Video Over the course of my leadership journey at URI, I have learned so much about myself and
leadership / membership ethics HDF 492 the way I lead. Each opportunity I have been granted with has brought me closer to
understanding who I am intrinsically and where my passions truly lay. In HDF 190, at the
start of my leadership journey, I struggled to identify what leadership meant to me. I had the
perception that I needed to hold various positions in order to be recognized as the leader I
knew I could be. I started to realize that I don’t need to be the loudest voice in the room or
have the most impressive list of accomplishments in order to be a leader. Leadership is
something that is innately part of who I am, and embracing the natural progression of my
journey has made my growth much more prominent. This has led to my ultimate code of
leadership, which falls somewhere in between serving others to help them reach their fullest
potential, and using my own wisdom and experience to consistently do good unto others,
while remaining as open-minded as possible. I now see that this leadership definition will
continue to change as I progress through various roles both personally and professionally.
For HDF 492, I chose to create a personal reflection short film for my final portfolio. In my
script, I discuss how now in reaching my completion of the minor, I recognize that I am
confident as the servant leader that I have become, the skills I have gained in my major and
minors, the strengths I have come to know, as well as areas of personal growth, and my
lifelong commitment to being a change agent. I have discovered a big part of myself in the
passions I have found in filmmaking, traveling, social activism, and entrepreneurship. (See
evidence # 51)
7. Student will demonstrate practice of the HDF 190 Four Corners Activity In HDF 190, Sam Klemarczyk facilitated a wonderful activity that allowed the class to visually
personal code of ethics see our personal code of ethics in practice. The activity, named Four Corners, consisted of a
series of statements, and for each one, each corner of the room represented a specific
response or opinion to that statement. I personally really enjoyed this activity, because it
allowed me to hear the opinions of others, and have an open mind to what other people
think. We were all behaving ethically throughout the activity because we stuck to our own
beliefs and principles, while remaining open to the differing opinions of classmates. One of
the statements directed the class to share what component of Relational Leadership is most
important to them, and it was interesting to see how spread out the class was. There was
only one person in the middle, voting for Purposeful, and I was pleased to hear what they
had to say. They were actually able to persuade some classmates to change their mind and
actually move to the middle of the room to display their support. I loved hearing some of the
reasons behind a student’s decision to pick a certain side, because their explanation often
opened my eyes to a whole new perspective. Everyone was extremely respectful of the
thoughts of each classmate, and we were all able to successfully share and practice a
personal code of ethics throughout this activity. (See Evidence #5)
8. Student will express a personal values HDF 190 VIA Assessment After taking the VIA Assessment for our HDF 190 class, I felt extremely connected to my
statement (Sources = VIA, values results. My top values are kindness, appreciation of beauty and excellence, gratitude,
clarification exercises, etc.) honesty, and social intelligence. Each one of these values represents a different facet of my
belief system and personality. I was pleased to see kindness as my number one value
because I whole-heartedly believe that exuding kindness can positively impact a person's
attitude. By being kind to others, it allows them to trust you and feel a sense of
connectedness. I utilize this value a lot in my leadership style. I find that by being sincere
and treating others with respect, I have become very approachable and relatable. This value
ties in very well with social intelligence. Since I have the awareness of the ways in which
people interact and respond to others, I am able to lead others in a way that is best suited
towards them individually. I also value honesty very closely as I believe that the best way to
grow as a person is to approach life in an authentic way. Appreciation of beauty and
excellence and gratitude are two of my most appreciated values. I have always been
thankful for the life I have, and continuously work hard to achieve my goals. I am a driven
person and a big part of that comes from my past experiences and how I use them to
motivate me towards future endeavors. In regards to leadership, these values greatly affect
me because I take the time to truly get to know the people around me and I pay attention to
the details of conversations that often get overlooked. I am one to analyze and find deeper
meaning in each and every interaction I have, which allows me to be a more positive and
inspirational leader. (See Evidence #6)
9. Student will demonstrate practice of the HDF 190 VIA In HDF 190, we have been assigned to create a learning contract, which means we must
personal values statement Learning Contract Project accomplish an activity incorporating our strengths and core values. I plan to share my
thoughts and opinions through an informative video about the LGBTQQ community for the
community to see and be supportive of. My goal is to raise awareness and gain support for
different sexual identities/orientations. My top values will help me get my point across
constructively in this activity. As kindness and social intelligence are two of my top five
values, I plan to use these values to gain support and potentially change the mindsets of
many people. I am able to relate to others and understand what I need to say in order to get
them on the same page as me, while keeping a positive attitude and remaining
approachable. Appreciation of Beauty and Excellence fits well in this instance as well
because I appreciate each and every person I come across, regardless of their background.
I accept people for who they are, because that this is what I hope others would do for me as
well. This value is something that I cherish very closely because I use it in my daily life. I
believe it will help me not only create an inspiring video that others can relate to, but it will
also allow me to continue to practice my own personal values statement throughout my life.
(See Evidence #7)

10. Student will demonstrate the ability to HDF 190 Social Change Group Project In HDF 190, we were given an assignment to create a program that creates social change.
lead a project from start to finish (follow- HDF 413 ART 215 Film project The finished product could potentially be incorporated into the Center for Student Leadership
through) Development; some of the CSLD’s most successful programs actually started through this
assignment in previous classes. As soon as my small group was given this assignment, we
were ecstatic to have the opportunity to make a difference. Each one of us are passionate
about leadership, and the growth of others in general, so this was the perfect assignment for
us. The project itself was a great experience to create. We began the creative process by
brainstorming many ideas on the type of program we wanted to create, and we took some
time to filter through those ideas until we came up with unanimous decision. We were able to
incorporate everyone’s input to our final idea, and it really was a smooth process. Nobody
felt left out or that their voice was not heard; we really utilized our relational leadership skills
throughout this development. We continued to work on the project online through a Google
Doc that we created as a group, which really allowed us to express our ideas on our own
individual time. We met up as a group multiple times, however not everyone was available at
the same times. It was challenging to find a time that worked for everybody, so we often met
up with whoever was around. I attended each meeting, no matter what, because this project
was definitely a priority of mine. I am extremely proud of my group for being able to follow
through and complete the poster, the paper, and the presentation to the best of our abilities.
The results were very positive, and I cannot be happier with the ways in which we
collaborated as a group. I feel that we all became much closer as a group throughout the
making of this program because of how much time we spent together outside of class to
work on it, and we were truly able to see each person’s strengths in action. (See Evidence
#8)
For my ART 215 class, we were randomly placed in small groups where we had to
create a short film using a script that was already written and assigned to us. There
were four of us in the group, and I was unfamiliar with all of them, so I wasn’t sure
what their level of experience was with regards to film. I quickly found out that most of
them had no prior experience working with cameras, lighting, sound, or editing, so I
was feeling very uneasy with how well the project would come out. We had to find
actors to star in the film as well, which was one of our first challenges as a group. We
ended up having one of the group members star in it, and her boyfriend was the co-
star. I took a large leadership role within the group, because I was the most
experienced out of all of us. They were all very receptive to my thoughts and ideas for
shooting, and they also contributed their opinions. The group as a whole was very
difficult to communicate with and one member was very unreliable as he rarely
showed up to class. Once we came up with solidified roles and responsibilities for
each of us, and planned a specific day to shoot it, we started to collaborate more and
went into it with a more positive attitude. While shooting, we faced a lot of technical
problems, including finding the right space, but the main one, which we realized while
editing, was that our microphone was not working the whole time we shot. It was
nearly impossible to hear the dialogue in the film because of this problem, so we had
very little to work with. The group member that was less involved took more of a role
when it came to editing, so eventually, we all contributed an equal amount to the
project. Despite all of our challenges, we were able to complete the project on time,
and managed to salvage some good footage. It definitely didn’t live up to the
standards that we hoped it would, but we still finished it, and felt a sense of
accomplishment, especially with all of the challenges we faced along the way. This
experience was very helpful for me, because it reminded me that things don’t always
turn out the way you would like them to, but it is important to remain optimistic, and
work with whatever difficulties come your way. (See Evidence #32)
11. Student will describe goals and objective HDF 190 Film Major Ever since I began HDF 190, I have been thinking a lot about the goals I want to accomplish
statements regarding personal issues, in my collegiate life, as well as life after college. The class prompted me to consider my
career issues, and community issues future as a film major, and inspired me to become more involved to enhance my
communication skills. Through practicing Relational, Social, and Servant Leadership
throughout the semester, I have found more of a passion for the field I am studying. I am
extremely passionate about using film as a medium of expression, in order to address
prominent societal issues and spread awareness. However, I am definitely concerned about
not being able to get a job right after college in the film industry. I have heard from many past
film majors that are now currently struggling, so it is a little nerve racking to commit to
something without guaranteeing that I will be able to find a job after college. This career
issue combined with a personal concern has made me consider changing my major. While
questioning my choices, I have come to the conclusion that it is more important for me to
study something that I love and take the risk, rather than putting all my efforts into a field that
I am less interested in. I am being proactive early on by getting extremely involved on
campus and putting myself out there by applying for internships in order to put me in a better
position to get a job after school. I believe that if I put in enough work to get a job in the film
industry, I will be able to accomplish just that. I want to bypass this career issue, so that I can
properly address community issues with the films that I make. (See Evidence #9)
12. Student will show evidence of goals and HDF 190 Learning Contract Project After beginning my Learning Contract project for HDF 190, I set very specific goals for
objectives that were planned and HDF 413 Orientation myself. I had very high standards for the video I was going to create on society’s impact on
achieved people’s perceptions of different sexual orientations. I conducted interviews with URI
students as the basis of this video, in order to gain different perspectives on the issue. While
conducting these interviews, the interviewees’ responses exceeded my expectations. There
were answers that I had hoped to get from some people; however, I was pleasantly
surprised with how insightful and inspiring some of the students were. I also wrote a
statement for each person to say at the end of the interview, keeping in mind that I would
strategically edit it so that each person would say a portion of the statement. The statement
that I wrote promotes unity amongst society and expresses that we can push through
societal norms by standing up for what we believe in. My main goal in conducting the
interviews and creating this video was to spread awareness on how important it is to steer
away from what society tries to instill in our heads, and truly allow ourselves to formulate our
own ideas and opinions. Millions of people struggle with their sexual identity, and it is our job
to help support them through the process of self-discovery, rather than discourage them from
being their true selves. I was able to achieve this goal by finding a diverse group of people to
interview, and by asking open-ended questions. After editing the video, I am extremely proud
of how it came out, and it has been a success ever since sharing it with people. It has only
been a few days since I put it up on YouTube, and it has already gotten around 350 views.
That in its self, is validation that the strong message I hoped to project is being properly
expressed and exemplified. (See Evidence #10)
As soon as I finished working as an orientation leader this past summer, I immediately
set a goal to get rehired for the coming year. While I had an incredibly rewarding
experience with the work I had accomplished, I feel like I still have so much more to
learn. I gained something different from each and every student that I met this
summer, and I really want to continue to learn from them. I was able to implement the
leadership skills that I was trained on all throughout the semester. It was extremely
gratifying getting firsthand experience with helping incoming students transition from
high school to college, and it made me realize just how much I enjoy working with
people. Keeping this goal in mind, I knew that it was extremely important to reflect on
the experience and realize my strengths and weaknesses throughout the summer in
order to assess my chances of getting rehired. After understanding that the bulk of
what I can improve on is with regards to connecting with the team more, I made the
realization that I need to stop trying to do the job perfectly, and be able to take in the
experience in full and stay in the moment. After going through the reapplication
process, I was validated with my efforts because I got rehired to do orientation again
this coming summer. Getting this position again is one of the highest honors I could
receive, considering it is so competitive, so it is satisfying to know that my efforts
have been recognized. This coming year, I plan to improve my overall experience by
relating and connecting more to the other leaders, and keeping in mind that I was able
to achieve this goal for a reason, so I plan to take as much away from the experience
as possible. (See Evidence #33)
13. Student will show knowledge of the Independent Maslow’s theory of Hierarchy of Needs captures what is most important to us as humans and
“Hierarchy of Needs” theory by Maslow Research what motivates our behavior. The theory is displayed through a five-tiered pyramid, broken
up by basic needs, psychological needs, and self-fulfillment needs. The bottom four levels
are known as the deficiency levels and the top level is the growth or being needs. Deficiency
needs arise from deprivation and motivate people when they are unmet. The longer these
needs go without being met, the stronger the motivation levels become. For example, when
a person pulls an all-nighter to finish an assignment, the longer they are awake, the greater
their need for sleep becomes. Subsequently, growth needs do not stem from a lack of
something, but rather from a desire to grow as a person. Diving in even further, the bottom
tier of the pyramid is physiological needs, such as food, water, warmth and rest. The next tier
is safety needs like security and safety. The third tier is belongingness and love needs such
as intimate relationships and friends. The fourth is esteem needs, including prestige and
feeling of accomplishment, and the final tier is known as self-actualization, when a person
achieves their full potential, including creative activities. Various outside circumstances may
change the direction in which a person fulfills this need, so the pyramid is not necessarily a
linear experience that each individual goes through, but rather an ever-changing process.
Currently, I am in the process of building my esteem needs as I finish my college experience
and soak in all the opportunities I’ve engaged with over the last four years. As I transition to
a new way of life beyond this university, I will need to look back and rebuild my physiological
and belongingness needs. (See evidence #52)
14. Student will show application of Maslow’s HDF 190 Building Community Activity Throughout the FLITE retreat, we engaged in multiple informative activities. One activity in
theory to own life particular, called Building a Community, really stuck with me and opened my eyes to a whole
new perspective on the world. For this activity, we were split up into groups and each group
was given a different amount of resources to actually create a community. None of the
groups had the awareness of how many resources the other groups had, so it was very
much about communicating effectively and becoming educated on what is going on around
all of us. I was put in the middle group, so we had a reasonable amount of resources to build
a well-organized community. It became clear that certain societies had different needs due to
their lack of resources. Those with less would have to be extremely strategic in creating the
community, and truly prioritize the necessities for civilization to exist. While observing the
dynamics of the other groups, I came to the realization that no one could understand what
the other groups were experiencing until they experienced it for themselves and walked a
mile in their shoes either by getting something taken away from them, or given more
privileges over time. No one knew that some groups were less fortunate then others until we
came together and debriefed. This is representative of society as a whole; many people are
unaware of their surroundings and actually don’t know how much hardship some
communities go through. The whole activity was extremely symbolic of reality, and made me
more cognizant of how important it is to put others first, and to never make assumptions.
(See Evidence #11)
15. Student will show knowledge of the theory Independent Thrive According to Manz & Sims, the most appropriate leader is one who can lead others to lead
of Superleadership by Manz & Sims Research themselves. This concept is also known as Superleadership, in which they deter from the
stereotypical definition of leadership. They describe true leadership as being a part of the
person inherently, rather than from outside sources. It promotes the usage of self-leadership
and motivation to where people are able to guide themselves towards their own destiny,
instead of relying on others to do that for them. I have a better understanding of this theory in
relation to my work as President of Thrive. In this position, I not only had to lead myself, but
also the other members of the group. I began to recognize that I felt compelled to helping the
students recognize their full potential and encouraged them to find that from within. I had to
practice leading others to lead themselves by taking a step back and allowing them to grow.
Through this, I now watch those same members confidently lead themselves and now pass
along their knowledge of Superleadership to the newest wave of group members. (See
evidence # 53)
Source: Manz, C. C., & Sims, H. P. (1990). SuperLeadership: Beyond the Myth of Heroic
Leadership. NY: Prentice Hall, 18-35.
16. Student will show application of Manz & Orientation Program Assistant The theory of Superleadership is applicable to various leadership experiences I’ve taken part
Sim’s theory to own life in. As the Program Assistant on the Orientation management staff, I have had to practice
leading myself in a high pressure position, while managing 32 orientation leaders. In doing
so, I was engaging in a trickle down form of leadership as the new leaders I was leading
were being trained to then lead groups of incoming students. Overtime, I watched their level
of comfort in the leadership position increase, proving my ability as a leader in possessing
the necessary skills to influence others to do the same. I balanced the challenges of a
demanding position with external responsibilities that pushed me out of my comfort zone, all
while overseeing the growth of the orientation leaders. This helped the leaders effectively
guide their students in their transition to college life. In doing so, the leaders ultimately
developed their own leadership skills, while encouraging their students to then do the same
upon arriving to URI in the fall. (See evidence # 54)
17. Student will describe StrengthsQuest Gallup Strengths Quest In HDF 190, I took the Strengths Quest Assessment in order to gain insight into my personal
Signature Themes, shadow side of Orientation Leader Training strengths. My top five strengths are Responsibility, Input, Woo, Learner, and Positivity. In
Strengths and/or weaknesses, and class, as well as orientation leader training, I have analyzed my top strengths and how they
examples of application (Source = Gallup) help me become a better leader. Each one of my top strengths depict who I am perfectly, but
I feel that Woo and Positivity represent me the best. I love meeting new people and finding
connections with others. In doing so, I am able to provide others with a constant positive
attitude, encouraging them to share my outlook on life. Looking deeper into my strengths as
an organizational and inclusive leader, I use Responsibility and Input to make informed
decisions and give useful advice to those around me. Throughout my Orientation Leader
training, I have been able to utilize all of my top strengths. In preparation for the incoming
students, we have engaged in multiple activities that test our strengths and leadership style
in our weekly training sessions. We were recently given the assignment to create a poem
that represents who we are, and were asked to share it with the group. This was a great
experience because the orientation team was able to get a better sense of who I am as a
person and what I appreciate most in life. This experience will help me as the summer
approaches, because I know that the position of Orientation Leader will closely test my
leadership style by allowing me to utilize my strengths and values. (See Evidence #12)
Now approaching my graduation, I have had a full circle experience in how my
strengths have influenced my entire college experience. As an Orientation Leader, I
was able to effectively lead my students by relating to them as well as preparing them
for a realistic college experience. Through training and now having gone through the
position multiple times, I see how certain strengths of mine have shadow sides.
Responsibility often causes me to be very structured and organized, but sometimes
so much so that when plans don’t go the way I anticipated, I struggle to adapt. In this
position, adapting to unknown situations is a large part of the job, so I had to become
comfortable with the uncomfortable. This helped me a lot in counteracting the shadow
side to this strength, and finding a learning experience in it. With regards to my
strengths of Input and Learner, I find that I ask a lot of questions because I am
constantly striving to be better. I often ask questions at an inconvenient time for
others to explain, which may cause more harm than good. I am working on being
more aware of what I can find an answer to on my own, rather than relying on others
to teach me. I am highly capable of independently learning, and I have begun to put
that into practice. I also tend to help others when I feel that I am good at something,
even if they didn’t ask for my help. It is a harsh realization that it is necessary to let
others come to you for assistance, even when you know you can benefit them. A
shadow side to my strengths of Woo and Positivity is that I tend to get caught up in
conversing with others, so much so that I can neglect other obligations. I would rather
engage in interesting conversation than eat lunch, so I have a habit of living in the
moment with that person, at the sacrifice of me eating that meal. This has caused me
to prioritize others over myself because I thoroughly enjoy the energy rush I get from
interacting with other people. (See evidence #12)
18. Student will describe personal leadership HDF 190 VIA Assessment Upon taking the VIA Values Assessment, I immediately felt extremely connected to the
style and/or personality style including Film Major values that I hold closest to me. Prior to taking this quiz, I wasn’t sure how to put into few
strengths and weaknesses and examples words the way I lead and how my personality influences my leadership style. I discovered
of application (Sources = Leadership style that my top values are Kindness, Appreciation of Beauty and Excellence, Gratitude, Honesty,
inventories, the L.P.I., Type Focus
and Social Intelligence. These perfectly encapsulate who I am at my core because they
(MBTI), LAMP, DISC, and other career
inventories, etc.) represent not only how I look at the world, but also how I consider others in my everyday
actions. I am connected to Kindness because I am committed to interacting with others with
a genuine desire for them to achieve their goals. I strive to bring others closer to their goals,
while helping them recognize their fullest potential. I am able to do this largely because of my
value of Social Intelligence. Due to my awareness of how I impact others through my words
and actions, and also my knowledge of the ways people function independently, I am able to
recognize the individuality of each person’s experience, which helps me to cater my
interactions with them based on their specific needs. My value of Appreciation of Beauty and
Excellence is directly correlated to why I chose Film as my major. I have always looked at
the world a little differently than those around me, and I have found film as the best way for
me to express my unique vision. I am enthralled with the world around me, both aesthetically
and metaphorically, and I continue to let that appreciation guide my daily life. My values of
Gratitude and Honesty go hand in hand because they allow me to lead ethically. I am
cognizant of how lucky I am to have earned certain leadership opportunities both on and off
campus. The recognition of the chance the Orientation Program took on me as a first year
student, for example, allows me to be more reflective and want to give back to the program. I
am grateful that other people have invested time into my potential, and I now want to do that
for others. As an honest person, I am consistently remaining realistic with others and myself,
with regards to the work we can accomplish. This also positively influences my personal life,
as I am able to maintain strong relationships by remaining honest with my feelings and
keeping open lines of communication. Overall, my values are applicable to every aspect of
my life both personally and professionally, and having an awareness of these values has
increased my ability to feel their impact. (See evidence # 55)
Outcome Category: Leadership Theories

19. Student will show knowledge of the
“Authority and Bureaucracy” theory of
leadership Weber
20. Student will describe personal application
of the above theory (Weber)
“Scientific Management” theory of
leadership by Taylor
of the above theory (Taylor)
“Management by Objectives” theory of
leadership by Drucker
of the above theory (Drucker)
25. Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
MacGregor
of the above theory (MacGregor)
27. Student will show knowledge of the HDF 190 10 Characteristics In Greenleaf’s Servant Leadership Theory (Greenleaf, 1977), there are ten characteristics
“Servant Leadership” theory of leadership that perfectly describe what servant leadership is, and how someone can become a servant
by Greenleaf leader. These characteristics are broken up into three different components: Servant
Characteristics, Leader Characteristics, and the characteristics that fall in between. The
Servant Characteristics focus on serving others through Listening, Empathy, and Healing.
When listening, it is important to be active, not just passive, and listen completely before
deciding. When being empathetic, one must separate people from their work, and be
personably with appropriate individuals. In order to display the servant characteristic of
healing, the person serving must help their staff become a whole, consider their history, and
build a future together. The Leader Characteristics follow very similar guidelines. When
focusing on leading others, it is important to possess the characteristics of Awareness,
Persuasion, Conceptualization, and Foresight. The leader should have an awareness of self
and organization, and they should be “Sharply awake and reasonably disturbed” (Greenleaf).
With regards to persuasion, they need to display the opposite of positional authority and be
able to convince and build consensus quickly. Conceptualization requires a leader to make
time for strategy, while foresight allows them to understand the consequences of present
decisions on future outcomes. The other three characteristics, Stewardship, Commitment to
People, and Building Community, fall in the middle of the spectrum. These characteristics
are important when serving and leading. Stewardship represents the responsible planning
and management of resources, Commitment to People is the idea that the growth of others
is the prominent goal in mind for a leader, and Building Community is the attempt to benefit
those who are being served by encouraging collaboration and teamwork. All of these
characteristics help shape a servant leader, and provide a template for the steps one can
take to be successful. (See Evidence #13)
28. Student will describe personal application HDF 190 Servant Leadership Speech After learning about Greenleaf’s Servant Leadership Model in HDF 190, we were given the
of the above theory (Greenleaf) opportunity to give a speech that describes what this form of leadership means to us, and
express how it relates to our individual lives. I thoroughly enjoyed writing and delivering my
Servant Leadership speech. This was only the second speech I have ever done, so I wasn’t
feeling totally confident in my public speaking skills, however, I feel that it went really well. In
my speech, I discussed the ways in which I possess the characteristics of the commitment to
the growth of people, as well as awareness. I always strive to help others succeed when I
am leading, and have their best interest in mind. I was able to relate awareness to one of my
top strengths, WOO, by explaining how in order to truly relate to other people, it is necessary
to have an awareness of your surroundings. This applies to my life very closely because
when I am “winning others over,” I am very attentive and in tune with what the person is
saying or expressing. One of my top values is Social Intelligence, and this helps me with
having the ability to understand people, and the ways in which we interact. I apply servant
leadership to my life on a daily basis as a film major. The whole reason I decided to become
a film major is so that I can address prominent issues in society on a larger scale. I have the
awareness that there are many controversial issues arising in our generation, and I have the
passion and knowledge to explore those through my visual creations. Even though I may not
necessarily personally relate to any of those issues, I am supporting and assisting those that
are impacted by taking action. I use film as a medium of expression and support, and I
believe I am setting an example by applying my strengths and values to my own form of
servant leadership. (See Evidence #14)
29. Student will show knowledge of the HDF 190 In HDF 190, we spent time discussing how to achieve group-defined success and positive
“Principle Centered Leadership” theory by personal experiences in organizations. In doing so, we focused very closely on how getting
Covey ahead and ensuring commitment can be extremely beneficial in a group setting. In Covey’s
Principle-Centered Leadership Model, there are seven topics to keep in mind: the mission,
group values, group goals and objectives, role clarification/individual tasks, distraction and
challenge management, rights and responsibilities, and accountability. Each topic is built off
of Tuckman’s Group Development stages. For each step or topic, there are certain
perspectives and considerations that are important to be aware of. The first topic, mission,
describes what we are aiming for. The mission should be concise, simple, and easy to
remember. It should also be reviewed with new members, and adjusted considering their
input when possible. The group values reflect the beliefs of the group that supports the
mission. Something to consider would be coming up with a group list based on the most
overlapping values throughout the group. The group goals and objectives stage is the first
time that the tasks are introduced. This is where goals and plans are expanded and clarified.
When clarifying roles/individual tasks, it should be a group discussion. Individual tasks need
to be designed to realize the group goals and objectives. Distraction and challenge
management is when members address what they can and will change, and then seek the
resources to do so. Distractions and challenges can be both individual and external. Rights
and responsibilities helps the group meet in the middle. Individual members should express
what they consider to be their rights and responsibilities and leaders should do the same.
The last topic in ensuring commitment is accountability. The group needs to negotiate what
will happen when members do not fulfill roles, complete tasks or responsibilities. The
accountability results should be drawn up like a contract and distributed to all members.
Each one of these topics has personally helped me become a better team player, and has
allowed me to troubleshoot any problems I face during group projects. (See Evidence #15)
Source: Covey, S. R. (1992). Principle Centered Leadership. Journal for Quality and
Participation, 70-78. Retrieved from http://bryongaskin.net/education/Quality
Management/mission-vision-principles by Stephen Covey.pdf
30. Student will describe personal application HDF 190 Planning for ChangeFest In planning for ChangeFest at URI, we closely followed Covey’s Principle Centered
of the above theory (Covey) Leadership. Firstly, we identified our mission early on. We recognized a need for more
intrinsic motivation on URI’s campus, so we felt that students would benefit from a platform
that provides the opportunity to make real change possible. We shared similar values and
intentions for creating such an event of this caliber, which helped motivate us during
challenging moments. We were able to successfully introduce tasks by breaking off into
separate committees: outreach, design, organization and finance. We established that
outreach would work on community engagement and spreading the word around campus, as
well as solidifying mentors and speakers, and design would develop all creative content for
outreach to push out. Organization handled all logistical details for the day of the event, and
finance developed our budget and fundraising techniques. Each committee had individual
responsibilities that all contributed to our common goal. We often collaborated across
committees to be most efficient. Distractions and challenges arose in balancing our
academic lives as students, and the demanding tasks of planning a large event. We
understood that the best plans are to be revised, so we welcomed new and different
opportunities to adjust our initial strategies. For example, we intended to redevelop our
website and make it accessible to all interested participants, but we were unable to complete
that task given the short time we had to plan the event. While we had high expectations, we
knew it wouldn’t be perfect, so we made adjustments along the way. Lastly, we held one
another accountable for our specific tasks by starting our planning meetings with updates
from each committee. Beyond that, we held weekly executive board meetings to have a
better sense of how the organization as a whole was functioning, and spent time discussing
ways to improve our leadership tactics to cater to their needs. (See evidence # 56)

31. Student will show knowledge of the “14 Independent Orientation Management Staff Deming’s 14-point philosophy on Total Quality Management refers to the level of quality that
Points / TQM” theory of leadership by Research a company or organization practices with both their production and customer engagement.
Deming This directly impacts the effectiveness and efficiency of businesses, no matter how small or
large. The points outlined by Deming are as follows: 1. Create constancy of purpose for
improving products and services, 2. Adopt the new philosophy, 3. Cease dependence on
inspection to achieve quality, 4. End the practice of awarding business on price alone;
instead, minimize total cost by working with a single supplier, 5. Improve constantly and
forever every process for planning, production and service, 6. Institute training on the job, 7.
Adopt and institute leadership, 8. Drive out fear, 9. Break down barriers between staff areas,
10. Eliminate slogans, exhortations and targets for the workforce, 11. Eliminate numerical
quotas for the workforce and numerical goals for management, 12. Remove barriers that rob
people of pride of workmanship, and eliminate the annual rating or merit system, 13. Institute
a vigorous program of education and self-improvement for everyone, 14. Put everybody in
the company to work accomplishing the transformation. Each of these points represents a
different part of the process in further building the company. This is relevant to the
experience I have on the Orientation management staff, because we are constantly growing
and changing the ways we interact with students and families. The first point of constantly
improving is one of the most important, because if you consistently move towards bettering
the work you’ve already done, then the growth will continue to develop. Having a goal to
always improve allows for long-term success. The 9th point, break down barriers between
departments is extremely necessary in order to build a shared vision. Focusing on
collaboration and team building can make a huge difference in the group’s ability to function
collectively. We practice this on the Orientation team by establishing our individual roles and
openly communicating with one another about ways we can serve as a resource for other
positions. This creates a very approachable work environment, where we are able to move
as one unit to achieve a common goal. (See evidence # 57)
Source: Deming, W. E. (n.d.). Dr. Deming's 14 Points for Management. Retrieved from
https://deming.org/explore/fourteen-points
of the above theory (Deming)
“Visionary Leadership” (now often cited
as “Transformational Leadership”) theory
by Sashkin
34. Student will describe personal application Rainville Student Leadership Visionary Leadership involves “followers’ personal identification, resulting from the leader’s
of the above theory (Sashkin) Awards self-confidence and use of power to benefit the follower. Another way in which visionary
leaders are thought to enhance follower identification is by clearly articulating organizational
values and beliefs.” In considering the ways I have acted as a visionary leader for others, I
immediately think of my recognition in the A. Robert Rainville Leadership Awards. For two
years, I have had the honor of being a finalist for the Rainville Awards. My junior year I was a
finalist for the Student Leadership category, and during my senior year, I have been
fortunate enough to be a finalist for that same category, as well as the Servant Leadership
category, and Team Excellence for my organization Thrive, for which we were the recipients.
This award goes to a group of hardworking students that encompass a strong team dynamic
who collaborate to improve the campus community. Thrive is an organization committed to
the growth of others. We utilize this mentality to work and function as a unit, and outside of
the organization, we are even more of a family. The selection committee primarily
recognized our group dynamic through the social change and activism work we have
accomplished. This was an extremely humbling experience and I am honored to have been
one of the original members and most influential figures in taking the organization from a
handful of students, to a larger cohort of persons. I was able to initially utilize my network
and other leadership positions on campus to engage students in believing in Thrive’s
mission. I communicated the future impact that hosting Impact Labs and events like
ChangeFest could have on the community. I felt strongly about providing a platform for
students to express their passions and pursue them beyond their academic careers. This will
prompt for a more connected campus that will be driven by innovation and motivation. It was
a grueling process, but in just two years turnaround, paid off beyond my expectations.
Receiving this award is the physical representation of all the hard work I put into recruiting,
retaining, and making significant social change on this campus. I am elated to see the
transformation that has happened amongst the old and new members and the close-nit
relationships we have built with one another through this journey. This is just the beginning
for Thrive, and receiving this award is more motivation to continue developing our values and
beliefs in order to exercise visionary leadership in all that we do. (See evidence # 58)
Source: Riesenmy, K. R. (2008). The Moderating Role of Follower Identification in the

Relationship Between Leader and Follower Visionary Leadership. Retrieved from
https://www.regent.edu/acad/global/publications/elj/vol1iss2/ELJ_V1Is2_Riesenmy.pdf
“Individuals in Organizations” leadership
theory by Argyris
of the above theory (Argyris)
37. Students will demonstrate knowledge of Independent Center For Ethical Leadership According to the Center for Ethical Leadership, Ethical Leadership is having an awareness of
the “4 V’s” theory of leadership by Grace Research your core values and having the courage to live them in all parts of your life in service of the
(Center for Ethical Leadership) common good. The 4 V’s by Dr. Bill Grace combine internal factors such as values and
beliefs with external factors such as actions and behavior in order to advance the common
good. The first V, values, is the first part of leading ethically. A person’s values are
discovered at the core of their identity, such as integrity, wealth, success, and happiness.
When values are embraced, they can lead into the next V, vision. Vision is the ability to
frame our actions, typically by carrying out services to others. The third V is voice, which is
expressing one’s vision to get others on board and motivated to take actions that are aligned
with the vision and values. The final V is for virtue, which stands for the Common Good.
When leaders make decisions, they must make sure their vision stays true to their morals
and values and also remains consistent with their vision to bring service to others. “We foster
virtue by practicing virtuous behavior.” That is also the point of the triangular figure that
represents the four V’s. It places virtue in the middle because ethical leadership requires
someone to ensure that his or her values, vision, and voice are staying true to the common
good. There are three additional elements that can be seen in the figure included in my
evidence. Service explains how our values and vision can be best connected when they are
tested through service to others. Polis, which is where the word politics stems from,
describes that once we give our voice to our vision, we are then engaged in the art of
politics. Renewal is when voice returns to values, breaking from the action as our voice is
heard to make sure that the actions are consistent with our values and vision. Each
component of the 4 V’s theory is extremely important to the overall structure of ethical
leadership. (See evidence # 59)
of the above theory (Grace)
“Situational Leadership” theory by Hersey
& Blanchard
of the above theory (Hersey & Blanchard)
41. Student will show knowledge of the HDF 190 Relational Leadership Model After spending a significant amount of time discussing the Relational Leadership Model in
“Relational Leadership” model by HDF 413 Community Building HDF 190, I feel confident in my knowledge and understanding of each of the five
Komives, McMahon & Lucas Presentation components: Inclusive, Empowering, Purposeful, Ethical, and Process-Oriented (Komives,
McMahon, & Lucas, 1998). In order to fully comprehend and properly use the model, it is
important to be aware of the “knowing,” “being,” and “doing” aspects of each component.
That is when it becomes possible to incorporate a Relational Leadership style into an
existing leadership style. When discussing inclusiveness, it is important to know one’s self
and others, believe that everyone can make a difference and differences in people are
valuable, and have skills in listening. With regards to empowering, one needs to have
knowledge of self-esteem, believe that everyone has something to offer, and have skills in
encouraging and affirming others. For purposeful, it is crucial to have an understanding of
the role of the mission/vision, believe that an attitude that is hopeful, positive, and optimist is
helpful, and have skills in identifying goals and thinking creatively. Ethical leadership comes
about when a person understands the development of values, believes that socially
responsible behavior is important and encouraged in all people, and has skills in trusting
others and being trustworthy. Lastly, in order to be process-oriented, one must have
knowledge of the group process and the community, believe that the process is as important
as the outcome, and have skills in collaboration and making meaning. Relational Leadership
is all about putting people first, and now that I can truly comprehend this concept, I will be
able to integrate it into my own personal leadership style by utilizing my knowledge, beliefs,
and skills. (See Evidence #5)
In HDF 413, we were given an assignment to present on a topic of leadership
development. My group chose to present on Community Building, and we discussed
theories that were related including Gardner’s Elements of a Community. We also
created, facilitated, and debriefed an activity that was rooted in skill development.
During the presentation aspect of our project, we spoke about the Relational
Leadership Model (Komives, McMahon, & Lucas, 1998), and how it reinforces the
ideas of building a community. We defined a community as a group of people with
diverse characteristics who are linked by social ties, share common perspectives, and
engage in joint action in geographical locations or settings. In order to successfully
create a community, it is important to follow the five primary components of relational
leadership. A progressive community stems from the Inclusivity of people and diverse
points of view, as well as the Empowerment of others who are involved. The other
factors that benefit the development of a community are being Purposeful by
collaborating to establish a common purpose, behaving Ethically in terms of being
driven by values of leadership which are good in nature, and being Process-Oriented
by remaining a group, and accomplishing the group’s purpose. Each section of the
Relational Leadership Model works to benefit the common good by bringing people
together. A community’s foundation is built on the basis of the members involved and
the ways in which they work collectively to assist the community as a whole. (See
Evidence #34)
42. Student will describe personal application HDF 190 Creating a skit in class In HDF 190, we were given an in class assignment in which we had to create a skit with our
of the above theory (Komives et al) HDF 413 Orientation small groups displaying one of the relational leadership components. This activity was great
because it was one of the first interactions we had with our small groups, and we were really
able to work off each other’s strengths and quickly realize how each one of us is an asset to
the group as a whole. We were given the component of Inclusive, and were told to create a
skit that we would then perform for the class. I was very pleased to be given this component,
because we were actually able to use our knowledge and skills of inclusiveness to complete
the assignment. We decided to perform a skit in which one member of our group would be
totally left out and not feel heard, but then we flipped it around and showed how different the
outcome could be if we included him from the start. We did this to show that not only is it
important to give everyone a fair chance to share their ideas, but also to make it known that
everyone can make a difference. It is important to use listening skills when collaborating with
a group or team. We displayed that in our presentation, but also used those skills in order to
create the actual plan of action. As a group, we collectively listened to each other’s ideas
and we were able to respect everyone’s opinions. We ultimately created a skit in which each
group member was able to contribute to. I will be able to use this experience in my future
leadership roles because I very well may encounter a similar experience to the one we made
up, and I have a better understanding of how to handle it. I am aware that inclusivity is
extremely important in order for a group to successfully collaborate. I believe this activity has
painted a better picture of what relational leadership looks like in the real world, and I can
now begin to apply that knowledge in my upcoming leadership opportunities. (See Evidence
#16)
After gaining significant knowledge and a better understanding of the Relational
Leadership Model through our practice and discussions in HDF 413, I have been able
to reflect back to this past summer, and take note of how I used each of the five
components while being an Orientation Leader. In order to relate to each and every
incoming freshman that I came across, it was extremely necessary to be inclusive,
and keep in mind that differences in people are valuable, and that everyone can make
a difference. I made sure to listen carefully to the student’s questions and input.
During many of my sessions, I made sure that we did activities that would adhere to
the group as a whole, and not single anyone out or make people feel unimportant. In a
group setting of this capacity, each individual had a different personality, so it was
important to embrace everyone collectively. In order for me to be a more effective
leader, I was empowering by being concerned for the growth and development of
others, and encouraging and affirming the students when they expressed
apprehension for transitioning into college. Considering this time in the incoming
students’ lives is so crucial, I was purposeful by maintaining an optimistic attitude
and helping them identify their goals before they even got to college. One of my main
objectives was to build a foundation for my students to begin to recognize their
potential as college students. I incorporated Ethical leadership by encouraging
socially responsible behavior for the students both throughout orientation, and for
when they arrive in the fall. I also behaved ethically in terms of the job itself by acting
reliable and responsible in order to be a positive role model for the students. I utilized
the Process-Oriented component by trusting the process and encouraging others to
do so, and also by collaborating and reflecting on each session of orientation. Being a
relational leader has greatly improved the quality of my work ethic, and has made me
much more aware of how I can relate to everyone and ultimately bring people
together. (See Evidence #35)
concept of constructivism
44. Students will describe personal examples
of implementing constructivism
45. Student will demonstrate knowledge of HDF 413 SOLC Content Assessment In Kolb’s Experiential Learning Model (Kolb, 1981), there are four stages in the cycle of
the Experiential Learning Model (Kolb) learning. The first stage, the Concrete Experience, is the part of doing and having an
experience. This can be considered “The What,” with focus on what actually happened, and
what was noticed while it was happening. The next stage is Reflective Observation, which is
the “So What?” This is where reflection occurs, where someone can review what he or she
overcame, and figure out what can be learned from this. The third phase of the model is
Abstract Conceptualization. This is the concluding portion of the experience, where one can
learn from what they have gone through. In other words, it is the “Now What,” because they
should able to take something from the experience and see how it is relevant to other
avenues. One can connect what happened in this instance to their experiences outside of
that one specific event. The last part of the cycle is Active Experimentation, or the “Good
Luck!” This is the time where someone can really try out what was learned, and begin
planning the next experience. The most effective learning happens when a person
experiences all four stages of the cycle and is able to apply them to all aspects of life. (See
Evidence #36)
Source: Experiential Learning (Kolb). (2017, February 04). Retrieved from

https://www.learning-theories.com/experiential-learning-kolb.html
46. Student will describe personal application HDF 413 Orientation Leader Through studying Kolb’s Experiential Learning Model, I now have a better understanding of
of the Experiential Learning Model (Kolb) the cycle of learning and leading. Being an orientation leader this past summer has allowed
me to reflect on my leadership style and consider the ways in which I can improve. The
Concrete Experience of the model in terms of orientation was the eight sessions of
orientation that I was a part of. I noticed that each session was completely different; new
students and new personalities arrived, so I had to adjust accordingly. The experience was
by far the most rewarding opportunity I have ever had, part of that being the challenges I had
to overcome. The Reflective Observation was that I realized that hardships are a part of any
experience, and by facing them head on, I was able to get through them with confidence and
take it as a learning experience. I struggled to keep up with the intensity of the job at times,
and how structured it was, but I was able to stay focused and put everything I could into the
position. Moving forward, I can pace myself more and put less pressure on myself in order to
do the job more naturally, while still being able to enjoy the whole process. It is important for
me to recognize and reflect upon the experience as a whole, and closely analyze the
takeaways and things I can do differently next time. The experience I had with orientation is
similar to every task I take on in life. In a sense, the Abstract Conceptualization is that I can
take what I have learned and apply it to my other areas of expertise. I tend to get very
stressed out because I so badly want to do well in everything I do, but I now know that it is
very possible for me to do just as well, without the added pressure that I place on myself.
This can be reflected in every project, job, or even relationship that I embark upon. The last
portion of Kolb’s Model, Active Experimentation, is where I go next with what I have learned
from this experience. I will be doing orientation again this coming summer, and I can apply
the tools I have learned in order to improve the quality of my experience. (See Evidence #37)
47. Student will show knowledge of the HDF 190 The Social Change Model In HDF 190, we spent multiple classes learning and practicing the Social Change Model of
“Social Change Model of Leadership Leadership. There are a total of 8 “C’s” to follow by in this model, which correspond to 3
Development” by Astin et al specific categories (Astin et al, 1996). Each “C” represents a different value that is necessary
in order to successfully create social change. In the individual Values chart, Consciousness
of Self, Congruence, and Commitment are the values to follow by. In order to have
consciousness of self, a change agent should understand their personal strengths and
weaknesses, and should have the ability to reflect. To have congruence, a change agent
should have respect for values different from their own. To utilize the value of commitment, a
change agent should understand the goals or target of a group. The individual values are
extremely important when creating social change, because people must be knowledgeable
within themselves before they can spread it to others. The next set of values is the group
values. Within a group, it is important to have the values of Collaboration, Common Purpose,
and Controversy with Civility. To be collaborative, a change agent should demonstrate
synergistic and cross-cultural communication skills. To work towards a common purpose, a
change agent should understand the role of mission, vision, and core values. Controversy
with civility is a value that requires the understanding that difference in viewpoints is
inevitable and contributes to the leadership process. In the community/societal aspect of the
Social Change Model, the only value, or “C,” is Citizenship. This value works off of the other
“C’s” and encourages community building. A change agent that displays citizenship should
demonstrate empathy, critical thinking, and an ability to work with others across difference.
The 8th “C” does not belong to a specific set of values, because it is the center of the whole
model. The value of Change emphasizes the idea that change is a process. For a person to
really live by this value, they should demonstrate an ability to articulate a change vision, and
the willingness to take a risk to make a difference. (See Evidence #17)
48. Student will describe personal application HDF 190 Raising Money for Autism For many years, I spent countless hours making intricate bracelets for fun. After exploring
of the above theory (Astin et al) HDF 413 Speaks and discovering my passion for this, I came up with the idea that I should sell them, and
Vicarious Media Project raise money for charity. Once I found the means to do so and actually followed through with
this plan, I was so happy to be able to educate others on the cause I was supporting. I began
to sell my bracelets to raise funds for Autism Speaks, a charity that supports autistic children.
In doing so, I was trying to make awareness a prominent part of our culture. I want everyone
else to care about the cause just as much as I do. I utilized multiple “C’s” that are explained
in Astin’s Social Change Model. With regards to Individual Values, I very closely used
Commitment. Not only was I committed to making hundreds of bracelets at my own expense
of time, but I was also very interested in learning about the goals of the organization. I
became well education on what actions Autism Speaks takes to find research and new
medicines to help patients with Autism, and I found that this knowledge helped me gain the
support of others. I was also able to use Common Purpose when actually trying to sell the
bracelets. I reached out to groups of people at local festivals in order to give them the
opportunity to understand how much their support would help. I found that by doing this, I
was able to get them to understand my goal, and the goals of the organization, and it made
them more inclined to want to join in and have the same purpose. The main reason I chose
to make this commitment was so that I can achieve the 8th “C,” Change. I had the awareness
that one person can’t make a difference on their own, but once they have the help and
encouragement from others, it becomes more possible. I feel that I was able to be a change
agent in this scenario because I understood how change is a process, and I was passionate
enough to take the steps to promote change. (See Evidence #18)
This semester, I became involved and inspired with a project called Vicarious Media.
The project will be a video series, almost like "A Day In The Life" paired with "Humans
of New York," where we will find people in the state of Rhode Island of different socio-
economic backgrounds that have different occupations, and visually display how they
got to be where they are today. This could hit on two separate audiences: one being
students that can relate to the diversity of their background story, or even those who
can't and can learn something from it, and students who may be trying to go into a
similar field as the subjects'. We would more closely show what they do at their job;
for example, if we found a computer engineer, they could walk us through their daily
job life, and it could give students of a similar major some insight into where they may
end up post-college. An idea I had would be to get alumni to be the subjects for the
videos, because it would be first hand experience out of URI, which would definitely
make students feel that jobs are more accessible in their respective fields. This
project is an example of social change because the point of it is to raise awareness
and also allow students to make connections with alumni in their fields. I plan to make
this project into an independent study for next semester, and potentially have it
transition into my capstone project for film and the honors program. Providing this
type of networking for students could potentially help provide students with more
guidance with their life after college, and reinforces the Group Values aspects of the
Social Change Model. More specifically it focuses on Collaboration and Common
Purpose, and also addresses the Individual Values of Congruence and
Consciousness of Self. (See Evidence #38)
49. Students will demonstrate knowledge of HDF 190 In HDF 190, we switched professors and peer mentors for a day and Connor Gowland
the “Leadership Identity Development facilitated a presentation about Leadership Identity Development. I enjoyed hearing from
Model” by Komives et al Connor and the other classes’ peer mentors because it was a fresh and different
perspective, and they presented the class with different insights and opinions. Within
Connor’s presentation, we learned about and discussed the different components of the
Leadership Identity Development Model. The steps to creating one’s Leadership Identity are
Awareness, Exploration/Engagement, Leader Identified, Leadership Differentiated,
Generativity, and Integration/Synthesis (Komives). Awareness is having the understanding of
what encompasses a leader by looking at others. Exploration/Engagement is the period of
learning to engage with others by getting involved with group experiences and making
friends. Stage three, Leader Identified, is having the awareness of the hierarchical nature of
relationships in groups. Leadership Differentiated is when we begin to view leadership also
as non-positional and as a shared group process. The fifth stage, Generativity, is making a
commitment to developing leadership in others and having the passion to do so. The final
stage, Integration/Synthesis, is acknowledging the personal capacity for leadership and
being able to have an identity as a leader without necessarily having to hold a positional role.
Each category is interdependent of the rest, meaning that there is no specific order to follow
when discovering one’s identity. Eventually, a leader will complete each process before they
become fully aware of who they are and the potential they have to effectively lead others. A
large part of creating a leadership identity comes from the influence that mentors have on us.
Oftentimes, leaders will look up to the people that inspire and motivate them, and want to be
just like them. However, in order to establish an individual leadership identity, just as that
mentor did, it is important to not try to become our role models, but rather have them there to
help us become the best we can become. It is very necessary to reflect on our growth along
the way, and use our own knowledge and experiences to help form an identity. Going about
leadership in different ways and for different goals helps us establish our own leadership
identity. (See Evidence #19)
50. Students will describe personal
application of the above theory. (Komives
et al)
51. Students will demonstrate knowledge of
the Strengths-Development Model by
Hulme et al
of the above theory (Hulme et al)
53. Student will demonstrate knowledge of Independent The behavioral approach focuses on what leaders do and how they act, with task behaviors
behavior theories of leadership from Research and relationship behaviors as the most prominent examples. Task oriented behaviors are
Michigan and Ohio State centered on accomplishing goals and achieving objectives. Relationship behaviors create a
sense of comfort for people and the environment surrounding them. Further analyzing the
behavioral approach provides insight into how leaders combine these two behaviors to
influence followers in their efforts to reach a goal. It is easy to identify both types of leaders
in most situations, with a common breakdown of those who are focused primarily on the
organizational aspects of what needs to be accomplished, and those who value satisfying
people’s needs and encouraging them. Both aspects of leadership work to accomplish the
tasks at hand, they just do so in very different ways. The leadership studies at the University
of Michigan identified three characteristics of effective leadership; two of which were
previously observed in studies that had been conducted at Ohio State University. The study
showed that task and relationship-oriented behaviors weren't that important within the world
of organizational psychology. However, the third observation, participative leadership,
introduced a new concept that allows for further development. These types of behaviors
have been apparent to me throughout my leadership experiences at URI. Everyone has a
unique style of leading themselves and others successfully, and none of those approaches
are necessarily better or worse than the converse. Studying behavior theories helps inform
our deeper understanding of the ways we act in group situations and how to work cohesively
despite different approaches. (See evidence # 60)
Source: Behavioral Theories of Leadership. (2010). Retrieved from http://www.leadership-

central.com/behavioral-theories.html#axzz5DEc1tZPc
of the above theories (Michigan & Ohio
State)
55. Student will demonstrate knowledge of Independent Charismatic leadership stems from Weber’s description of charisma as a special personality
Charismatic leadership Research characteristic that gives a person superhuman or exceptional powers and is reserved for a
few and results in the person being treated as a leader. Weber also recognized the important
role played by followers in validating charisma in these leaders. House further developed the
theory of Charismatic leadership, suggesting that charismatic leaders act in unique ways that
have specific charismatic effects on their followers. Certain traits such as being dominant,
having a strong desire to influence others, self-confidence, and a strong sense of one’s own
moral values are common amongst charismatic leaders. Aside from personality traits, these
types of leaders also practice specific behaviors. They are strong role models for the beliefs
and values they want their own followers to adopt. They also appear extremely competent to
their flowers and are able to articulate ideological goals that have moral overtones.
Charismatic leaders communicate high expectations for their followers and show confidence
in their abilities to meet these expectations. In doing so, this in turn creates a sense of
motivation and raises the followers’ determination, which improves their performance levels.
Charismatic leaders arouse task-relevant motives in followers that may include affiliation,
power, or esteem. There are various effects that are a direct result of charismatic leadership.
These include follower trust in the leader’s ideology, similarity between the followers’ beliefs
and leader’s beliefs, unquestioning acceptance of the leader, expression of affection toward
the leader, follower obedience, and identification with the leader, to name a few. These
effects are more likely to take place when followers’ are in a state of distress, because we
naturally turn towards others to help us in challenging times. Charismatic leadership is
something that I’ve taken notice of in the last few years, as I am very susceptible to being
influenced by other people’s charm. I have come to realize that I am also beginning to
develop my own style of charismatic leadership with my increased self awareness and
confidence in my ability to be a change agent and desire to help others find their potential to
do the same. (See evidence # 61)
Source: Maboloc, C. R. (2015, May 29). Max Weber's 3 types of authority. Retrieved from
http://opinion.inquirer.net/85293/max-webers-3-types-of-authority
of the above theory
57. Student will demonstrate knowledge of
contingency approach to leadership by
Fiedler
of the above theory (Fiedler)
59. Student will demonstrate knowledge of Independent Path Goal Theory highlights the ways leaders motivate followers to be productive and
Path-Goal theory by House Research become satisfied with their work. This theory is based on the principles form expectancy
theory, which states that followers will be motivated if they feel competent, if they think their
efforts will be rewarded, and if they find the payoff for their work valuable. It is the leader’s
responsibility to help followers reach their goals by guiding and coaching them along the
way. A leader’s specific style in conjunction with followers’ needs has the potential to
influence the task at hand. It is predicted that directive leadership is most effective with
ambiguous tasks, supportive leadership is effective for repetitive tasks, participative
leadership is effective when tasks are unclear and followers are autonomous, and
achievement-oriented leadership is effective for challenging tasks. The path-goal theory
provides a theoretical framework that is useful for understanding how directive, supportive,
participative, and achievement-oriented styles of leadership affect the productivity and
satisfaction of followers. The theory is unique in that it integrates the motivation principles of
expectancy theory. It also provides a model that discusses the ways in which leaders help
followers. There are also various criticisms for the path-goal theory. The scope of the theory
encompasses so many interrelated sets of assumptions that it is hard to use this theory in a
given organizational set thing. The theory does not show how leader behaviors directly affect
follower motivation levels. Path-goal is very leader oriented and fails to recognize the
interactional nature of leadership. It also doesn’t promote follower involvement in the
leadership process. (See evidence # 62)
Source: House, R.J., Mitchell, T.R. (1974). Path-goal theory of leadership. Journal of
Contemporary Business. 3: l–97.
of the above theory (House)
Leader Member Exchange (LMX) theory
by Dansereau, Graen & Haga; Graen &
Cashman; Graen
of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)
Leadership Substitutes Theory
of the above theory
Models of leader emergence
66. Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
of the above theory (Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69. Student will demonstrate how cultural
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 GCH 102H In GCH102H, we discussed matters of race, gender, and class. We often spoke about how
the “Cycles of Socialization” (Harro) our surrounding circumstances influence our behaviors and beliefs. Harro’s Cycles of
theory and its uses in leadership Socialization directly correlate in that it helps us understand how we are socialized to play
certain roles, affected by issues of oppression, and how we help maintain an oppressive
system based upon power. At the core of the model are fear, ignorance, confusion and
insecurity, which enable the cycle to persist. The first part of the cycle consists of one’s lens
of identity. This refers to how we are born into the world with mechanics in place where we
have no consciousness, no guilt or choice, but there are already biases and stereotypes in
place all around us. We begin to become socialized by learning from our families, teachers,
and others that we love and trust, who are the shapers of our expectations, norms, values,
roles and rules. As we progress, we are reinforced and bombarded with messages from
institutions like schools and TV and culture, such as lyrics and language on conscious and
unconscious levels. These perceptions become enforced and stigmatized, where we may
experience privilege and rewards, or persecution and discrimination, leading to our lens of
personal experience. This results in silence, anger, dehumanization, guilt, self-hatred, stress,
violence or even crime. At this point, we are forced to make a decision to either do nothing
and promote the status quo, which keeps the cycle alive, or raising consciousness, taking a
stand, and questioning. While that is the more difficult choice to make, reframing can take a
person out of the cycle of socialization that they are forced to endure. This model is relevant
to leadership because unlearning our biases help us become stronger leaders. We are able
to approach opportunities more objectively, and lead individuals based on who they are, not
what they are. (See evidence # 63)
Source: Harro, B. (1982). Understanding the Cycle of Socialization. Retrieved from

https://sc.edu/eop/trainings/Cycle_ofSocializationHandout.pdf
72. Students will demonstrate personal GCH 102H Identity Crisis Growing up in a place like Commack, NY was not very racially and ethnically diverse, which
application of the “Cycles of did not accurately depict the blend of people that make up the human race. I was not
Socialization” (Harro) exposed to differences in the way people look and behave, which is something that I had
always taken a keen interest in. While I do identify as Caucasian on paper, I do not look the
least bit “white.” People constantly make assumptions about my ethnicity, automatically
placing me into a certain box. I have gotten everything from Hispanic to Middle Eastern to
Indian, but in reality, I am Russian, Polish, and Hungarian. It is a mystery as to why my
immediate family’s skin tone and features are very dark considering we are comprised of
Eastern European heritage. All my life, it has been a struggle to fight for my identity, and this
has made me very unsure of who I even am. I am seen as a racial minority, even though I
identify differently. This heavily influenced my childhood; I was bullied all throughout my
adolescence, which created a lot of resentment and shame for the way I look. While on
paper it may not seem like I am the recipient of frequent discrimination, I never experienced
white privilege to the same extent that my peers did. Most of my family members haven’t had
the same identity struggles because they are able to ‘pass’ easier. I have certainly not had
the exact same experiences as groups of people that are highly marginalized, but I have
faced the feeling of walking into a room and being stared at for not having the same
conventional appearance as my peers or being judged and ridiculed when walking into a
public space. Through my own endeavors, I have garnered a sense of empathy for those
who experience discrimination. I always questioned why other people would identify me
before I even had the chance to figure out my own identity. The biases I was exposed to
during my adolescence were telling me that I was not supposed to feel comfortable around
black people, or that being gay meant you are different, but I intrinsically knew that those
beliefs were inaccurate. I would hear the ignorant conversations my friends would have at
school, and would never agree with their opinions. I have always been extremely open-
minded, mostly because of the ways I have been oppressed for the majority of my life. I
subconsciously used my lens of experience and channeled the negative interactions I had
growing up to break the mold. I now see my racial ambiguity as an advantage in many ways
because I find that I am able to assimilate with many different groups of people. Ever since I
started college at the University of Rhode Island, I was finally able to meet people with
completely different backgrounds than my own, not just culturally, but in all facets of life. The
first opportunity I had to share this experience was writing an identity paper for my GCH
102H class. I know that Rhode Island does not represent the world as a whole, so I crave
further exploration where I can continue to break the last cycle of socialization and help
others do the same. (See evidence # 64)
the “Cycles of Liberation” (Harro) theory
and its uses in leadership
74. Student will demonstrate personal
application of the “Cycles of Liberation”
(Harro)
the “Configuration of Power” (Franklin)
and its relationship to leadership
application of the “Configuration of
Power” (Franklin)
racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
application of model(s) of racial identity
development above
79. Student will demonstrate knowledge of Independent Bussey and Bandura discuss various gender identity development theories and pay close
models related to gender / identity / Research attention to the prominence of societal gender typing. It is evident that some gender
gender identity development (Lev; differences are based on human anatomy, but a majority of the roles linked to gender are
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.) socially constructed and engrained into our brains. The Cognitive Developmental Theory
places gender identity as the basic organizer and regulator of children’s gender learning.
Children develop the conceptions of gender from what they see and hear around them.
Parents play a strong influential role in this manner because they have the ability to surround
their children with as many or as little gender-defining signifiers as they would like. The
theory states that once they achieve gender constancy, or the belief that one’s gender is
fixed and irreversible, they positively value their gender identity and seek to behave only in
ways that are consistent with that conception. When a child’s behavior matches how they
feel about themselves internally, they are able to develop a stable gender identity. There is a
distinction made between gender identity, gender stability, and gender consistency. Gender
identity requires the ability to label oneself as a boy or girl and others as a boy, girl, man or
woman. Gender stability is the recognition that gender remains constant over time. Gender
consistency is when a child has knowledge that gender remains constant despite changes in
appearance, dress or activity. Gender constancy is not found to be a prerequisite for gender
development. Factors other than gender constancy govern children’s gender-linked conduct.
I also find that this theory does not take into consideration gender nonconforming,
genderqueer, or gender fluid individuals. It makes it seems as if it is absolutely necessary for
someone to label themselves a specific gender that exists on the binary scale and is
unchangeable and permanent. (See evidence # 65)
Source: Bussey, K., & Bandura, A. (1999). Social cognitive theory of gender development
and differentiation. Psychological Review, 106, 676-713.
80. Student will demonstrate personal Childhood Experience Growing up, I battled those around me quite often to fight against the stereotypical
application of model(s) of gender identity expectations that were set for me as a girl. I subconsciously utilized the Cognitive
above Developmental Theory during my adolescence in order to clearly define my identity. As a kid,
I was a tomboy, throwing tantrums whenever I had to wear dresses and refusing to put pins
in my hair. I didn’t know it then, but I was actively rebelling against how society has designed
the way I am ‘supposed’ to be. Having an older brother, I gravitated towards his influence,
and became equally passionate about basketball and collecting Pokémon cards. I never
cared that I didn’t fit in with every other girl around me. In fact, I enjoyed behaving differently.
My family tried to put girly things in front of me when I was really young, but I wasn’t
receptive. While my gender identity was always as a female, I didn’t engage in stereotypical
female activities. While my friends would play with Barbie’s, I would play with toy trucks. I
began to recognize that while my gender would remain stable and constant, I was not always
going to be interested in these same things and wouldn’t wear my brother’s clothes forever.
Eventually, those around me heavily influenced me when I got to middle school, and I began
to conform to wearing girly clothes and makeup. After a while, I became more comfortable in
that, and haven’t looked back since. However, I don’t necessarily fit the feminine role
completely in that I still enjoy wearing baggy sweatpants and don’t always want to be looked
at for my feminine traits. To this day, I still refuse to get my ears pierced as a way to take
control of my body and the way I express gender. (See evidence # 66)
additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate personal
application of additional social identity
development model(s) above
83. Students will demonstrate knowledge of Independent McIntosh describes privilege as “an invisible package of unearned assets, which I can count
McIntosh’s theory of privilege and its Research on cashing in each day, but about which I was ‘meant’ to remain oblivious.” She discusses
relationship to leadership both privileges of being white, and of being male, and how when experiencing that privilege,
it is difficult to recognize that the advantages they have lead to disadvantages for their
counterparts. This privilege is often unacknowledged; so people don’t outright consider
themselves oppressors. An extremely important point she makes regarding white privilege is
that “whites are taught to think of their lives as morally neutral, normative, and average, and
also ideal, so that when we work to benefit others, this is seen as work which will allow
“them” to be more like ‘us.’” If white people are the ones that typically have the most
accessible resources, then it is only natural for others to want to be like them. Placing one
group of people at the center causes us to strive to be more like them because they are seen
as better than any other. The silences and denials surrounding privilege are the key political
tool here. They keep the thinking about equality or equity incomplete, protecting unearned
advantage and conferred dominance by making these taboo subjects. The lack of
awareness of certain privileges reinforces the lack of conversation surrounding them.
McIntosh makes it appoint to mention that white people have numerous advantages whether
or not we approve of the way dominance has been conferred on us. With the majority of
people in power being white males, it is difficult to make significant change in that those in
power do what they can to remain there. She brings up a few privileges that as a white
person, she inherently experiences. “I can go shopping alone most of the time, pretty well
assured that I will not be followed or harassed. I can turn on the television or open to the
front page of the paper and see people of my race widely represented.” These examples are
just a glimpse at the advantages that white privilege provides. This directly correlates to
leadership because as leaders, we need to be well equipped with leading groups of people
from different backgrounds and levels of privilege, not just racially, but also related to
gender, religion, socio-economic status, and sexual orientation. We must have an
awareness of these privileges in order to be cognizant of the language we use and behaviors
we practice, while challenging others around us to be more inclusive in nature, regardless of
their background. (See evidence # 67)
Source: McIntosh, P. (2006). White Privilege: Unpacking the Invisible Knapsack. Retrieved
from https://www.pcc.edu/resources/illumination/documents/white-privilege-essay-
mcintosh.pdf
84. Student will demonstrate personal Privilege Walk It is challenging to have conversations about privilege, or lack there of, but the only way to
application of McIntosh’s theory combat these issues are by speaking on them. In orientation training, we do an activity called
the Privilege Walk. This is where we fill out a sheet of paper that highlights certain
experiences we have endured throughout our lives. They include statements ranging from
invisible and visible disabilities, growing up in an urban setting, or being a victim of physical
violence based on factors such as gender, ethnicity, age or sexual orientation. Once we
complete the worksheet, we are then prompted to hand them into the facilitator, where they
will mix up the sheets and redistribute them at random. We all then receive a new sheet, with
someone else’s experience on it. Finally, we are asked to take part in stepping forward and
back based on the statements read aloud, and feel the burden of what it is like to walk in
someone else’s shoes. This activity had a huge impact on me because I was given a
person’s worksheet that had more privileges than I did. It really put into perspective how
unique and individualized our lives are, and that you can’t make assumptions about anyone.
I found myself looking around the room, attempting to pair the sheet I had with the correct
person. I stopped myself midway because I came to the realization that I wouldn’t be able to,
and also that it didn’t make any difference. I wondered if the person holding mine knew it
was mine. I was feeling self-consciousness throughout the activity, but that’s when I
recognized the way my preconceived ideas and perceptions were getting the best of me. It
made me take a step back, literally, and appreciate not only the life I have been giving, but
the different experiences of those around me as well. (See evidence # 68)
85. Student will describe the differences and HDF 413 Safe Zone Training While attending the Safe Zone Training session, the bulk of our discussion was about the
similarities of individual and institutional cycle of oppression that exists in our society. The first part of the cycle is the stereotype,
oppression and relationships to which is defined as a preconceived or oversimplified generalization about an entire group of
leadership (Source = Three Dimensional people without regard for their individual differences. Even positive stereotypes can have a
Matrix of Oppression)
negative impact, because they are generalizations. The stereotypes we hold form the basis
of our prejudices. Prejudice is a conscious or unconscious negative belief about a whole
group of people. When the person holding the prejudice also has and uses the power to
deny opportunities, resources or access to an individual because of their group membership,
there is discrimination. Discrimination can take many forms and critically includes acting on
prejudice. The next cycle is Oppression, which incorporates both prejudice and power.
Oppression can be defined as the systematic subjugation of a group of people by another
group of people, with access to social power. The result benefits one group over the other,
and is maintained by cultural, institutional, and internalized oppression. The last part of the
cycle is internalized oppression, or the act of buying into the elements of oppression by the
target group. Because oppression is institutionalized in our society, target group members,
often believe the messages and internalize the oppression. Individual oppression is the
internalization of institutional oppression; in other words, institutional is the cause, whereas
individual is the effect. Institutional is the oppressor, and the individual is the victim or the
person being oppressed. The cycle loops back to stereotype, where everything is
reinforced, and the cycle continues. In relation to leadership, and the theories we have
discussed in HDF 413, it is important to have an awareness of both institutional and
individual oppression in order to diminish its prevalence in society. (See Evidence #39)
Source: Hyman, U. (1990). Black Feminist Thought in the Matrix of Domination. Retrieved
from http://www.hartford-hwp.com/archives/45a/252.html
86 Student will demonstrate knowledge of
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87. Student will show knowledge of effective HDF 190 Social Change: Concept to In HDF 190, we learned about creating social change and what it means to be a change
leadership as it relates to change agency Reality agent. A change agent is someone who has the understanding, motivation, and skills to
create positive change. They need to value change as something close to them and feel
inclined to devote energy to implementing change in order to make a lasting impact. A
change agent should understand that change is a process, that resistance will occur at all
levels, and have knowledge of strategies for overcoming resistance. A change agent should
have positive perceptions on change, comfort with ambiguity and transition, self-confidence
and patience, and a willingness to step outside of a comfort zone. A change agent should
demonstrate an ability to influence systems, the creation of a sense of urgency, an ability to
articulate vision, and the willingness to take risk to make a difference. As a change agent
myself, I found it to be necessary to assist others in becoming change agents of their own.
Thrive hosted an event called Social Change: Concept to Reality, where we held workshops
centered on how to make social change. I learned all I know about change agency through
practice, so we wanted to create a learning opportunity for those who want to make a
difference in this world, but do not know where to begin. In planning and executing this
event, we needed to collectively lead one another and the participants in an effective way.
We took a large risk when creating this event because we substituted it for ChangeFest due
to time and financial constraints. We planned for this new event extremely last minute, so it
didn’t provide ample time to engage the URI community in our mission. We were able to
utilize our networks and resources to get a group of passionate students to partake. The
event was discussion based, rather than specifically structured in a hierarchical manner. Our
roles as facilitators focused on how we could serve as support systems in guiding others to
discovering where their passions for change are and how they can act on them beyond the
event. (See evidence # 69)
88. Student will describe personal examples HDF 190 ChangeFest Using the knowledge of change agency I gained in HDF 190, I took full advantage of my
of being a change agent passion for making significant social change and applied it to the Rhode Island community. I
knew it wouldn’t happen overnight, so I committed the entirety of my college experience from
the end of Sophomore year on, to making change on college campuses. It became my goal
to provide a platform for other students to turn their passions into reality. I saw the need for
student collaboration and opportunity for their voices to be heard, so we took a small idea of
our own and expanded it throughout the state. ChangeFest serves as a daylong event where
college students from every university in the state of Rhode Island tackle an issue they feel
strongly about, and work for about eight hours with a diverse team of students to create an
innovative solution to that problem. The day is completed with a pitch contest, where an
audience voting system determines the top three projects, which then receive funding to
propel their project forward. Our first year, we held the event at Brown University, and then
brought it home to URI Spring of 2017. A previous winning team created a smart recycling
system that provides incentives for students to recycle on campus. They actually took the
prize money and created a prototype, and are still working on getting further investment.
Being a part of something bigger than myself such as ChangeFest has provided so much
insight into how I can utilize my leadership skills to make significant positive change in
society. (See evidence # 70)
89. Student will demonstrate knowledge of HDF 413 Bennett’s Model of Intercultural Sensitivity highlights the ways people experience and
the “Model of Intercultural Sensitivity” by engage cultural difference. The underlying assumption of the model is that as one's
Bennett and its uses in leadership perceptual organization of cultural difference becomes more complex, one's experience of
culture becomes more sophisticated and the potential for exercising competence in
intercultural relations increases. The model extends from ethnocentrisim, the experience of
one's own culture as "central to reality," to ethnorelativism, the experience of one's own and
other cultures as "relative to context." There are various developmental positions that people
experience in their understanding and tolerance of cultural difference. The Denial stage is
when cultural difference is not perceived at all, or is only perceived in very broad categories
such as “foreigner” or “minority.” People are dismissing and disinterested of intercultural
communication. The next position is Defense, which is when cultural difference is perceived
in stereotyped and polarized ways. Cultures are categorized between “us and them,” with the
“us” usually remaining superior to the “them.” Minimization of cultural difference indicates an
experience in which elements of one’s own cultural worldview are perceived as universal.
People are more tolerant of superficial cultural diversity, but it obscures deep cultural
differences. Acceptance of cultural difference includes those that are curious about and
respectful towards cultural difference, but they are not yet able to adapt their behavior to
different cultural contexts. The next position, Adaptation, incorporates intercultural empathy,
where people are able to use their intercultural sensitivity as intercultural communication
competence. The final position, Integration, indicates an individual experience that includes
the movement in and out of different cultural worldviews. (See evidence # 71)
Source: Bennett, M. J. (2014). The Developmental Model of Intercultural Sensitivity.

Retrieved from http://www.idrinstitute.org/page.asp?menu1=15
90. Students will demonstrate personal HDF 413 Studying Abroad In HDF 413, we wrote a content analysis paper, where I outlined my personal experience
application of the “Model of Intercultural learning about the Model of Intercultural Sensitivity. At the time, during my Sophomore year,
Sensitivity” by Bennett I noted: “personally, I feel that the Acceptance of Difference stage resonates the most with
me. Ever since I came to college, I have challenged myself to become more culturally aware,
and open-minded in any way possible. I have changed my mindset completely, and I
constantly stop myself from making generalizations, and I often reflect on new ways to
become even more culturally competent. I now embrace difference and approach people of
different backgrounds in order to become more educated.” Looking back on the last two
years since writing that, I reflect on how much more cognizant of cultural difference I have
become. I took it a step further upon deciding to study abroad in Barcelona, Spain. This is
where I was able to further adapt my intercultural communication skills and recognition of
cultural difference. I was granted the opportunity to have a traditional Catalan lunch at a local
family’s home. I completely immersed myself in a culture that I was unfamiliar with, and
gained knowledge and experience beyond what I ever imagined. I had always been in the
acceptance phase of cultural difference, but I never felt that I had the personal experience to
back up my curiosity. My experience abroad contributed to my shift towards adaptation and
integration, where I was able to utilize cultural difference to learn from others and teach them
as well. I established a back and forth dynamic where I found comfort in communicating,
despite a language barrier. The traditional lunch was one of the highlights of my trip abroad
as it provided me with unique insight into the typical lifestyle of a Catalonian family. I am so
grateful that the family welcomed me into their home and treated me as one of their own. I
look forward to sharing my own culture with them when they come to the United States in a
few months. (See evidence # 72)
the ally Action Continuum by Griffin &
Harro
92 Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro

Multicultural Organizational Development
Model (Jackson)
94. Student will show personal application of
the Multicultural Organizational
Development Model (Jackson)
Multicultural Change Intervention Matrix
(Pope)
96. Student will show personal application of
the Multicultural Change Intervention
Matrix
97. Student will create a personal code of HDF 190 Relational Leadership After learning about Komives Relational Leadership Model in HDF 190, I felt a personal
inclusive leadership Assessment connection to the model, and immediately wanted to incorporate it into my own leadership
style. When completing the Relational Leadership Assessment, the bullets I included in the
Inclusive component exemplify my own personal code of inclusive leadership. It is important
to know and understand self and others, as well as worldviews when being inclusive. I
personally think that the most important aspect of the believing portion is believing that
everyone can make a difference. It is also extremely necessary to have skills in listening in
order to be an inclusive leader. The knowing, being, and doing aspects of inclusive
leadership reflect how I act as a relational leader and the values I have set forth for my
future. I have used this personal code of leadership throughout the semester in HDF 190 and
in my daily life. Whenever I work with others, I always make sure that everyone is being
heard equally, and that each person’s idea are being considered. I have the awareness of
others around me, and pay attention to the contributions that each person makes. I try to
steer away from allowing one person to be the leader of the group, because I find that there
is a better dynamic when everyone is on the same level. Then, we are able to collaborate on
our ideas more effectively, and be productive in a timely manner. (See Evidence #20)
Source: L. (2014, March 07). Relational Leadership. Retrieved from

https://leadershipforhighered.wordpress.com/2014/03/06/relational-leadership/
Outcome Category: Critical Thinking
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of Advertise for America Internship During my Sophomore year, my mom had a mental breakdown to the extent where she fell
critical thinking to a state of psychosis and malnourishment, and was eventually diagnosed with bipolar
disorder. This was something that she was apparently dealing with for a good majority of
her life, but I was never aware of. My mom’s mental health struggle influenced my decision
to take an unpaid internship in Providence that following summer because I didn’t want to
enable her more by being home. I wanted her to grow independently and I knew that if I was
home in New York, we would both become too comfortable in saving one another. It was an
extremely difficult decision to make at 19 years old, especially given the emotional turmoil
that it caused. There were moments where I felt that I was abandoning my mom when she
needed me most, but my family helped me realize that my strength and independence
served as motivation for her to get better on her own. I pushed through the uncertainty and
began to figure out if living on my own in a city I had only visited a handful of times was
logistically possible. I had to deeply analyze the situation objectively to see if I would be
able to support myself. I used my strengths to critically think and act on my desires. I found
an apartment on Craigslist very last minute, and used the money I made as an Orientation
Leader to live in Providence for two months. I had to budget everything out down to every
dollar, and lived in an attic of an apartment with just a mattress on the floor. I also didn’t
have any form of transportation to get around, nor did I know anyone living in Providence,
so I had to think strategically in getting to my internship and to the grocery store. This
experience ended up being extremely valuable for me personally and professionally. I grew
through forcing myself to critically think and weigh the options of going home and staying in
my comfort zone versus stepping out of it and discovering my ability to rely on myself. Living
in providence on my own, I had to use critical thinking in my daily life given the fact that I
didn’t know anyone or have anyone to confide in. I had to understand my surroundings and
myself in order to identify my limits and where I could push myself to grow even more. This
experience greatly impacted my decision to push myself even further through studying
abroad. (See evidence # 73)
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 Independent Thrive Executive Board I have always struggled with making concrete decisions, but I have found that doing
decision making methods Research Nominations research on this topic has helped me develop techniques and apply them towards various
aspects of life. In leadership specifically, it is important to consider the whole group in
coming to a consensus. Hearing everyone’s voice is imperative in maintaining strong group
dynamics. There are various decision-making methods that reinforce this structure. The first
method is voting; it is easy to have participants vote by either raising their hands or closing
their eyes and choosing their favorite option without being swayed by others around them.
The next method is ranking, where group members are invited to rank the options against
one another to provide insight into where and to what degree the group preferences relate,
instead of solely focusing on where they differ. It is challenging to use this method if
meeting time is limited because interpreting the information can be a taxing task. The third
method is scoring, where groups compare opinions in order to reach a decision. They can
create different categories to base their ultimate decision on, such as effectiveness or
design. These results are typically discussion based in order to agree on the most valuable
aspects of the choices. The fourth method is holding multiple votes and voting rounds. This
utilizes a system where people are given multiple votes and possible decisions with the
highest scoring options go on to the next round and then fewer options are given.
Participants are able to consistently make decisions based on the relative options available.
The final technique is iterative convergence, or the Delphi method. Group members make
suggestions and are given anonymous feedback from other group members in rounds. This
allows for modification of ideas over time. During our Thrive Executive Board Nominations,
we often use these techniques to put together the most qualified and desired team
members in roles of responsibility. We specifically use the voting method where we initially
nominate group members for roles and then give the nominees a week to prepare their
speeches. We make the final decisions by casting our votes anonymously on pieces of
paper for each position after hearing the individual speeches. (Evidence # 74)
Source: Lid, V. (2016, May 28). Five Great Methods for Group Decision Making. Retrieved
from http://meetingsift.com/5-useful-methods-for-group-decision-making/
103. Student will describe personal examples of Directing Orientation Play Through my Program Assistant position on the URI Orientation Team, I was tasked with the
having used five decision making methods role of directing the play, Big Break. In this, I was faced with the responsibility of auditioning
the leaders and assigning singing and speaking roles. This was a completely new
opportunity for me because I had no previous directing experience in theater. I had to utilize
my knowledge of directing in filmmaking as a basis for my approach in this production. It
was very challenging to place 32 orientation leaders in the roles that best fit their
personalities and level of talent. I utilized various decision-making methods to guide my
progression. Initially, I struggled to take full advantage of the authority that I had. I found
myself seeking help from the other management members more than trusting my own
instincts. I was eventually able to find a balance in this. I made the concrete decision to take
ownership over the responsibility I was given. We began the decision making process by
listing out our options for singing roles, since those were the most important. I worked
closely with Dean Richmond in order to come up with the best arrangement. We used a
ranking system during the audition process. This was extremely helpful in the speaking
roles where multiple people auditioned. I kept notes and circled the name of the person I
connected with most for each role. By starting with reading the most prominent characters’
lines, we had more insight into who would be capable of taking on those larger roles early
on. The ranking system made the decision process much easier as we had something to
reference and use as context for our opinions in coming to an agreement. Beyond the
audition process, I had to use decision making skills leading up to the summer when
discussing costuming and choreographing. I had to take the lead and make quick decisions,
despite my lack of experience. I used logic and reasoning to find the best way to arrange
the seats on stage. When we began to practice on the stage, I had to be firm on my stance
in not allowing other management members to be present because of the ways they would
distract the leaders on stage. The show was more successful than I initially anticipated
because I was able to set the standard as a strong and confident leader, which made the
leaders feel more accountable for putting on the best show possible each and every
session. (See evidence # 75)
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 Sean Leaving Throughout the entirety of my college career, Sean Thompson, the Assistant Director of
having used five problem solving / conflict New Student Programs, has played a pivotal role in my growth. He took a chance on me in
management hiring me as a first year student on the Orientation team. He has served as one of my main
role models and motivation for continuing in the program every year since. Midway through
this semester, Sean told the team that he got a job offer at UMass Boston and that he had
taken the job. He didn’t give us any notice of this huge change and left two weeks later. The
team was in the midst of training the new leaders and transitioning into new roles for the
returning staff, so it threw off the entire dynamic of the group. Firstly, we had to become
extremely adaptable and use problem-solving techniques to bounce back quickly. Holding a
position on the management staff, I was thrown into even more responsibility upon Sean’s
departure. Given that he was my direct boss and my other boss is out on maternity leave,
there was no one to report to directly anymore. I had to think fast and become way more
resourceful and confident in the work that I do. I also have to help the other management
members settle in their roles considering I am the only person that has been on
management before. We ran into conflicts right away, struggling with the heightened
emotions of losing Sean, and the stress of adding more responsibility on each of us. We
combatted this by openly communicating about our concerns moving forward. We were able
to accept the situation, which was the first step to moving past it. We recognized that in
overseeing the orientation leaders, we couldn’t show any sign of uncertainty because they
don’t know anything different. We acted as a resource for the leaders in this difficult time
and offered to be available to debrief the situation in order to avoid future conflicts.
Personally, I coped with the new dynamic by connecting with my network in order to figure
out how to approach this new added accountability and I expressed my concerns with the
graduate interns and interim director. I was able to find solace in the situation by reaching
out to Sean to articulate my sadness and also joy for him. I made a goodbye video to
encapsulate his impact at URI and played it for him as well as the other returning staff
members as a way to help them release their emotion. (See evidence # 76)
106. Student will demonstrate the ability General Education Courses The General Education curriculum at URI has provided me with the opportunity to be a well-
to synthesize multiple knowledge rounded student. Rather than only focusing on specific courses for my major and minors, a
perspectives (course work), competencies third of my undergraduate degree is made up of courses ranging from Anthropology:
(communication, writing, information Human Origins, to Short Story Writing. I have developed competencies related to
literacy or mathematical/statistical skills)
communication and writing through COM100H and WRT 104. Both of these classes
and responsibilities (global, diversity &
inclusion or civic knowledge) challenged me to reflect on my writing and communication skills and styles. I participated in
writing and presenting speeches, as well as larger research reports. There were various
occasions where I had to write and speak about topics that I was unfamiliar with, such as
my persuasive paper on raising gender-neutral children. I also established capacities in
expressing myself more concisely and in my own unique voice. This is something I
struggled with before coming to college, but find has improved significantly with the help of
these courses. In JOR 110, I took part in my first debate ever and pushed myself out of my
comfort zone to speak in front of the class and fight for my position. I also gained vast
familiarity in responsibilities such as diversity and inclusion and civic knowledge. GWS 150
and GCH 102H focused on women’s studies as well as combatting issues of racism,
sexism, and classism. I became knowledgeable on topics like micro aggressions, and
discovered my passion for eliminating stereotypes and discrimination. I have since further
explored this desire by engaging in experiences that expand my own preconceived biases.
Attending multicultural events on campus, such as DIVE RI, and studying abroad are two
prime examples on how I have been able to apply and cultivate what I learned in the
classroom. (See evidence # 77)
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 Study Abroad While abroad in Barcelona, I was thrown into the middle of a revolution. When I decided to
leadership in crisis situations (i.e., study abroad, I had no idea the political tension that I was walking into. I arrived only two
application of James & Wooten; Garvin; weeks after the terrorist attack on Las Ramblas, and right in the middle of the Catalonian
Covey; Frohman; Lalonde; Schoenberg; fight for independence. There were protests outside of my apartment building where
Joni; Braden et al; etc.)
hundreds of thousands of locals would gather to show their support for the Catalonian
secession from Spain. I often questioned if I was going to get sent back to America midway
through the program. I received emails almost every single day from the US consulate
informing me of cautionary actions to take. There were days where I was forced to stay
inside my apartment to avoid danger. According to James and Wooten, crisis management
analysts have noted five phases that show a typical business crisis: (a) signal identification,
(b) preparation and deterrence, (c) damage control, (d) recovery, and (e) learning. While the
crisis situation I was in was not necessarily business related, I had to think on my feet in
order to maintain my safety and level of comfort in a new and unknown environment. I went
through each stage of crisis management in identifying the most crucial aspects of the
crisis, being my safety in a heavy political environment. I prepared for it by doing as much
research upon my arrival of the purpose and timeline of the events. I had to use critical
thinking skills in order to be strategic in how I moved around the city, and had to react
quickly when I got caught in the middle of heightened moments. Most importantly, I
recovered from it all by speaking with locals on the issue and potential dangers of it, and
found that I was not going to be targeted in the process. I maneuvered through my time
there by proceeding with caution, but also not letting it completely interfere with my
experience. I learned that I am equipped to dealing with extremely challenging situations,
regardless of the anxiety I deal with. I got creative in my problem solving and used my
common sense and logic to guide my movements. (See evidence # 78)
Source: James, E. H., & Wooten, L. P. (2005). Leadership as (un)usual: How to display
competence in times of crisis. Organizational Dynamics, 34 (2), 141-152.
Outcome Category: Interpersonal and Organizational Concepts & Skills
109. Student will demonstrate knowledge of HDF 190 FLITE Retreat During the FLITE retreat, we were given an extended period of time to meet with our small
active listening techniques groups in a more private location. Here, we were able to discuss different techniques for
active listening. In order to be more encouraging towards the person that is speaking, it is
necessary to project interest and encourage a person to continue talking. Then, one should
restate basic ideas to show that they understand. Next, reflecting feelings demonstrates that
they are listening and understanding how the person feels. It is also important to clarify with
the person speaking because it can help that person explore all sides of the problem.
Throughout the process, ask specific questions and possibly ask them to clarify what they
are saying. The last part of active listening is all about summarizing. The listener must draw
together facts, and create a basis for continued discussion by restating major ideas. We
were given the opportunity to practice all of these techniques after our discussion of them by
moving onto the conversation of different lens’ such as sexual orientation, race and ethnicity,
socio-economic status, and gender. While having this discussion of very serious topics, it
was extremely important that we all practiced good listening techniques in order to ensure
that each group member felt comfortable and validated while sharing their thoughts and
experiences. (See Evidence #21)
110. Student will describe examples of using CVS 302 Being a better friend As someone who likes to talk a lot, I have done extensive work on my ability to take a step
active listening skills back and be an ear for someone else. I have practiced this a lot personally with my friends
and family over the last few years. I used to find myself half listening to other people, but not
actually interpreting what they were saying. I now practice listening to hear rather than
listening to respond. Most recently, I exercised this concept with my friend, Emma. She was
having intense drama within her organization and needed someone to vent to. I made sure
to be as attentive as possible in order to validate her feelings and experience. I was
genuinely interested in hearing what she had to say because I care about her and the things
that affect her life. This made it easy to remain focused and make it apparent that I cared
through my facial expressions and reactions. I prompted her with questions to keep the
conversation a dialogue instead of just one sided. Afterwards, she expressed her feeling of
relief after being able to talk through the issue she was dealing with. This made me feel like I
did my job as her friend to be there for her despite the other stressors that I was dealing with
at the time. It is important for me to not make every interaction with friends and family all
about me. Maintaining relationships take work, and being an active listener is a key
component to that. In CSV 302, we did an activity centered on TypeFocus and how to utilize
your specific personality traits with others who may possess different ones. In the
presentation that I conducted, I provided real life examples of some interactions that friends
with different personality characteristics may have. For example, a thinker would be more
logical in their approach to interacting with others, where a feeler would be more attentive to
the other person’s emotions when communicating. The example I included in my evidence is
one of the conversations I used in my presentation, which highlights how Emma, a thinker,
assumed I would be resourceful and eat at the time we made plans for, regardless of if she
came or not. Where I, being a feeler, was waiting for her to meet me before I ate. Having the
awareness of each other’s traits, we are able to find ways to meet in the middle. Knowing
how your friends function will help establish a better relationship and avoid
miscommunications like this one. Using active listening skills in these scenarios allows you
to develop more patience and tolerance, and ultimately become a better friend. (See
evidence # 79)
functions of group communication by
Hirokawa
of functions of group communication
(Hirokawa)
113. Student will show knowledge of techniques Independent URI 101 Mentor As a URI 101 Mentor, I oversaw a classroom of over 20 first year students, where I had to
regarding giving and accepting of feedback Research grade papers and act as an instructor for them. In this role, I felt very strongly about
imparting growth mindset and encouraging them to constantly improve and challenge
themselves. As first semester college students, they were taken out of their comfort zones
and tasked with the difficult adjustment to a completely new lifestyle. Keeping this in mind, I
scheduled one on ones with each student to check in on their experience so far and to find
out how I could serve as a resource for them. During these one on ones, I practiced various
techniques of giving feedback on their work in the class. I identified that the best ways to
approach giving both positive and negative feedback were to make the conversation as
relaxed and informal as possible. I didn’t want my students to feel like I was a harsh
professor trying to criticize or heavily praise them in an uncomfortable setting. I wanted to
establish a peer feedback environment in which they would absorb the suggestions I made
rather than immediately dismissing them. I did this by relating their experience to my own,
and giving them real life examples on how I struggled during my first year and what
mechanisms I used to push through obstacles. I had students who wouldn’t put any effort to
raise their hand in class or complete group assignments, so I challenged them to choose one
thing they needed to improve on, and incorporate that into our next class meeting. I found
that this strategy worked well because giving feedback that held my students accountable
made them feel like I was counting on them, and they didn’t want to let me down. I created a
relationship with each student to allow him or her to connect more with me beyond the
classroom. I would also balance my feedback by having a positive reinforcement for every
area of improvement I mentioned. In one of our classes, my co-mentor, Ro, and myself,
facilitated an activity centered on the TypeFocus activity. We asked the students in the class
to fill out a feedback survey that would provide more insight into the effectiveness of the
activity and our leadership. About 65% of students said they enjoyed the activity, with 22%
indifferent and 11% that thought it was boring. Initially, I went straight to the 11% that said it
was boring rather than looking at the overall positive feedback. This showed me how I am
critical of myself when receiving feedback, and often struggle to take compliments. I use this
criticism to motivate and cultivate my improvements, but it is also imperative to recognize my
accomplishments. When asking the students if they thought we, as mentors, were able to
effectively lead the classroom, 100% of them said yes. That validation was extremely
comforting and assured me that I am capable of leading others. When looking at the
feedback survey more in depth, I will reflect on what methods were successful, and where
my areas of improvement are. (See evidence # 80)
114. Student will describe examples of giving HDF 413 Orientation Management Retreat At the Orientation Returning Leader Retreat, we did an activity in which we traced our hands
and accepting feedback. on both sides of a piece of paper, one side designated to a compliment, and the other being
something to work on. We passed around everyone’s papers and each individual wrote
something inside the hands on both sides of each sheet. By doing this, we were all able to
see what the other leaders think about us in terms of something positive, and something that
can be improved. This activity was extremely effective because it allowed us all to be self-
reflective after reading the anonymous thoughts of our team members. After the activity was
over and we all got our own sheets back, we were able to read them over and ask for
clarification on anything that people wrote down. This reinforced a policy of open
communication, and many people wanted to know how they could improve certain aspects of
their personality that they may not have been aware of before this activity. A few people
asked for an explanation, and the people that wrote down those comments civilly described
their reasoning behind what they wrote. Personally, I was really nervous to get feedback
from the rest of the team because I don’t feel as though I have connected as well with the
group as others have. Almost all of the statements written on my sheet for things to improve
upon were connecting more with the team. While I expected that reaction, it was still difficult
to receive those comments. Once I put my ego aside, I realized that I really do need to make
a change in order to have a more positive experience this coming summer. It was really
refreshing to read the compliments’ side of the paper, because I wasn’t feeling too confident
in myself after the whole process. It was extremely eye opening to read that despite my lack
of connection with the team as a whole, a lot of them feel that I am a vital member of the
team. Getting feedback from the other orientation leaders was a very helpful experience in
that it provided me with more concrete answers to what I need to improve on this year. It was
also very beneficial for me to be able to give feedback to the other leaders on the team.
Through this activity, there was a good balance between self-reflection and providing others
with a different perspective on their own leadership style. (See Evidence #40)
115. Student will show knowledge of the 7D Independent Coaching Basketball Knott outlines a pathway of strengths-focused change conversations in her 7D-coaching
coaching model (Knott) Research model. This approach focuses primarily on the steps that are important in recognizing the
client’s agenda for coaching. Successful coaching stems from a proper relationship from the
coach and the client in order to work towards a common goal. The first D is Declare, where
the client discusses their expectations for the coaching session and overall relationship.
Having the client guide the dialogue and agenda gives them the power and ability to get out
of the experience what they are putting into it. This establishes an open communication
dynamic early on in the relationship. The next D is Define, where a goal statement is made
based on the intention and desire for change. The third D, Distinguish looks as what are the
key features in the situations, including their relevant strengths. Differentiate and Develop
allow for alternative choices and decisions, as well as provide opportunity to plan for the
logistics of the decisions made. The three middle steps here challenge the client to analyze
their circumstances. The final two D’s, Decide and Determination, are when implementation
begins, including time frame and then analyzing progress made on the original declaration.
This information is then utilized to discuss the outcome and possibly renew the process. I
practiced the 7D’s of coaching when training a woman I met abroad on how to play
basketball. She was impressed with my ability and had a strong desire to learn, so I felt
compelled to help her. We went through the process of goal setting, identifying her interests,
needs, and wants, and implementing them. I met with her twice a week for almost two
months, where I would track her progress and communicate regarding her feelings on her
improvement over time. She developed significantly over a short period of time, which is how
I became aware that my coaching methods were successful. (See evidence # 81)
Source: Knott, G. (2012). Power up!: The guide to leadership coaching with strengths.
Bloomington, IN: IUniverse.
application of the 7D Model (Knott)
117. Student will show knowledge of elements
of a Crucial Conversation and steps to
maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118. Student will describe examples of Critical Community Conversation When Trump was elected President, URI’s campus came together to share our thoughts and
engaging in a Crucial Conversation perspectives with one another. Tensions were extremely high immediately after the election,
and URI responded quickly by holding a critical community conversation in the Multicultural
Student Services Center. They were expecting to get about fifty students to attend, but over
one hundred and fifty students came to discuss their heightened emotions. The energy in the
room was extremely intense and hard to contain. URI Hillel hosted the event, but it was soon
taken over by the students. There were activities facilitated to peacefully communicate about
our individual perspectives, but when it came time to share with the whole room, everyone
wanted a chance to have their voices heard. The facilitation moved in a very slow
progression and we were even led through a prayer by the Rabbi. Many people were not
receptive to the approach he was taking, and one student stood up and exclaimed, “When
are you going to let the people of color speak?” This caused some chaos in the room and it
soon needed to be regulated by Naomi Thompson, the VP of Diversity and Equity. She
shifted the conversation and gave the floor to the students to openly express their concerns.
From that moment on, the dialogue turned more raw and honest. This shift was necessary in
order for the students to feel that they were given a platform to have their voice heard. It was
frustrating at times because it felt like we were all losing hope for our country. I was happy to
express that while we were nervous about some crucial aspects of our nation’s future, the
fact that we all came together to have this conversation was proof that we weren’t going to
let this election take us back in time. We united together to make strides forward and not
stand for any negativity that may come from Trump’s presidency. The one thing that was not
representative of this gathering was that there was only one Trump supporter in attendance
who made his presence known. His points were reflective and valid, and the rest of the room
was respectful, but it was certainly the majority against Trump. It may have been more
effective if we had an equal representation of perspectives in the room to become more
aware of the other side and become comfortable with one another. (See evidence # 82)
119. Student will demonstrate knowledge of HDF 413 Orientation Students In HDF 413, we spent a lot of time discussing the best ways to approach facilitating activities
facilitation techniques with both large and small groups. As a facilitator, it is important to set the tone for the
participants and establish a sense of comfort in the room. The role of the facilitator is not
meant to be authoritative, but rather guiding the dialogue and ensuring the group is on task
with accomplishing their goals as a group. A few techniques that I have utilized are starting
with a warm up. I make sure to introduce the activity and discuss the purpose of the exercise
we are to perform. It is necessary to give directions slowly and concisely and prompt for any
questions before carrying out the activity. While they participate in the activity, I pay close
attention to the dynamic of the group and adjust my facilitation based on how they are
responding and engaging with the activity. I also practice utilizing the challenge by choice
concept, where I encourage people to step out of their comfort zones, but ultimately give
them the option of participating to whichever level they are able to. When facilitating activities
for a group that does not know each other very well, I always start with low-risk ice breakers,
such as name games, to give them the opportunity to become comfortable with one another.
I practiced this quite often with my students during orientation. I tried to break down any
awkward barriers by facilitating casual conversations among the students immediately. On
their nametags, I indicated shapes that would pair two students in the group together to get
to know one another as we walked up to the quad in the morning. Most importantly, I found it
necessary to sit back, and not make my voice the most prominent in the room. Being an
active member in SOLC greatly increased my ability as a facilitator, and a leader. (See
evidence # 83)

120. Student will demonstrate proficiency of HDF 190 Facilitating Icebreaker at From watching the peer mentors in HDF 190 facilitate activities, I have been able to pick up
facilitation techniques Orientation Training on specific techniques and apply them to my own practice. In Orientation Training, we were
placed in groups and had to create our own icebreaker activity and facilitate it to the rest of
the team, to practice for the summer time when we will actually be doing it with incoming
students. My group came up with a game called the Celebrity Name Game. We wrote up a
whole plan of action and objective for the icebreaker, and met to discuss the logistics of how
we would present it to the group. I practiced a few times on my own with what exactly I was
going to say, so that I was being concise and cohesive in my portion of the presentation. We
decided as a group that we would count everyone off by threes, and have these groups be
split up amongst the three leaders facilitating. I was very nervous to facilitate this activity, as
it was my first experience with leading a whole group of leaders. While actually facilitating
the icebreaker, I was able to properly express the directions and answer any questions that
came up. I felt very relieved after we actually broke everyone up into groups, because at that
point, I knew that everyone was enjoying themselves, and that the icebreaker was
successful. (See Evidence #22)
121. Student will demonstrate knowledge of de- HDF 413 After the facilitation process of an activity is complete, debriefing can measure the impact
briefing techniques that it had on the group. In HDF 413, we discussed various techniques that are helpful when
leading a group debriefing session. Guiding them to process their experience with the activity
can be achieved by asking them to identify their feelings and prompt them to discuss what
they noticed about their own reactions as well as other people. The next useful technique is
to ask participants to share their own feelings and observations. They may talk about what
sparked their curiosity or what they didn’t expect coming into the activity. It is then helpful to
have the group interpret what this information means for them. This is where, as the
facilitator, it is helpful to probe and build on their comments. This the time to dig deeper and
help them look at their own points differently. Some good questions to ask are “What do
you/we mean by…?” or “It sounds like you got frustrated when…” After building upon these
responses, it is then time to draw some conclusions. Asking them what they learned allows
them to vocalize their experience and perspective, opening their eyes to the many ways
people can intepret the same thing. Lastly, it is important to relate the activity back to the
group’s goals and expectations. This is where they should examine the point of the activity
and how their findings are applicable to their organization. It might be helpful to ask the
group in its entirety to come up with a few ways they will use what they learned beyond the
activity. In debriefing specifically, it is always impactful to embrace moments of silence. Even
if the group is not quick to jump up and share, the silence will motivate them. I also find it
necessary to validate everyone’s comments and ask others to do the same. I personally
enjoy using snaps as a way to show appreciation for what the person shared. It is necessary
to find a proper balance in which my voice as the facilitator is not heard too often and that I
am not doing too much of the work for them. Using each of these techniques helps create a
safe space for debriefing and discussing the group’s overall experience in the activity. (See
evidence # 84)
122. Student will demonstrate proficiency of de- HDF 413 Colleges Against Cancer Retreat After being trained on different activities and debriefing techniques in HDF 413, I applied my
briefing techniques knowledge to the planning and facilitation of a retreat. While acting as a facilitator at the
“Colleges Against Cancer” retreat, I was able to gain valuable experience and enhance my
understanding of how to be a successful leader. I facilitated “Where the Wind Blows,” and
the closing “Web” activity. The activities themselves ran very smoothly, and were effective in
getting the group closer together as a unit. Both of these activities are very different from one
another; one being an energizer, and the other being a reflective activity. I thought the
contrast between the activities that I facilitated helped expose me to different types of
leadership. It was interesting to try and get everyone excited with my first activity, and then
completely switch my role, and have them calm down and begin to reflect and debrief the
whole experience. I came to the realization that as a de-briefer, it is important to fulfill many
different leadership roles. At one end of the spectrum, a leader should be able to get the
group excited about embarking upon this unique experience, but at the same time, they need
to assist the group in being able to truly think about why they are doing each activity, and
how it can help influence their organization as a whole. Watching the other facilitators run
their own activities was also very beneficial for me as an observer. I picked up on a lot of
techniques that the other leaders use, which in turn helps me further develop my own
leadership style. I really like how Steven connects with each and every person in the room
on a personal level, and makes them feel important. He diminishes any form of hierarchy
that the group may feel when entering a retreat setting. Once everyone is put on the same
level, it is clear that the group is much more receptive to the activities. Steven made each
person feel like they mattered during the debrief, and was able to create a very warm and
comfortable environment. I thoroughly enjoyed my debriefing experience at this retreat; I was
able to practice what I have learned in class thus far, and also learn new techniques that I
can incorporate into my leadership style at the next retreat. (See Evidence #41)
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 HDF 413 Bolman and Deal (1984) identify four frames in which people view their world, and reflect on
four frames of organizations, and the the importance and power of reframing organizations. Reframing requires an ability to think
meaning of reframing by Bolman and Deal about situations in more than one way, which lets you develop alternative diagnoses and
strategies. The four frames are the Structural, Human Resource, Political, and Symbolic
frames. Within the Structural Frame, organizations exist to achieve established goals and
objectives. It increases efficiency through specialization and clear division of labor. The
Human Resource Frame regards people’s skills, attitudes, energy and commitment.
Organizations exist to serve human needs rather than the reverse. The Political Frame
concerns competition for power and resources. Organizations are coalitions of diverse
individuals and interest groups. This frame is about the problem, not about the people.
Bargaining, negotiation, and jockeying for position occur in this frame, which can create
cynicism and mistrust. The last frame, the Symbolic Frame, focuses on how meaning, belief,
and faith are essential. Culture is the give that holds an organization together and unites
people around shared values and beliefs. What is most important in this frame is not what
happens, but what it means. (See Evidence #49)
Source: Bolman, L, & Deal, T. (2003). Reframing organizations: Artistry, choice, and
leadership (3rd ed.). San Francisco: Jossey-Bass
of organizational analysis using the four
frames of organizations, and breaking the

frame / reframing (Bolman and Deal)
127. Student will show knowledge of organizing Independent The University of Nevada Cooperative Extension defines meetings as a gathering of two or
meetings / setting agendas / and leading Research more persons to collectively accomplish what one person cannot. The best way to utilize
meetings time and energy effectively for a meeting is to initially determine the purpose of the meeting.
Organizing a meeting will make a huge difference on the efficiency and ability to accomplish
objectives. Proper planning can also avoid the need for follow-up meetings. When
organizing, one should consider who the necessary participants are, the location and time
that will be accessible and have available resources, and the structure of the meeting. It may
require guest speakers, discussion groups, or videos to guide the flow in moving towards
accomplishing an objective. An agenda needs to be put in place and distributed to
participants in advance so they can prepare for their role in the meeting. The agenda should
also outline the purpose and objectives, as well as the specific tasks needed to accomplish
the goals. Throughout the actual meeting, the agenda should provide direction and keep the
focus intact. Responsibilities need to be assigned and summarized so people know what
tasks they need to accomplish. It is also important to confirm with participants before the
meeting day by sending out a reminder. In order to lead meetings effectively, the facilitator
needs to keep everyone focused and on track, and ensure that all voices are being heard
fairly. Beginning and ending the meeting on time demands respect from the participants to
show up and be ready on time and honors that their time is valuable as well. Reviewing the
agenda at the beginning of the meeting is helpful to get everyone on the same page.
Referring back to it throughout the meeting also helps keep people in line with what part of
the meeting is being enacted. Another useful technique in leading meetings is using an idea
bin. This consists of blank sheets of paper taped on the wall in which people can write ideas
unrelated to the current topic. This accumulates valuable ideas for consideration at an
appropriate time and allows the discussed to remain focused on the topic at hand. It also
ensures that no ideas will be forgotten in the time it takes to bring up the next topic. Another
technique is to control dominating individuals in the room to make sure everyone has a fair
opportunity to express their opinions. A facilitator should find a balance between letting the
controlling personalities speak and pushing the more quiet participants to express their
ideas. A great tool to engage participants in the meeting is to bring food because it motivates
and excites people to attend the meeting more than just for its content purposes. The
meeting should always be concluded with a summary of the discussion, decisions made,
deadlines and an overview of all tasks and action required by participants. This is also the
time to schedule another meeting if necessary while all participants are still present. These
techniques help diminish the stress levels that leading a meeting may cause and engage all
participants in helping the meeting in becoming successful. (See evidence # 85)
Source: Lippincott, Sharon. 1994. Meetings: Do's, Don'ts and Donuts. The Complete
Handbook for Successful Meetings. Lighthouse Point Press, Pittsburgh, Pennsylvania. 203
pp.
128. Student will describe personal examples of President of Thrive As the President of Thrive, I was tasked with the responsibility of organizing and leading
organizing meetings / setting agendas / meetings. There were many techniques that I utilized each week in order to remain
leading meetings accountable and on top of the whole group. When organizing the meetings, I reviewed what
we accomplished in previous weeks to guide my agenda for the upcoming meeting. I would
create a Google doc with each activity laid out in 15-20 minute intervals and follow the
structure accordingly during the meeting. I shared this information with the executive board
members so we were on the same page walking into the meeting. At the beginning of each
semester, I needed to reserve the room for our specific meeting time. For the last few years,
we have held our meetings in the senate chambers, so I needed to find a time that worked
for everyone where we could remain consistent in that location. I created a Doodle for the
group members to fill out to see what our cumulative availability would be. Once we came to
an agreeable time, I kept the meeting time and place consistent for the entire semester so
there was no confusion. We created group chats and a Facebook group with the members to
communicate and send reminders about meetings each week. I also created event pages so
that group members could RSVP to the meeting. I found that this technique kept people
accountable because it was almost like making a promise to attend the meeting. During the
meetings themselves, I would facilitate the conversations and actions for what needed to be
accomplished. I would ensure that we would start exactly on time, even if there were some
members running late. Each meeting, I would begin with an icebreaker to ground us in the
space and give us a moment to become present. I would also show a motivational video at
the beginning of our meetings to hype everyone up and get them feeling inspired. Then, I
would review our plan for the day and lead the tasks. When planning for ChangeFest, we
would break up into our committees and focus on specific responsibilities for our respective
committee. Throughout this portion of the meeting, I would remain attentive of moments
where people would get sidetracked or engage in unrelated conversations. I did my best to
bring them back to the topic at hand to keep the momentum going. I was always very
energized and motivating in my demeanor in order to elicit that same mentality from them. At
the end of our meetings, we would place all documents in our Google Drive folder so if
members weren’t able to attend the meeting, there were still able to view the progress that
was made. I would also send out meeting minutes each week, which highlighted everything
we covered that week. There are so many components that go into making a successful
meeting that must be considered and acted upon both before and after the meeting takes
place. The techniques I have utilized during my time as the President of Thrive will serve as
a good foundation for the next generation of Thrive members to build off of. (See evidence #
86)
129. Student will show knowledge of
Parliamentary Procedure
130. Student will show knowledge of techniques Independent Group Projects In my own independent research, I have gathered information on how to navigate working
for working with difficult people Research with difficult people within a book titled “Difficult Conversations: How to Discuss What
Matters Most” by Douglas Stone. Additionally, I chose to look at the 4 Agreements; Be
impeccable with your word, Don’t make assumptions, Don’t take anything personally, and
Always do your best. Going into each agreement, being impeccable with my word allows me
to approach others with integrity and transparency. If I am having trouble with someone, it is
beneficial for me to express what I am feeling, letting the person know that there is a
difficulty first instead of storming them with my dissatisfactions. For example, saying
something like, “Here’s what I see...and my concern is that...” Next, I can work on
understanding the root cause to the difficulty while honoring the second agreement of not
making assumptions. Sensibly, I could make the assumption that the other person is
choosing to be difficult with me. However, in an attempt to work with them, we would have
conversations about why we think our perceptions on the situation are different. For
example, instead of stating certain “facts” I may have gathered about why a person is being
difficult, I could open the dialogue with, “Can you understand where I am coming from?
Where are you coming from?” Afterward, while practicing the third agreement of not taking
anything personally, I can use the technique of being cognizant of my emotions and how I
deal with conflict. This is because emotional triggers are sometimes the root to difficulties
that people have. If I am aware of my own, I can redirect how I work with others who might
unknowingly emotionally trigger me, especially if they’re being “difficult.” Lastly, in exercising
the agreement of always doing my best, I can use the technique of patience
comprehensively. By always doing my best in being patient, I can work to clarify what I say
so that it doesn’t express my frustration and I learn to accept that I cannot make quick
assumptions on what the other person is thinking. Additionally with patience, I can make
strides towards not taking anything personally by keeping my composure when people are
being difficult, keeping in mind that I have emotional triggers. Each of these lessons is
directly applicable to group projects. I find that I am often the one who is doing the most
work, and getting frustrated when my group members don’t care as much as I do. Using
these techniques, and specifically the four agreements, allows me to approach challenging
group dynamics with an open mind and preparedness for the unknown. (See evidence # 87)
Source: Patton, B., Stone, D., & Heen, S. (2011). Difficult Conversations: How to Discuss
What Matters Most. London: Portfolio/Penguin.
131. Student will describe personal examples of Directing “Sonder” In directing and producing my short film, Sonder, I had to overcome various challenges that I
using techniques to work effectively with faced while working with my crew. We were all on different levels of expertise in our roles,
difficult people and as full time students, had various other responsibilities aside from this film. Having that
knowledge prepared me for problems when working together. I had to be completely on top
of responsibilities as the director and producer, and holding my crew accountable for their
preparation leading up to the shoot date. This was a struggle because despite making a
group chat and individually messaging each person, I was often left without a response. To
combat this, I would set deadlines and checkpoints for each person and keep up with their
progress periodically. Following the four agreements, I made sure not to make assumptions
on people’s lack of commitment, and would instead engage in personal dialogues with each
crewmember to get a feel for their ability to execute their respective duties. I maintained the
mindset that nothing was being done as a personal attack, but rather simply because of the
heightened stress that comes with being a college student. It is impossible to convince
others to become as passionate as you are about your own project, so I set realistic
expectations. I was impeccable with my own word and did my absolute best by committing to
making this production in the time constraints I set and through prioritizing my leadership
role, even when I had other assignments and personal stressors. Other techniques I utilized
to ensure that the group difficulties were combatted quickly were setting up a Google drive to
give access to documents that everyone could edit, and planning ahead for the timeline to
complete each task in preproduction. As the shooting date got closer, I faced challenges with
securing the venue. Once we were able to get a local coffee house to agree to use their
space, I had to be patient in confirming specific details. It was important to stay respectful of
their time and stay civil to reduce extraneous conflicts. When it came time to film, the venue
was not prepared for our arrival at the time we planned for. This forced me to get creative in
the moment and push back the actors’ arrival by two hours and we had to set up much
quicker and later on in the night. We used the extra time strategically by planning every
detail of the production to save time once we got to set. I had to rein everyone in multiple
times throughout the night to remain focused, but we were able to overcome time conflicts
and lack of commitment on the night of the shoot to make a great short film. (See evidence #
88)
132. Student will show knowledge of the stages HDF 190 In HDF 190, we learned about getting along with others to achieve group success and how
of group development (Tuckman/Tuckman to build/maintain relationships while attending to cycles of group development. There are five
& Jensen, Bennis or others) stages of Tuckman’s model: forming, storming, norming, performing, and adjourning. The
forming stage is the first step, and the process of testing and depending on the relationship
that is being built characterizes it. Some things to think about are making sure the
mission/value/roles are clarified and the members know each other. Hesitation and over-
commitment are expected at this point. It is important to do icebreakers and teambuilding
exercises throughout the first step to get to know each other better. The storming task
addresses emotional response to task demands. If conflict exceeds controllable limits,
anxiety and bitterness may result. In this scenario, it is important to refer to group-defined
accountability standards, and flexibility is key. With regards to how to handle this situation, it
is necessary to address underlying roles and hidden agendas and react quickly when issues
arise. The next stage is a more positive one: norming. In this stage, the task is expression of
progressively less individual opinions and this is when there is a development of group
cohesion. The process of what to do is checking in on group and individual goal/task
progression. The next stage is performing, where the process of interdependence occurs.
Something to think about here is that the most difficult tasks should be planned for this
stage. The process is progress assessment. The last stage is adjourning, or saying goodbye.
This is the termination and finality with definition. This should be the recognizable ending
point. There should be transition preparation completed, as well as closure activities and
process evaluation. Tuckman’s Stages of Group Development have provided me with a
great resource to refer to every time I engage in a new group project or organization. (See
Evidence #23)
Source: Tuckman, B. (1965). Developmental Sequence in Small Groups. Retrieved from
http://psycnet.apa.org/record/1965-12187-001
133. Student will describe personal examples of HDF 413 Colleges Against Cancer Retreat During my facilitation experience with the Colleges Against Cancer Retreat, I conscientiously
group development in use utilized my knowledge of Tuckman’s Model of Group Development (Tuckman, 1965) in order
(Tuckman/Tuckman & Jensen, Bennis or to help create a positive dynamic among the leaders, and the group that was participating.
others). The Forming aspect of the process was the initial creation of the consultant team, where
each of us volunteered for a lead, manager, facilitation, or shadow role. The next step,
storming, was the act of brainstorming and coming up with each activity and the order in
which they would occur. For this part, each member of the team posed their ideas for
activities and we considered them all, and eventually narrowed it down to the few we went
with. Norming was when our roles were determined and solidified. We decided who would
facilitate each activity and debrief, and discussed how significant a role each person would
have for each aspect of the retreat. The Performing part of the model was when we actually
facilitated the retreat and began to think strategically as a group. We were able to rely on
each other for support during the facilitation of activities, and Connor, the lead, began to take
a step back. We were able to prove our knowledge and skills as individual leaders and gain
experience working alongside other leaders. The last part of Tuckman’s model, Adjourning,
was when we assessed how things went. We spent a significant amount of time after the
retreat ended reading through the evaluation forms that each participant filled out, and we
reflected on how each of us performed as leaders. We were able to discuss the positive
aspects of how things went, but also how we can improve for future retreats. (See Evidence
#41)
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 Student Entertainment Ever since I began college, I have had a great interest in joining the Student Entertainment
membership skills in use HDF 413 Committee Committee. I loved the idea that students help plan all of the entertainment acts that come to
Thrive Organization URI, so I knew immediately that it was a great organization for me to join. There are four
subcommittees, and originally I was going to join three, however after trying that out for a few
weeks, the time commitment was just too much for me. I decided to just continue to be a
member of the concerts committee, because I am most passionate about music. I have not
missed a single meeting since I joined in the fall, and I honestly feel that this organization is
a great source of happiness for me. I have been an active member and have used
membership skills that I have learned from HDF 190. I have taken the initiative to have my
voice heard in all of the meetings, and it is great to have my ideas recognized and
considered. I have also gone out of my way to help out the committee in outside activities
and making advertisements for specific shows that we have had. My evidence for this
outcome is a picture with my friend, Chelsea, with the president of the SEC Concerts
Committee in the middle. (See Evidence #24)
As a new member of Thrive, an idea accelerator that allows students to connect with
the community by creating and developing independent and impactful projects, I have
learned a lot about being a member of a team. Through this organization, I have found
a great passion in entrepreneurship, and have gained a lot of experience with
applying membership skills. Initially, I wasn’t too sure about how much effort I would
put into this organization, considering I had no prior experience with a business
related group. The more meetings I attended, the more I felt like a member of the team,
and that I had a voice in the organization. I quickly noticed my application of
membership skills, more specifically with acting as an equal member of the team by
providing my insight and thoughts on everyone’s projects. I also began to contribute
to the discussions about how the organization is run, and the ways in which it can be
improved. I suggested bringing the group closer together with the use of icebreakers
so that we can get to know each other better, and bring that back to the organization’s
goals. The president of the organization picked up on my level of passion and
commitment to the club, and wanted to give me a larger role in the organization than
just a general member. Since he is a senior, he will need someone to take over the
presidency, and he approached me about possibly taking over. This was an honor for
me because I had gone from just joining the organization, to being asked to
potentially become the next president. My use of membership skills worked very well
in this instance, because I was recognized for my ability to act a team member, and

may very well become the next president of Thrive. Being a member of SOLC has
prepared me very well for acting as a part of other groups, and the experience I have
gained as a leadership consultant has provided me with the necessary leadership
skills that can benefit other organizations that I am a part of. (See Evidence #42)
138. Student will show knowledge of the HDF 413 In HDF 413, we learned that Sanford’s Challenge and Support theory (Sanford, 1967)
Challenge and Support theory by Sanford, explores the balance that needs to exist between pushing someone outside of their comfort
and its relationship to organizations zone, but also being able to help them through the process by encouraging and reassuring
them. The theory is represented by a linear graph, with the y-axis being challenge, the x-axis
being support, and the subject being growth, which is increasing at a constant pace as the
challenge and support increase as well. When there is too much support, no growth or
learning occurs, and when there is too much challenge, frustration ensues and the outcome
may not be productive. The challenge aspect of the model pushes the learner to achieve
growth in some way, whereas the support portion is providing an environment that is
beneficial for self-exploration and allows the student to feel safe and encouraged. Both of
these aspects will maximize the readiness of the student to be able to meet the challenge. If
they are provided with the necessary tools and resources to complete a certain challenge,
and they feel supported by those around them, it will be a more positive experience and will
allow for more growth to occur. (See Evidence #43)
139. Student will describe personal examples of HDF 413 North Woods Challenge Course After closely studying Sanford’s Challenge and Support theory, I began to realize the
using the theory of Challenge and Support balance that exists within the Center for Student Leadership Development. Each professor
(Sanford) and participant in the minor provides all of us with an environment that is both challenging
and comforting. There is never any significant pressure, and I appreciate the theory of
“Challenge by Choice” that is reinforced in HDF 413 and SOLC. For our last official class
meeting of HDF 413, we went to the North Woods Challenge Course where we all had the
opportunity to go rock climbing. I went into the situation completely close-minded, and was
absolutely sure that I was not going to participate. While witnessing some other classmates
climb up the wall with ease, many people tried to coerce me into trying it. I am deathly afraid
of heights, so I was extremely apprehensive at first, but then I remembered where I was and
the people I was surrounded by. I figured that there is no better place to face one of my
greatest fears than with people that I trust in an environment that will support me. I ended up
climbing twice, and although it was just as scary as I expected, it was extremely gratifying to
do something that I never thought I would. I was reassured by everyone there, and am so
glad that they challenged me. This experience definitely prompted me to have a different
outlook on my fears; I no longer plan to let them hold me back, and I will continue to move
forward. (See Evidence #44)
Source: Sanford, N. (2011, June 15). Challenge and Support. Retrieved from
http://www.fmcc.edu/2011/05/13/challenge-and-support/
140. Student will show knowledge of the HDF 190 COM 100H In COM 100H, we discussed the different types of speeches and how to approach the
construction / elements of informative and construction and delivery of a successful speech. An informative speech is one that explains,
persuasive speeches instructs, defines, clarifies, demonstrates, or teaches. A speech with the aim of convincing
the audience is a persuasive speech. It is important to begin with opening material from
which the audience members gain a first impression of the speech’s content and of the
speaker, also known as an introduction. It is also necessary to follow a specific
organizational pattern in order to capture the audience’s attention. One can follow a
chronological pattern, which arranges the main points in a time-order sequence, a problem-
solution pattern, which describes various aspects of a problem and then proposes solutions,
a spatial pattern, which organizes points by location, or a topical pattern, which topics and
main points are presented in an order that seems most suitable. The last thing that I learned
is that a good conclusion is just as important as the content discussed throughout the
speech. This is the moment where the speaker reviews the main points, may challenge the
audience to act, and leaves the audience with a positive view of the speaker and the topic. I
have been able to utilize this information that I learned in my communications class and
apply it to the discussions we have had in HDF 190 about speeches. There were multiple
times in class in which we were asked to give advice to our peers on how to properly give a
speech, and I was able to help many of my friends by having this knowledge of the elements.
(See Evidence #25)
141. Student will demonstrate proficiency in HDF 190 Orientation Leader Intro and After learning the proper ways to give an informative and persuasive speech in COM 100H
informative and persuasive public speaking Resource Speech and HDF 190, I was able to apply my knowledge to the presentation I had to give in my
Orientation Leader Training. We were asked to come up with an introductory speech that we
will be reciting to each of our sessions over the summer, as well as an informative speech
regarding a campus resource that was assigned to us. I was given the topic of Housing and
Residential Life, and my challenge was to provide all of the necessary information in 30
seconds. In order to successfully convey all of the information, I followed a topical pattern by
discussing my main points in an order that seemed most suitable and also fascinating. While
writing both speeches, I kept in mind that my audience is the incoming first year students at
URI and they are mostly unaware of what this campus has to offer, and what I have to offer
them as a leader. I was very successful in my presentation, and was recognized by my
supervisor for coming across as honest and natural in my delivery. (See Evidence #26)
142. Student will show knowledge of planning FLM 445 Abroad Documentary While abroad in Barcelona, Spain, I felt extremely motivated to utilize my passion for
and conducting interviews (as the filmmaking to make a documentary. I felt that I was put in that environment during a time of
interviewer) political tension for a reason. I was in the midst of a revolution throughout the three months I
lived there, and had to take advantage of the history I was witnessing in front of me. I initially
decided to interview locals to hear their perspectives on the independence referendum, but
took it to the next level upon further reflection. I wanted to make a more meaningful project
that incorporated the map at large, so I began to explore creating a documentary that
highlights the juxtaposition between Europeans’ perspectives on American culture and
Americans’ perspectives on European culture. While I am aware that a few people’s opinions
don’t necessarily represent the world as a whole, it still intrigued me to gather this data. I
chose to interview at least one representative of each of these categories: A European who
has been to America, a European who has not been to America, an American who has been
to Europe, and an American who has not been to Europe. In FLM 445, we discussed
techniques to approach conducting interviews. We examined the importance of creating a
set of questions to ask prior to the interview, but having the ability to be adaptable and think
on your feet in order to further probe. With this in mind, I strategically planned for each
interview for my documentary by creating a set of questions related to both the Catalonian
referendum, and questions that spark the dialogue regarding perceptions of the other side of
the world. For example, I asked each subject what their perception of America/Europe is and
how they think the other side may perceive them. This typically led to a deeper conversation
about media and the way it plays a role in developing our opinions. During the interview, it is
helpful to validate the interviewee in their responses so they feel more comfortable.
Establishing a comfortable interview setting right away will likely help them become more
vulnerable overtime. Leaving questions as open ended as possible is another great
technique, because it gives the subject enough space to take the question wherever they
want to. Asking follow up questions like, “Can you elaborate further?” or “ How has that
impacted you?” can lead to more detailed and honest responses. As the interviewer, it is
important to embrace silence and not have your voice be heard too often. Lastly, it is always
necessary to have the interviewee sign a release form if they are going to be on camera or
recorded in any way. (See evidence # 89)
143. Student will describe personal examples of HDF 190 Learning Contract Project For my learning contract project, I conducted interviews to get an idea of how society has
planning and conducting interviews (as the HDF 413 Orientation Leader Interviews impacted people’s perceptions on different sexual identities. In order to find the right
interviewer) candidates for my video, I contemplated the people I wanted to interview for a few weeks.
Once I had about ten people in mind, I reached out to each one and explained what the
project was, and how they could help me reach my goal. Many of them were interested, and
I began to set a schedule with each one by creating a survey online and having them fill it
out individually for which times they were available. After getting everyone’s responses, I
worked diligently to create specific questions geared towards each person exclusively, based
on what I knew about them. Some questions were very general, so I asked them to just
about everyone, but others were catered to a specific person. Before conducting each
interview, my partner, Steven, and I would sit down and plan out the questions we would be
asking that person. Steven and I also worked very closely to split up the amount of people
each of us was going to interview. While Steven conducted the interviews, I would work the
camera, and while I interviewed people, Steven worked the camera. This alternating process
worked very well for us and created a nice balance in the contributions we each made. In
HDF 190, we learned how to develop and practice interview skills, and through this, I was
able to gain perspective on the other side of the spectrum, and understand how to conduct
interviews. (See Evidence #27)
Being on the other end of the Orientation Leader interviews this semester was a very
eye opening experience. It wasn’t long ago that I was preparing myself for my own
interview, so having the opportunity to interview applicants made me reflect on my
personal experience. There was a lot more planning that went into the interview
process than expected. The management team created sheets that had specific
instructions and questions that the interviewers would ask the applicants. During the
interviews that I conducted, I took notes on each person’s responses, and was given a
voice to share my opinions. It was validating to know that my opinion mattered in this
situation, and that I had the ability to help bring students closer to a potential goal. I
quickly became aware of just how competitive the position is. There were so many
applicants, and we were only given a few minutes of time with each of them. The
interview was formatted as a group interview, which was helpful not only in saving
time, but also in seeing how each person worked on a team, as that is a crucial part of
being an Orientation Leader. There were certain instances where I knew a few of the
applicants that I was interviewing, which can make it a bit more challenging to keep
everyone on the same level. I made sure that I kept it extremely professional, and put
all other ties aside. I noticed that it is extremely important to be unbiased in a process
like this, and only pay attention to who would be the best fit for the job. Conducting
these interviews allowed me to have more insight into what qualities would be
beneficial on the orientation team, and gave me a better understanding of ways that I
can improve and do my job even better this coming summer. (See Evidence #45)
144. Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
145. Student will describe personal examples of HDF 190 Orientation Leader Interview To prepare for my first Orientation Leader interview, I reflected on my strengths and was
preparing for and being interviewed able to utilize them throughout the group interview in order to stand out from everyone else. I
was able to effectively utilize the knowledge I have gained from HDF 190 in order to prove
myself as a great candidate for the position. In knowing that the first interview was going to
be a group interview, I was very focused on how I was interacting with my group throughout
the interview. I took a leadership role in order to show that I am capable of leading a group to
success. I used my strength of WOO to relate to the group members, and make them feel
that they could trust my input and ideas. After moving onto the second round of interviews, I
prepared myself by practicing my responses for potential interview questions and doing
some research on what the job entails. I also put emphasis on the clothing I would wear to
the interview; I believe what someone wears to an interview is a close reflection on how
seriously they take the position. During my interview, I was extremely professional in my
posture and my diction. I was careful with how I worded my responses, and thought before I
spoke. I also made sure to make constant eye contact with the 5 professionals who were
interviewing me. I believe these techniques benefitted me as I ended up getting the job. It
was extremely beneficial to have this knowledge of my strengths, and be able to incorporate
them into both interviews and truly provide evidence for how I could be an asset to the
orientation team. (See Evidence #28)
146. Student will show knowledge of effective
collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)
147. Student will describe personal examples of HDF 413 Workshop Proposal In order to create an effective program for Sophomores and Juniors in the leadership minor,
working in collaboratives/coalitions our HDF 413 class had to work together and collaborate on our ideas in a productive
manner. This was definitely a challenge, as we all have very overpowering personalities, so
it took some time to get everyone on the same page. Eventually, we came up with “The
Sophomore and Junior Experience,” which is a combination of the experience that Freshman
and Seniors get, but also includes more activities geared towards resume building, and
practice interviews. While trying to come up with an idea for the project, the class recognized
the need for assistance and reassurance at the midpoints of one’s college experience. It
terms of the leadership minor, we felt it necessary to connect alumni from the minor, and
current students, in order to get first hand insight into the minor’s influence on a person’s
professional life. Once we built a foundation for what needed to be addressed and what
types of activities we wanted to facilitate, we struggled to assign specific roles to certain
class members. We felt that if we didn’t have a solidified plan for the daytime retreat, and the
overnight retreat, splitting up the work would create a detachment amongst the whole event.
We agreed to come up with the actual events that we wanted to have at both retreats as a
whole class, and then created different committees based on the sections of the rubric for
the project. One group focused on Needs Assessment, and more specifically, creating a full
schedule for the retreats. There were also committees for Budgeting, Marketing, and
Program Delivery. Once we divided up the responsibilities, the rest of the project ran
smoothly, and we all held each other accountable for our portions of the project. I was a part
of the first group, so I collaborated with other classmates to create a detailed schedule of the
program. Although it was initially difficult to work in a coalition with the class as a whole,
once we started to respect everyone’s opinions, and allowed all voices to be heard, we
worked more cohesively. (See Evidence #46)
techniques to communicate and engage in
difficult dialogues related to diversity and
inclusion.
149. Student will demonstrate proficiency in Opening Minds, Opening Doors Facilitating and coordinating the Opening Minds, Opening Doors rotation in the Orientation
communicating and engaging in difficult Rotation program has provided a lot of opportunity to engage with difficult conversations related to
dialogues related to diversity and inclusion. diversity and inclusion. The basis of the interactive presentation is to celebrate diversity and
prepare students for the types of interactions they will have in their time at URI. We focus
heavily on using inclusive language and working to unlearn implicit biases that we all hold.
As a facilitator for this program, it is important to be a role model and set the serious tone
that this rotation demands. Topics centered on diversity and inclusions are very touchy
subjects to bring up in a public setting, so it needs to be approached carefully. We
communicate on these topics with activities such as stand up, sit down, where we have
students stand if the statements read aloud are applicable to them. This displays how
different each of our paths are and although we all come various levels of privilege, we are
all extremely lucky to be in that room as incoming students to a university. We also prompt
students to share personal stories with the rest of the room if they choose. This vulnerability
Is both honored and appreciated, and we invite students to share anything, no matter how
large or small. We conclude the program with an ally pledge, where we ask students to take
the pledge to be inclusive and accepting of all those they cross paths with at URI and
beyond. In this presentation, there were always those who didn’t agree with the message of
inclusivity we were sending. We had to be very adaptable in the moment and react fairly to
each person’s comment. It is important to recognize that there will always be somebody who
says you’re wrong for your opinion, and not everyone will be respectful. Even if we don’t
come to a common agreement, we can learn from each other’s perspectives and benefit
from the open dialogues that this program provides. (See evidence # 90)
150. Student will describe ways to maintain Independent When thinking about accountability, most people associate it with a negative connotation,
accountability in leadership / member Research requiring them to uphold responsibilities or brought up as a result of forgetting to do
relationships something important. According to Lee Ellis, a leadership expert and successful author,
notes that it takes courage and can be uncomfortable to hold others accountable. There are
many reasons why it is difficult for some to support people’s success. The first reason is they
have too much pride, but when we hold others accountable, we are helping to improve
everyone’s performance. The next point he makes is an allure of laziness in that it is hard
work to hold people to their commitments. It requires following up, but in doing so, it
reinforces the importance of their work. Lastly, people want to avoid negativity. As I
mentioned earlier, there is a negative connotation when a leader is using accountability as a
way to manage others. The best approach is to avoid the negativity and believe in people’s
potential, and also give them the space to prove what they are able to do. The key for
accountability is a focus on results. There are ‘four Cs,’ or responsibilities identified by Ellis
that help the leader hold people accountable, leading to producing better results. Clarity is
extremely important in leading and has four elements: goals, priorities, expectations, and a
balanced feedback loop. Combining these elements with clarity in the company’s mission,
vision, and values is key. The next component, Connect, places emphasis on uniting a team
in a comfortable manner that naturally leads to holding one another accountable. Human
connection energizes people, especially in leadership situations. The third ‘C’ is
Collaboration, which fosters dialogue and helps people connect and relate to each other.
The final component is Close Out, which encourages celebrating successes after working
hard. Accountability starts with the leader because it sets the expectation for others to follow
suit. (See evidence # 91)
Source: Murphy, S. (2016, October 18). 7 Invaluable Leadership Tips That Boost
Accountability in the Workplace. Retrieved from https://www.inc.com/shawn-murphy/7-
invaluable-leadership-tips-that-boost-accountability-in-the-workplace.html
151. Student will describe personal examples Orientation Leader Second Year According to Lee Ellis, “Holding people accountable doesn't need to be punitive. It raises the
related to maintaining accountability as a bar and signals to people that high performance is expected, recognized, and rewarded.”
leader Accountability in leadership is imperative in developing group expectations and preserving
efficiency. I have always been able to self motivate in order to maintain my accountability as
a leader. I naturally feel inclined to follow through on all commitments, both personally and
professionally. Not everyone finds their motivation from within, so it is necessary to use the
group dynamic to hold others accountable. As an Orientation Leader, there are many moving
parts of the program to ensure its success. All 32 leaders are expected to be in our
respective locations at very specific moments in time, and if one person is not where they
are supposed to be, it throws off the entire system. We function as one unit, and practice
accountability early on in our training process. We do something called count-off, where we
are each assigned a number that marks us present. When Count-Off is called, we are
expected, as a team, to shout out our numbers in order. In case a person is missing or not
paying attention, we must be aware of whose numbers come before and after our own. If
there is no response when their number comes up, the person before them must state their
name and number for them. For example, “Ian is 13, I am 14.” Someone on the management
staff would then prompt one of us to contact Ian immediately and find out why he is not
there. This system is extremely efficient in its quickness and ability to mark us present. I
noticed the importance of this practice mostly in my second year on the team. There were
times when people got complacent with their positions and would even miss the mark on
their responsibilities, which added to the group’s miscommunication and confusion in
moments of heightened tension. It allowed us to put in motion Ellis’ component of
collaboration because we kept a constant dialogue of our whereabouts in order to maintain
accountability and achieve our common goal. Another accountability method is the
combination of Team Leaders, Returners and new leaders to make up small teams. In our
small teams within the larger team, we utilize each other as resources for everything
orientation related. Team Leaders and Returners oversee the new leaders and ensure they
are on the right path in developing their skills and abilities to do the job successfully. My
second year on the team, I served as a team leader where I was able to give the new
leaders advice and tips on how to be successful in their roles, and also communicate the
importance of every detail. Setting the standard that high expectations and positive results
are always the goal reinforces our performance ability as a team. It places pressure on each
individual to perform to the best of their ability in order to uphold the order and structure of
our program. (See evidence # 92)
152. Student will describe ways to build Independent President of Thrive As the President of Thrive, I found myself tasked with constantly striving to develop
relationships between leaders and Research relationships between leaders and members. We started with a common mission statement,
members where we developed our shared values. What has been most successful in this organization
is the fact that we are all passionate about making significant change in society. Even though
our specific plans for social change look different, the empowering feeling we all innately
have creates a community of impactful individuals. The main way to build these relationships
is to start by breaking down the hierarchy between the executive board and general
members. Listening to each other’s ideas regardless of status in the group creates a sense
of camaraderie and equality amongst the members. Reminding everyone that his or her
voices matter reinforces the dynamic and generates a more comfortable setting for all. We
always begin our meetings with individual highs and lows from our week, which allows us the
subtle opportunity to get to know each person more in depth based on our experiences and
emotions towards our week. Being cognizant of our individual leadership styles, we are able
to learn more about the way we work in group settings each meeting. Experiencing the
journey together as we further build the organization, we naturally get closer to one another.
I feel extremely connected to the members involved because of their commitment to the
group and motivation to grow within. Beyond that, we create opportunities to connect outside
of the organization. We participate in group activities, such as our annual retreat. This gives
us a chance to hear each other’s personal stories and how we got to where we currently are.
We are vulnerable with one another in this setting, where we find more points of connection
and respect. Through this, we maintain the connections we build with one another by
learning more about our lives outside of Thrive, and bringing this knowledge back to the
organization. (See evidence # 93)
153. Student will describe personal examples of HDF 190 Strength Domains Throughout my experience in HDF 190, I have been able to develop the skills to building
building relationships with members as a HDF 413 SOLC Retreat relationships with other leaders. At first, I was unsure of when the opportunity would arise for
leader me to utilize these skills, but little did I know that it was happening right in front of my eyes.
My small group in class became extremely close over a very short period of time. After the
first FLITE retreat, we shared some very personal information with one another, and really
stepped outside of our comfort zones. All of us agreed that we normally would not be so
upfront with another in a normal setting, but it felt very natural to open up to these strangers
that the time. That experience was the first moment in which we crossed the boundaries of
just being team members, and when we genuinely became close friends. From there on out,
we just became more and more comfortable being ourselves around one another, and a
wonderful dynamic was developed. We all view each one of us as equally a member of a
group, as well as leader. Over time, we have all seen our top strengths be put into action.
Each one of us provides the group with different aspects of the strength domains, which
really balances our group out. When combining all of our strengths, we have noticed that we
fulfill characteristics in each one of the four categories: Influencing, Executing, Strategic
Thinking, and Relationship Building. We often collaborate with each other on how to improve
our leadership skills individually in order to become more successful. We have been able to
learn a lot from each other and our individual strengths to positively influence our own
leadership styles. We all want to see each one of us succeed in one way or another, which is
so incredible to be a part of. I never would have thought that I would be able to call a group
of leaders that I was placed with a few weeks ago my best friends, but that is what they are
to me now. I know that we will continue to grow as a group once FLITE comes to an end,
and I am confident that we will collaborate on our leadership experiences and ideas, and
potentially come together to create new leadership programs on campus. The sky’s the limit
when we all come together to achieve a common purpose; and I know that my small group
can accomplish whatever we set our mind to. (See Evidence #29/30)
Through my involvement in SOLC and HDF 413, I have made incredible connections
with other leaders. Initially, I was intimidated by the other leaders because a lot of
them seemed more qualified and experienced than I was. I was concerned that there
would be competition within the organization and class because of all the powerful
personalities. I soon realized that everyone is there for a common purpose, and it
would be a perfect environment to create personal and professional connections.
Throughout the semester, I have pushed myself to reach out to members that I did not
know beforehand, and I have gained great friendships by doing so. I have also been
able to further develop already established friendships that were still in the beginning
stages. Relating to other students in the class is a very positive experience, because I
am confident that I will be able to maintain those connections with students that are
also in the leadership minor. The SOLC Retreat really solidified this for me, especially
when we did the closing yarn activity. I realized in that moment that I am surrounded
by a group of extremely unique, and passionate leaders who truly appreciate
everyone around them. In that moment, I felt connected to everyone there, regardless
of how well, or how little, I knew them. That was really the start to further developing
those connections as the semester progressed, which is why I chose to include my
piece of the lanyard as my evidence for this outcome. The organization itself provides
a great platform to make those connections outside of the class, because at the
meetings, we are less focused on completing assignments, and are able to stay in the
moment and get to know each other as peer leaders, and not just classmates. It is
helpful that there are other people in the organization, not just the class members,
because it reinforces our values of inclusive leadership. By participating in the
facilitation of retreats, I am also able to make connections on a leadership front by
comparing leadership styles with other facilitators, and by discussing our individual
experiences with leadership. (See Evidence #47)
154. Student will describe how credibility applies Independent Building and maintaining leadership status is largely reflected through credibility. When
to leadership, as well as the characteristics Research someone is successful in their role, they are able to be seen positively in that position and
and skills of a credible leader improve their trustworthiness. Further developing on the traits that characterize someone as
a strong leader will only help progress them further. Credibility encompasses the ability to
‘talk the talk’ and ‘walk the walk,’ so to speak. This refers to acting on promises, tasks, and
commitments that a leader agrees to take on. There are various characteristics that make up
a credible leader. Possessing empathy as a quality will make others feel more comfortable
and confident that their worries are being paid attention to and avoids personal issues that
may pop up. People have a strong desire to be heard and understood, and being empathetic
can guide others to sharing the same vision and maintaining a positive attitude. Skills such
as consistency and flexibility add to a person’s credibility. Showing up on time and ready to
work will set the same expectation for others, and being open to new ideas will allow for a
solution to be processed easily. Honesty as a characteristic helps in addressing concerns
and conflicts right away rather than avoiding them and eventually facing them when it’s too
late. It also allows for everyone’s needs to be met, because if needs and wants are not
voiced, they will not be known. Having direction and a specific vision increases motivation for
the whole group. It creates a dynamic where the group is able to develop the necessary
steps to achieving that goal, and actually act on each one to create change. The image of
overall success creates a physical representation of something to look forward to after
working hard. Two other traits that create a credible leader are communication and
conviction. Having an effective communicator as a leader keeps the team on track and
opens the dialogue on expectations and issues. A strong leader has the ability to encourage
the group to meet your collective goals, if they are able to communicate effectively and
ensure the group does as well. Conviction encapsulates the commitment to seeing the job
through. Believing in the mission and putting work into it can inspire others to do the same.
Each of these characteristics increases a person’s ability to lead a team successfully. A
credible leader will continue to build on these skills and traits in order to maintain their
notoriety through multiple platforms. (See evidence # 94)
Source: The Characteristic of Leadership - 7 Important Traits. (2016). Retrieved from

http://www.leadership-toolbox.com/characteristic-of-leadership.html
155. Student will describe personal examples of Leadership Institute Video Credibility is a large part of maintaining my status as a leader. When I am able to make
building, maintaining, and repairing his/her College of Business positive impressions on those that I work alongside, I am more likely to continue working with
own credibility as a leader them or be connected to others who may benefit from my work. In order to build my
credibility, I needed to establish a set of skills and talents that I uniquely provide as a leader
and capitalize on those through various mediums. Pairing my passion for filmmaking with my
abilities as a leader, I was able to secure the job of directing and producing the leadership
institute video for the Center for Student Leadership Development. They invited me to do this
job because of the positive recommendations they received from others in the minor
regarding my work. This was extremely validating because it was proof that the hard work I
put into my videography wasn’t going unrecognized. They offered me the job and I gladly
accepted. It was new to me in that I didn’t apply for this job, but was presented it because of
my credibility as both a leader and filmmaker. This was a very ambitious project to take on
as one person, so I brought in others to help. I invited my close friend and colleague, Steve,
to help me with interviewing participants, and my boss from my internship, Jake, to assist in
filming content. Bringing them in was a reflection of myself, so I had to trust that they would
help maintain my credibility by following through on their responsibilities. Luckily, it was
extremely successful and I was able to create an innovative and effective video for them to
look back on and use as a recruitment tactic for the next year. I used this platform to also
build my credibility in other aspects of my leadership. While at the institute, I asked if I could
speak about my organization, Thrive, for a brief moment to inform the incoming students. I
was able to use this moment to engage a group of ambitious, hardworking students, who I
knew might be interested in joining Thrive upon arriving to URI in the Fall. In terms of
repairing my credibility, I had to do so when I turned down a videography position with the
college of business. I had expressed interest and went through the first interview, but
recognized how many commitments I already had and realized it wouldn’t be in my best
interest to continue pursuing the position. I had to respectfully decline, and felt worried about
possibly losing the connection I had established in the process. I repaired this by explaining
that I had to turn it down due to health concerns that I had been neglecting with too much on
my plate. They were very understanding because they recognized that I was leading myself
first, which is always the priority, and I offered to give them recommendations of other
candidates that might be a good fit for the position. (See evidence # 95)
156. Student will describe ethical standards in
influence
157. Student will describe influence applies to
leadership
158. Student will describe principles of effective CSV 302 Serving as a mentor to my friend In CSV 302, we often discussed the most important aspects of effective mentoring in relation
mentoring, as well as problems particular Gina to our URI 101 students. We defined what being a mentor means to each individual, and
to the mentoring relationship what principles are widely used amongst most mentors. Personally, I feel connected to
helping other people become better versions of themselves. Within this, I feel compelled to
serve as a mentor to as many college students as possible. I’ve learned a lot of hard lessons
throughout my time at URI, and have a strong desire to use that to help others. Without that
sense of want to be a mentor, I would not be able to be as effective in that role. The role of a
mentor is not something one can stumble upon, but rather, must agree to taking on that level
of responsibility. In other words, as a mentor, you get out of it what you put into the mentor-
mentee relationship. Beyond that, I try to lead my mentees towards becoming autonomous
and finding their independence from within. I try to guide them towards learning to rely on
themselves rather than others. I do this often in mentoring my close friend, and fellow
leadership minor, Gina. She frequently doubts herself and her capabilities, despite her innate
ability to lead herself and others. As her mentor, I serve as a reflection of herself, in order to
allow her to recognize parts of herself that she didn’t know existed. Given our similar
experiences in adolescence and into college, I use my perspective and wisdom from
challenges I have faced to show her new and different ways to approach her growth. I am
encouraging in my approach, and try to help her identify what she is passionate about so she
will feel fulfilled from her college career. Being that we are extremely close friends, this often
gets in the way of our mentoring relationship. As much as I educate her, she teaches me
about myself. While this give and take is exactly what a mentorship consists of, we have the
tendency to get caught up in our appreciation for one another, and get distracted from the
topic at hand. I also struggle with remembering that she is her own individual and needs to
have her own experiences and make her own mistakes. Sometimes, I want to mold her into
the person I wish I could be, and that is not healthy. Ultimately, I don’t want to shove my
beliefs down her throat, but rather have her formulate her own opinions. In communicating
this with her, we are able to have more of a balanced friendship and mentorship relationship.
(See evidence # 96)
159. Student will describe personal examples of CSV 302 Program Assistant for I have applied the principles I have learned from CSV 302 in my position as the Program
mentoring and being mentored Orientation Assistant on the Orientation management staff. I oversee all of the new orientation leaders
Relationship with Kathy Collins and strive to train them to be the best leaders they can be. I use my two years of experience
as an Orientation Leader to guide my mentoring approach. I also remind myself constantly
that my leadership style is different than some others’ and need to be respectful of that. I
remain as open minded as possible in serving as a resource for them, and am able to assist
them in any aspect of the position. A large part of the job as an OL is becoming comfortable
and confident in one’s leadership abilities in order to effectively lead a group of a dozen or so
incoming students. We instill in the leaders that even if they aren’t absolutely sure of
something, it is important to ‘fake it till you make it.’ This reinforces his or her credibility as a
leader and makes it difficult for anyone to recognize insecurity that may very well exist
internally. This type of dialogue is how I encourage the leaders to become autonomous in
their roles and become comfortable with the uncomfortable. Many times in this position, they
will have to think on their feet and be adaptable. Reassuring them from a mentorship role will
help them feel that they are able to handle unpredictable situations. Aside from my role as a
mentor, I have had the privilege of being mentored by some extremely strong-minded
individuals. Kathy Collins, the VP of Student Affairs, has taught me an endless amount about
remaining true to myself in whatever workplace I enter beyond college. She is so genuine in
her desire to help the student body, which is something I can connect with heavily. She has
supported me in every position I have attained since she joined the URI community in 2016,
and I have equally been there for her throughout her transition. She is someone who
continually pushes me to be better, but also recognizes my accomplishments as being
tremendous for my age. She utilizes her network and resources to get me connected with
other individuals that will ultimately benefit me professionally. This means a great deal to me
because it is proof that as my mentor, she believes in the work I do fully and wants me to
succeed. (See evidence # 97)
160. Student will describe principles of effective CSV 302 URI 101 Mentor Throughout my time in CSV 302 preparing to be a URI 101 Mentor, we worked to become
peer leadership, as well as effective peer leaders for our first year students. We recognized that the transition being
problems particular to peer made from high school to college is one that is extremely challenging, and not too far off
leadership from when we experienced that same change. We were taught to use our ability to relate to
students as a way to provide perspective as peers. One thing I constantly instilled in my
students is to work to find a balance between the academic and social aspects of their
college experience. In doing so, they can remain responsible while finding time to enjoy their
extracurricular activities without holding onto the stress of schoolwork. In serving as a peer
leader, it is imperative that I am as honest with my students as possible. Nothing about my
college experience has been perfect, and by putting that out there, I am able to be more real
with them. In sharing my experience, the students have a better grasp of what is to come,
and they are able to see that I am just as much a student as they are, despite my
authoritative role. I always remind them that I am a resource for them throughout their
college career no matter the circumstance. This is a huge aspect of peer leadership because
it provides a sense of comfort and validation in knowing that you are not alone. That was
something that helped me consider URI a place I could call home. I recognized that there
were individuals here that were committed to helping me succeed, and as a peer leader, I
continue to pass that same message along. There are challenges that inevitably arise when
leading peers due to the similarity in age. Sometimes, I ran into students who did not respect
my position. Due to the fact that I was a friend to some of my students prior to assuming my
role, they struggled to see me beyond that peer figure and didn’t take me seriously in my
position. This caused a trickle down effect, where other students would feed off of the
informality and lack of professionalism. It is important to establish boundaries initially upon
meeting the group to avoid this common issue. On the opposite end, there are situations
where students may not feel comfortable opening up to a peer leader, as they might fear
judgment and lack of confidentiality. Starting a peer leader to student relationship with the
leader being vulnerable and transparent, the environment becomes much more comfortable
for all. (See evidence # 98)
161. Student will describe personal examples HDF 413 Orientation Training As an Orientation Leader, there is a lot of preparation for the job, and also the process of
related to being a peer leader and being actually applying that training to the job itself. Training runs every Friday for two hours
led by peers throughout the whole spring semester leading up to the summer. We also move into campus
two weeks prior to the students’ arrival where we have a week and a half of intensive training
where all of our time is devoted to the job. Within this large commitment of time, leaders train
us who have already done the job before. The management team devotes their time to
teaching us everything there is to know, and the returning leaders not only help train us, but
they are also being trained to improve aspects of their leadership style along with the new
leaders. They assist others that are less experienced, but also receive advice and help from
those that have a different perspective. I recently found out that I have been rehired, and will
be one of the returning leaders this summer. It is my responsibility to help train the new
leaders, and be both a peer leader, and be led by others. In terms of the job itself, it is
extremely important to take what we have learned from training, and be able to incorporate
everything when interacting with the incoming first year students. We act as a peer leader for
them as they make this very important transition from high school to college, but at the same
time, the leaders are constantly checking in on one another and pay attention to the way we
act in order to ensure that we are doing the job successfully. Throughout the summer, we
are very reflective on the work we do, and work together to improve ourselves individually,
and as a group. HDF 413 has prepared me very well for leading and being led, because I
have learned a lot through the theories, as well as planning and facilitating retreats. I have
also come to understand how important it is to find a balance between learning from other
leaders, and simultaneously being a peer leader. (See Evidence #48)

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LEADERSHIP

Name: Elana Rivkin

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 08/22/2017 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

§ Leadership theory and

Leadership Inventory Revised 08/22/2017 5

Leadership Inventory Revised 08/22/2017 6

Leadership Inventory Revised 08/22/2017 10

Outcome Category: Leadership Theories

Leadership Inventory Revised 08/22/2017 18

Source: Riesenmy, K. R. (2008). The Moderating Role of Follower Identification in the

Source: Experiential Learning (Kolb). (2017, February 04). Retrieved from

Source: Behavioral Theories of Leadership. (2010). Retrieved from http://www.leadership-

Leadership Inventory Revised 08/22/2017 28

Source: Harro, B. (1982). Understanding the Cycle of Socialization. Retrieved from

Source: Bennett, M. J. (2014). The Developmental Model of Intercultural Sensitivity.

Leadership Inventory Revised 08/22/2017 35

Source: L. (2014, March 07). Relational Leadership. Retrieved from

Outcome Category: Critical Thinking

Outcome Category: Interpersonal and Organizational Concepts & Skills

Leadership Inventory Revised 08/22/2017 44

Leadership Inventory Revised 08/22/2017 46

Leadership Inventory Revised 08/22/2017 51

Source: The Characteristic of Leadership - 7 Important Traits. (2016). Retrieved from

Leadership Inventory Revised 08/22/2017 63

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