Inventory 2018 Done

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

Date Enrolled:
Date of Graduation: May 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
R objectives
o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
RE-EVALUATE R
S
former stages E
as you progress S
4. Develop and Refine
Skills S
 Leadership theory and

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

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

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a HDF 190: FLITE Marshmallow-spaghetti building In HDF 190, we were challenged to create the tallest structure out of a marshmallow, 20 pieces of
minimized need for approval BME 461: challenge spaghetti, and a piece of string under a time restraint. After sharing our ideas and trying to decide what
Physiological Analysis of Renal Control System for to do, we started running out of time. It got to the point where we needed to start building something to
Modeling and Fluid Regulation get a structure standing. I had to take matters into by own hands and start putting something together.
Control Systems I no longer could ask for approval by my group, besides “does this look good?” As we built, people
added their ideas onto it, each of us taking some independence, knowing that as if we had a structure,
the group would be happy. I have also demonstrated my minimized need for approval in my BME 461
class, where we created a project about the mathematically feedback functions of the kidney,
specifically water regulation. After dividing out different tasks for each member of the group, I
completed my portion of the project, without needing approval from the group. We all trusted each
other to complete the task to the best of our ability, as well as had enough knowledge and competence
to do so. We were not afraid to ask questions if we got stuck, but I did not have to constantly check to
make sure my work was okay.
Evidence #1 and Evidence #2
2. Student will demonstrate personal, HDF 190: FLITE Agenda Book In HDF 190, we discussed and shared how everyone says on track with schoolwork, clubs, and other
organizational, and academic examples of Bullet Journal tasks. It is very important to stay on top of things and stay organized as a leader. Every person has
self-discipline their own system to accomplish their jobs and tasks. Personally, I like to keep an agenda book, where
I write down everything that I need to get done. I organize it chronologically by class, listing everything
I must accomplish next to the class and the dates it must be done by. I then put a box around each
assignment that must be completed that day. I then cross out the task, lightly, once I am done, in case
I need to refer to it later. I have found that if I do not write down everything I need to get done, I will
forget about it and do something else, never getting done. I recently, as a senior, have gotten into a
new habit that keeps me organized and self-disciplined both personally and academically. As of my
last semester in college, I have started keeping a bullet journal. The amazing thing about a bullet
journal, is that I can write down and keep track anything and everything that I want. The way I stay
organized is by keeping track per week, like an agenda. I draw out my schedule for the week, so I can
visualize everything I must go to, like classes and meetings. I draw out the days of the week, so i can
write down what I must accomplish that day, specifically homework. I also have a to-do section that I
can write down things that I must do that week, but is not specific to the day. In addition to this, I also
have a work out log, food log, and water tracker. This motivates me to go to the gym, eat healthy, and
make sure I am drinking enough water. By writing everything down, I keep myself disciplined, knowing
that I must keep track of everything that I do. I also check off everything when I am done, so if I have a
task written down for Tuesday, I know that it must get done on Tuesday.
3. Student will demonstrate the ability to HDF 190: FLITE A Day of Discovery FLITE Retreat In HDF 190, we participated in A Day of Discover FLITE Retreat. There we participated in an activity
manage emotions Theta Tau Sigma Gamma: A which was similar to what we called “break boundaries”, but we created a values timeline. We
Professional Engineering Fraternity discussed our values on different topics and when they became evident to us in our lives. Although I
cannot speak of specifics, due to a confidentiality agreement we made within our group, I had to keep
my emotions in check when discussing topics that hit heart or where my values conflicted with others.
It was a very emotional experience, but it helped our small group grow closer together and become
more of a family rather than an academic group. I also need to manage my emotions in my
professional fraternity, Theta Tau. As an organization, we often find ourselves in very difficult
conversations. This could be during elections, about pledges and rushes, or bylaws. It is important to
stay level headed during important conversations life these, and to not let emotions get involved.
During the Spring 2018 Regent elections, it was very emotional invested in one of the candidates
running. It was important for me to talk and vote based on the facts, following my brain rather than my
heart.
Evidence #5
4. Student will demonstrate knowledge of HDF 190: FLITE A Day of Discovery FLITE Retreat Managing stress is very important, not only to accomplish tasks, but also to stay healthy. Stress
stress management methods Create Your Own Stress Ball cannot be diminished by a simple fix with a push of a button. It is something that must be managed on
an individual level. Every person is different when it comes to managing stress. Everyone has their
own techniques and methods to ease their stress. During A Day of Discovery FLITE Retreat I attended
with my HDF 190 class, we discussed how stress impacts you as a leader adversely, as well as the
people around you. As a group, we shared how we individually relieve stress. My residence hall also
conducted a night to make your own stress ball. While we were making the stress balls, we talked
about everyone’s methods of relieving stress. Some methods included a stress ball, taking a shower,
meditating, working out, listening to music, and much more. The method of stress management varies
from person to person and the individual is the only one who can figure out what works for them.
Evidence #6
5. Student will demonstrate the ability to HDF 190: FLITE To-Do List As previously discussed in HDF 190, managing your stress is important to be an effective leader. As a
manage stress Bullet Journal biomedical engineering major with a minor in leadership studies and the honors program, highly active
Gym in multiple organizations, works out 3-5 days a week, and does lab research for a small startup
company, stress has become a part of my daily life. To keep on top of my academics and
extracurricular activities, it is important to manage my stress. I do this in a few different ways. The first
way is to keep track of everything that I must do. When I was a freshman, I did this by keeping a to-do
list. Now as a senior, I keep a bullet journal that allows for more flexibility in tracking my activities. By
keeping track of everything, this relieves a lot of stress and worry about forget deadlines, events, and
meetings. Another thing I do, is I mentally decompress by going to the gym. Working out is a big part
of my life. It is not only a way to stay healthy, but it makes me happy. I find it fun to work towards a
goal that is not academic related, and can never be reached. I can always keep growing and
improving when I work out. Another way I manage stress is by talking to people about it. When I am
stressed about school work or being very busy one week, I find it beneficial to talk to a friend about
what I must do. Saying it out loud, often makes it seem not as bad as I thought, relieving some of the
stress that I had. When all else fails, I like to take a nap. Stress often gives me a headache or makes
me nauseous. Taking a nap, sometimes relieves these symptoms, allowing me to work on the issues
at hand.
6. Student will express a personal code of HDF 190: FLITE Ethics in Action Dialogue Shown in the relational leadership model, ethics is one of the five components, making it one of the
leadership / membership ethics keys to leadership. There is also the 4 V’s leadership model that is based on ethics. One cannot lead
with ethics, if they do not have their own personal code of ethics, and this is why we spent time in HDF
190 learning about ethics, what ethics is, and developing our own code of ethics and what we believe
in. We explored our ethic code through the activity “Ethics in Action Dialogue”. We were given
situations in which we had to rate which were the least ethical to the most ethical. By doing this, I was
able to think about what I believed to be ethical or not, developing my own opinion on ethical behavior.
Once I completed the activity, and we discussed our results, I was able to reflect on how my ethics are
based on whether or not other people were involved and would hurt them, or if I only hurt myself. It is
more unethical, in my opinion, when another person or group of people are negatively affected,
compared to if something is done and only you are affected. This is my personal code of leadership
ethics: Do not do anything that will hurt anyone mentally or physically. Treat others the way you want
to be treated. This goes for all actions, whether you are affecting someone, or multiple people, directly
or indirectly. You must not only be impeccable with your words, but your actions.
Evidence #8
7. Student will demonstrate practice of the HDF 190: FLITE Leadership Institute When practicing your ethics as a leader, the true way to judge if they are good or bad ethics is by the
personal code of ethics VIA reactions of your peers and followers, as learned in HDF 190. When arriving at the leadership institute,
I lead by my personal code of ethics the best I could. My top value is also prudence, that matches well
with one of the four agreements that we learned at institute, which is to be impeccable with your words.
By exercising this value as well as my ethics, I made strong relationships with my peers. During the
leadership institute weekend, my peers commented on my qualities as a leader and person, and how I
impacted our group, by writing on a poster for me to keep. I judged my practice of ethics, at this time,
by looking at the poster, and reflecting on the comments of how I lead, and determining if how my
peers view my ethics coincide with my code of ethics. During this weekend, I had the opportunity to
but my ethics in action. After learning one of the four agreements is “Be impeccable with your word”, I
constantly was thinking about others and if what I would say would harm anyone. We had a discussion
with my peer leader Connor Gowland about words such as “retarded” and “gay” and how they are
commonly used in teenager’s vocabulary in an offensive manner and used incorrectly. By putting my
ethics into action, I saw how saying these words are unethically, and can hurt someone, without the
speaker even realizing it. You must be impeccable with your words to be ethical.
Evidence #9
8. Student will express a personal values HDF 190: FLITE VIA In HDF 190, we took a quiz that determined our Value in Actions value strengths. My top five values
statement (Sources = VIA, values are Prudence, Love, Judgment, Teamwork, and Fairness. I truly believe that these are my top values,
clarification exercises, etc.) and are what make me a good leader. These values do not have cookie cutter meanings, but are
molded to the individual who possesses them. Like these values, a leader is not following a cookie
cutter image either. Leaders lead by their own set of values and ethics, and I believe my values and
very good values to have as a leader. They show how my choices and actions as a leader are
carefully thought out, and have passion. With my value of prudence, I do not say or do anything I may
regret. Although this may make me quiet at times, when I speak, I know it is exactly what I want to say
and I am being impeccable with my words. As a leader, I like to develop close relationships with my
peers. I like feeling close with the people I am working with, which my second value of love displays.
My third value being judgment, I think things through, looking at all perspectives, before making any
decisions or conclusions. My fourth value is teamwork, which is self-explanatory, but a great value to
have as a leader. Leading is not about bossing others around, but working together as a team to
accomplish a goal. Finally, my fifth value is fairness. I am all about giving everyone a chance, despite
his or her background or what he or she has done in the past. I am not quick to judge based on others
opinions, allowing everyone the same opportunity.
Evidence #10
9. Student will demonstrate practice of the HDF 190: FLITE Ping-Pong Ball Transportation As mentioned, HDF 190 gave me the opportunity to discover my value strengths. During the activity of
personal values statement Ping-Pong Ball Transportation, I demonstrated all my value strengths. We had to work as a group to
transport a Ping-Pong Ball on a ring to a water bottle, without letting the ball drop. I used my top value
of Prudence by saying only what was necessary. I had to think before speaking, that way when I did
talk, I was only what needed to be said. I had to do this because the task acquired a lot of
concentration, and talking when something did not need to be said would be distracting. My second
value strength of Love was exercised before the activity. With the value of love, I contributed to
creating a strong bonded team, which is vital when it comes to a group activity where everyone is
valued and takes part. My third value strength is judgment and during this activity, I analyzed our task
and surroundings to help make decisions, judging all perspectives. I did not make any decisions until I
could make a well-informed conclusion. My forth value strength is teamwork, which played a big part in
the activity. We had to work as a team to keep the ball from falling. If anyone slacked off, the ball
would have fallen, and we would have had to start over. My fifth value strength that was used in this
activity was fairness. During this activity, we were not racing any other team, just focusing on our own
task to complete, but other teams were around us trying to complete the same task, and they
occasionally got in the way. By using the value of fairness, we did not push the other team out of the
way or interrupted their concentration. We allowed the teams to pass, giving them the equal
opportunity to complete the task.
Evidence #11
10. Student will demonstrate the ability to HDF 190: FLITE MTH 142H: Calculus II Part of being a leader is following through and executing your job to reach a goal, as learned in HDF
lead a project from start to finish (follow- 190. Part of my Calculus II grade was completing a group project, and presenting it. My group
through) happened to be given the last day of class to present, meaning we had to work on our group project
during the last hectic month of the semester. Our prompt was to derive Kepler’s Three Laws of
Planetary Motion from Newton’s Laws of Gravity using polar coordinates. This is very complicated and
needs the knowledge of higher order physics and Calculus III. The project was very frustrating, and
many times we all had the desire to quit and give up. Even though we were all very stressed out and
meeting up for the project never worked out, I used my strength of achiever to give everyone a boost of
energy and hope to keep pushing forward and finish the project. Long nights in the library were well
worth it when it came to presenting, and our project was above and beyond what was expected.
Evidence #12
11. Student will describe goals and objective HDF 190: FLITE Leadership Identity Development In HDF 190, we learned about Leadership Identity and what it means to lead in your own style and your
statements regarding personal issues, own way. You look up to great leaders and have influences that mold you into the leader you want to
career issues, and community issues be, but there is only one of you, and everyone has different strengths, and therefore everyone leads
differently. During this lesson, we participated in an activity in which we wrote down our goals, and
how our goals are different than our role models. Some personal goals I had included achieving the
Dean’s list again, joining the engineering fraternity, and becoming the flute section leader of the
marching band. Some career goals include being admitted into the college of engineering and in the
future rehabilitating those who have suffered from a stroke. Some goals to help the community include
becoming a Civic Engagement Leader, which is an upperclassman who leads community service
experiences through the “Feinstein Experience” during the fall semester, using their leadership
experiences to make a positive difference in the community. Looking back at the these goals as a
senior, I have achieved some of these targets, but have also changed my mind about some of them
and made new goals. Some goals I added onto my list include getting an engineering internship before
I graduate, become involved in public health, and graduate with honors.
12. Student will show evidence of goals and HDF 190: FLITE Leadership Institute In HDF 190, we learned about how it is important to have goals as a leader. At the end of my
objectives that were planned and Dean’s List leadership institute weekend, we wrote letters to ourselves, stating our goals for the semester and
achieved college. One of my goals was to keep my grades up and always put my academics fist. I reached this
goal, measuring this progress by making the Dean’s List. I am proud to say that I have achieved the
Dean’s List every semester at college and will be graduating with summa cum laude in spring 2018. In
addition, I was inducted into the honorary engineering society, Tau Beta Pi, where you need to be in
the top 1/8th of my graduating engineering class. Another one of my goals, was joining the professional
engineering fraternity, Theta Tau, and in fall 2015, I was inducted as a brother and became the Theta
Tau delegate for the Student Engineering Council. I was also admitted into the college of engineering,
but I have changed my career goals. After working an internship at CREmedical, I have found a
passion for neuro-engineering and medical devices and hope to find a career in this line of work.
Growing up as a Girl Scout, I found community service to be very important. I decided I did not want to
wait to become a Civic Engagement Leader. Through Theta Tau, I became very activity in our college
service and community service committees attending events such as welcome day and beach
cleanups whenever possible.
Evidence #15
13. Student will show knowledge of the HPR 412: Emerging Personal Research As discussed in my HPR 412 class, the “Hierarchy of Needs” theory proposed by Maslow, is the theory
“Hierarchy of Needs” theory by Maslow Infectious Diseases that describes the pattern of motivations that humans go through, typically represented as a pyramid.
It is described using the terms “physiological”, “safety”, “belonging and love”, “esteem”, “self-
actualization”, and “self-transcendence”. “Physiological” is the bottom tier of the pyramid and it is the
first stage of needs. This includes the basic physiological needs such as air, water, food, and shelter.
The next stage is “safety”. This includes the need of personal and financial security, as well as health.
The next tier is “belonging and love”. These needs include friendship and, family. The next stage is
“esteem” which is the need of self-confidence, the respect from others, and more. The next tier is “self-
actualization”. This refers to the need of the individual to accomplish everything that they can and to
be the most that they can be. This need cannot just be achieved, but also mastered. The final and top
tier, and the goal, is the need for “self-transcendence”. This is the need to reach the infinite and
reaching the highest level of consciousness. (https://www.simplypsychology.org/maslow.html)
Evidence #16
14. Student will show application of Maslow’s HPR 412: Emerging Theta Tau Sigma Gamma: A I have applied Maslow’s theory of the “Hierarchy of Needs” to my own life and how I live. I have not
theory to own life Infectious Diseases Professional Engineering Fraternity achieved the final goal, or the need of self-transcendence, but I continue to work up the pyramid. I
Housemates (Rachel and Rachael) have met the first level of needs, “physiological” needs, having air, water, food, and shelter. I have a
job, making enough money to provide myself with water, food, and shelter. I have reach my needs of
“belonging and love”, surrounding myself with those who care about me such as my family and friends.
Living three and a half hours away from home, I do not see my family often, but I do talk to my mom on
the phone once a week, see my brother on campus occasionally, and am visited by my boyfriend every
other week. I am a part of the professional engineering fraternity, where I have a strong brotherly
fraternal bond between most of its members. They are my family away from home. I also live with two
of my best friends. I think that I am stuck at the need of “esteem”. I find that I sometimes struggle to
feel important and accepted. I find that I struggle with the “higher” version of esteem needs, which is
considered self-respect. I often find that I lack self-confidence, but I am working on trusting myself and
growing in this area of weakness.
Evidence #17
15. Student will show knowledge of the theory Personal Research The theory of Superleadership developed by Manz and Sims is a style of leadership that is portrayed
of Superleadership by Manz & Sims as “Leading others to lead themselves”. This leadership style focuses on the development and growth
of the self-leadership abilities of others. This can be done by offering constructivism criticism,
feedback, as well as praise. The four main points of Superleadership include promoting positive
attitudes, encouraging others to set personal goals, encouraging observations, and encouraging group
members to support one another. Manz and Sims think that the best way to use the theory of
Superleadership is to understand how we influence ourselves.
(https://en.wikipedia.org/wiki/Superleadership)
Evidence #18
16. Student will show application of Manz & Personal Research Engineering in Medicine and Biology I personally have applied the theory of Superleadership while being the vice president of the
Sim’s theory to own life Society Engineering and Medicine and Biology Society (EMBS). As vice president, I needed to lead the
members and the other committee members to lead themselves, in-order to have a successful
organization. I did this by following the four main points of Superleadership. I always kept a positive
attitude, to make coming to the meetings fun as well as create a bond with the members. In the
beginning of the semester, I encouraged each member to set a goal for the organization, by having
them come up to the board and wrote down what they wanted to achieve in EMBS. I then encouraged
the members to support one another with their goals, giving each other advice and help along the way.
By applying the Superleadership theory, EMBS recruited more members, planed and successfully ran
a fundraiser, as well as provided study-hour sessions for the organization.
Evidence #19
17. Student will describe StrengthsQuest HDF 190: FLITE StrengthsQuest My personal leadership style is greatly displayed by my Gallup Strengths as indicated by
Signature Themes, shadow side of Waitressing StrengthsQuest taken in HDF 190. My top five strengths are Relator, Achiever, Maximizer,
Strengths and/or weaknesses, and Responsibility, and Harmony. Being a relator, to me, is the ability to make connections between two
examples of application (Source = Gallup) different parties, whether it is between yourself and another person, two different people, or even just
understanding the environment. As an achiever, I stride to be, or accomplish better. I go above and
beyond the goal that is set, and don’t back down from such goal. I empower others with my strength,
to want to achieve and reach a goal along with me. This can sometimes be a weakness, where I never
know when to stop or give up. There are times in someone’s life where not knowing when to stop can
be a bad thing. It is important to know when enough is enough, and nothing more can be done. Being
a maximizer, I set out to use what I have at hand as effectively and efficiently as possible, especially
when it comes to time. Having responsibility as one of my top strengths is something that I am very
proud of. When I am given a job or task, I always treasure it, making sure that the result is what was
desired. I am always accountable for my actions, whether good or bad, never putting blame wrongfully
onto someone else. With my fifth strength of harmony, I use compromising techniques to solve issues,
not only between people, but any problem, finding ways for things to coexist, even with differences. I
use these strengths in my everyday life, but I can easily show these strengths with my job as a
waitress. As a relator and interacting with customers, I make small connections such as sharing our
favorite food to allow a customer to feel close with me, making both our dining experiences more
comfortable. As an achiever, I am always striving to get everything I can accomplished making sure
everyone is satisfied, the kitchen is cooking my food, and getting whatever I need to make sure
everything is running smoothly. As a maximizer, I am never wasting my time. I am running from the
start of my shift to the end, because when I have a break, there is always something else that could get
done such as refilling someone’s drink or helping to prepare the food in the kitchen. When it comes to
responsibility, I sometimes over work myself. When I have a customer, I take full responsibility of their
dining experience, so I sometimes find it hard to let others do their jobs, afraid they won’t work to the
best of their abilities. Finally, with my fifth strength being harmony, I hate the idea of conflict, which
comes in handy when working with people. There is never time for an argument between my co-
workers, because there are customers who need your attention, so whatever is wrong must be quickly
resolved without argument or blame. When it comes to something being wrong with a customer,
fighting could cause me to lose my job, so finding a way to resolve a problem peacefully and in a way
in which the customer is satisfied id key when it comes to waitressing.
Evidence #20
Outcome Category: Leadership Theories
21. Student will show HDF 491: Senior Leadership Theory 2018 PowerPoint The “Scientific Management” theory by Frederick Taylor is the theory that management should be obtaining the highest
knowledge of the Portfolio amount of prosperity for the employer as well as the maximum prosperity for the employees. By changing motivation
“Scientific Management” from incentives and rewards to creating measurable targets for workers to achieve removes the attempt of workers doing
theory of leadership by the smallest amount of work in the longest amount of time. There are four core principles to this theory. The first is to
Taylor replace broad guidelines and methods with ones that are based on a scientific study. The second is to train individuals
for specific tasks. The third is to give individuals clear and straightforward instructions and then have them supervised.
The final is to divide the work up among the managers and workers. This allows the managers to plan what needs to be
done in a scientific or mathematical way, and then have the workers do it. (https://www.economist.com/node/13092819)
Evidence #21
23. Student will show Personal The theory “Management by Objectives” by Peter Drucker is the method of outlining objectives within an organization,
knowledge of the Research that management can then convey to the members of the organization and decide how to achieve each objective,
“Management by allowing managers to figure out the work that needs to be done one step at a time, providing a calm and productive
Objectives” theory of environment. There are five steps to this management theory. The first is reviewing the organizations goals. The next is
leadership by Drucker to determine and set workers objectives. The third is to monitor the progress of the workers. The fourth is evaluation of
their progress, and the fifth is to give reward to the workers who accomplish their objectives. There are benefits to
management by objectives that include providing motivation, increasing communication, having clear goals, and there is
a higher commitment to the objectives by workers. (https://en.wikipedia.org/wiki/Management_by_objectives)
Evidence #22
24. Student will describe Personal Student Engineering Council I have applied the “Management by Objectives” theory in the student engineering council. By outlining objectives within
personal application of Research Peer Pizza the organization and figuring out what needs to get done when, I can provide a productive working environment. With the
the above theory organization being relatively new, we as an organization determined, reviewed and agreed on the goals of the
(Drucker) organization. Then, I set the members objectives. This could be planning an event, keeping communication within the
organizations, or making sure the college of engineering dean is up to date with all of the organizations and what the
student engineering council are doing. As the members work on their objectives, I monitor their progress each week. I
then evaluate their progress, and reward our members if they are doing well with praise and shout-outs in the meetings.
One example of this is when I gave one of the members of the organization the opportunity to plan the event, Peer Pizza.
I monitored the progress of the member, making sure he planned for all the things needed for the event. I evaluated his
progress, and gave him the credit when the event was planned successfully.
Evidence #23

25. Student will show HDF 492: Senior Leadership Theory 2018 PowerPoint “Theory X and Theory Y” are two models developed by MacGregor that explain the behavior of individuals at work.
knowledge of “Theory X Portfolio Theory X is the idea that the average worker does not like working and will do all that they can to avoid working. In this
and Theory Y” theory of model, there would be tough management, control, and involve threats. Theory X is often helpful on a large-scale and
leadership by MacGregor would typically involve a leadership style that is authoritarian. Theory Y is the idea that control and punishment strategies
do not motivate workers, but rather learning, job satisfaction, and creativity do. Theory Y is often helpful for management
professionals and complex problem solving and would typically involve a leadership style that is participatory.
Evidence #24
27. Student will show HDF 190: FLITE Servant Leadership Speech Robert Greenleaf’s theory of Servant Leadership is where the servant-leader starts off as a servant and then becomes a
knowledge of the servant leader. It begins with a “natural feeling” of wanting to serve, and then has the aspiration to lead. There are ten
“Servant Leadership” characteristics that are essential to the development of a servant leader. These include Listening, Empathy, Healing,
theory of leadership by Awareness, Persuasion, Conceptualization, Foresight, Stewardship, Commitment to the Growth of People, and Building
Greenleaf Community. Listening is listening to others as well as listening to what has been unsaid. It is being in touch with one’s
self, as well as reflecting on what was said/unsaid. Empathy is understanding others and recognizing their special
qualities. Healing is being able to mend relationships. It is being able to heal one’s self and one’s relationships to others.
Awareness is being aware of the issues around you as well as being aware of yourself and your strengths. Persuasion is
where a leader sees to convince others rather than force compliance. Conceptualization is where one must think beyond
say-to-day. Foresight is being able to foresee the likely outcome of a situation, which allows a leader to understand
lessons from the past, the present, as well as the consequences in the future. Stewardship is holding something in trust
if another. Commitment to the Growth of People is the recognition of the responsibility to nurture others and allow them
to grow personally and professionally. Building Community is where the leader seeks to build community within an
institution. Many leaders have these characteristics and utilize them every day, to build a stronger, more caring
environment. During HDF 190, we gave speeches on what servant leadership is and how it relates to our major and
future career goals.
Evidence #25
28. Student will describe HDF 190: FLITE SMILE mentor/Learning Contract In my class of HDF 190, we had to accomplish a learning contract. For this contract, I acted as a mentor for the SMILE
personal application of program at URI. Here I applied the theory of servant leadership. I already had the natural desire to serve, so with my
the above theory aspiration to lead, I volunteered as a SMILE mentor. I exercised the ten characteristics of a servant leadership. I had to
(Greenleaf) listen to the middle school students to understand what they were going through as well as how well they were working
with others, to facilitate a fun day. I had to be empathetic when I listened, especially since most of these children were
under privileged, and could possibly be first generation college students. With the students working with students they did
not know, I had to heal any relationships that went astray, especially when feelings were hurt. I had to have awareness,
and share my awareness. I helped the students become aware of their strengths when working with a group, as well as
aware of those around them. When the students got off topic, I had to use persuasion to keep the children focused,
giving them energy to continue working. Within the SMILE program day, the students were taught about maglev cars. I
used conceptualization to help the children dream about the possibility of such cars becoming part of our daily life. I used
foresight to help the children foresee problems in their project and what they can do prevent the problems. I used
stewardship, showing the students how I trusted each person to do their jobs in the group, allowing them to trust each
other. I used the characteristic of commitment of growth by becoming a mentor and having the desire for the middle
school students to strive to go to college and be the best they can be. I helped them see that they have talent and no
matter what their parents have done in their education, they can strive to go beyond. I used the last characteristic
building community by showing the children that the other students they are working with are like themselves and they
must work together to accomplish their task. They worked together and made strong relationships with each other. In
the end, they build community and all became very close with each other.
Evidence #26
29. Student will show Personal The “Principle Centered Leadership” theory by Steven Covey is based on the idea of servant leadership. By looking at
knowledge of the Research the world based on principles, you can help and empower others by encouraging them to realize their own potential.
“Principle Centered Covey explains Principle Centered Leadership saying “If you focus on principles, you empower everyone who
Leadership” theory by understands those principles to act without constant monitoring, evaluating, correcting, or controlling.” There are eight
Covey different characteristics of this theory: Continually Learning, Service Oriented, Positive Energy, Believing in Others,
Leaded Balanced Lives, See Life as an Adventure, Synergistic, and Exercise Self-Renewal. The characteristic
continually learning meaning that you must be constantly learning by your own and other’s experiences. Service oriented
is believing that “life is a mission”. You must continue to have a positive and optimistic attitude. You need to find the
potential in others and aid them in achieving their potential. You need to stay up-to-date with current events and savor
life as comes, be a change agent, and practice self-renewal including mental, emotional, physical, and spiritual. (http://ed-
lead.blogspot.com/2011/05/principle-centered-leadership.html)
Evidence #27
30. Student will describe Personal Theta Tau Sigma Gamma: A I have applied the “Principle Centered Leadership” theory in my professional engineering fraternity. First I needed to look
personal application of Research Professional Engineering Fraternity at the world based on principle, to empower others. Following the eight characteristics outlined by the theory, I
the above theory (Covey) Student Engineering Council encouraged others to realize their own potential. The first characteristic is continually learning. I like to observe people
Gym and learn from their mistakes and achievements, as well as my own. With one of the pillars of my fraternity, being
service, I am always looking to volunteer to help the community as well as the college. I try to keep as positive outlook
on life, with the hope that everything will work out, no matter how hard that might be. For a successful organization, it is
important to believe in others. This is what drives them to be the best they can be. I am constantly pushing my little to
reach her goals and see the potential in herself. I try to lead a balanced life, staying current and making sure I am not
focused on only one thing. I try to find the fun in life, and show others that living is not a chore. I try to be a change
agent within my fraternity, driving the fraternity to keep growing and changing for the better. To help the fraternity to keep
growing, I helped co-found the Student Engineering Council. Finally, I practice self-renewal. I love going to the gym.
This is where I mentally decompress, stay fit and healthy.
Evidence #28
35. Student will show HDF 492: Senior Leadership Theory 2018 PowerPoint The leadership theory “Individuals in Organizations” by Argyris is the idea that individuals follow “mental maps” that are in
knowledge of the Portfolio their head rather than follow specific theories. This would involve planning, implementation, as well as reviewing their
“Individuals in actions. They do not compare these steps explicitly to a theory, but to their own leadership map. There are many
Organizations” leadership different leadership theories, and no one follows them, on purpose, step by step when leading. Per the theory, there are
theory by Argyris three elements to this theory: governing variables, action strategies, and consequences. This theory also has two
feedback loops of learning. The first element is governing variables which are the factors that cause an action. The next
step is action strategy, where the individual develops an action strategy in response to the variables. The next element is
consequences, which is the effects of the action strategy. From here there are two feedback loops of learning: the
single-loop and the double-loop. The single-loop is learning is where you review the consequences and change the
action strategy. The double-loop of learning is where you review the consequences and re-look at the governing
variables.
Evidence #29
37. Students will demonstrate HDF 190: FLITE 4-V Model from Course Packet As learned in HDF 190, The 4-V Model of Ethical Leadership by Dr. Bill Grace (1990) is an outline that brings together
knowledge of the “4 V’s” beliefs and values with behaviors and actions to advance the common good. The 4-Vs of the model include Values,
theory of leadership by Vision, Voice, and Virtue. Understanding and being committed to your own individual values is the first step when it
Grace (Center for Ethical comes to ethical leadership. Vision is the ability to draw out actions that are in service to others, with an idea of what
Leadership) should be. Voice is a way to convey our vision to others, and is used to put them into action. Virtue is the idea that we
become what we practice and by striving to do what is right and good by using our values, vision, and voice. There are
three additional elements to this model, and they include service, polis, and renewal. Service connects Vision to Values;
when our values are tested in service to others, outer vision is often exposed. Polis connects Vision to Voice; when we
use our voice for our vision in a public act, we participate in politics. Renewal connects Voice back to Values; by taking a
break from our actions, we can consider if our actions correspond with our values.
(http://sites.psu.edu/leadership/2014/04/27/the-four-vs-of-ethical-leadership/)
Evidence #30
38. Student will describe GCH 101: HDF 190: FLITE A time in which I have applied the “4-Vs” theory was during my Literature and the Environment class where I had a group
personal application of Literature and the project in which we had to make a PowerPoint on Green Buildings. One of my ethical values is to not steal and possess
the above theory (Grace) Environment something that is rightfully someone else’s. A group member of mine wanted to use Wikipedia as a source and not site it,
since we were not allowed to use Wikipedia. In service to my group members, I thought that we should do more research
to find more reliable sources, rather than steal from those who wrote the Wikipedia page/those websites who helped
contribute. This would also help us get a better grade. I spoke up and presented my vision in congruence to my values,
and convinced the members that it would be best to keep searching. I later looked back at my actions, especially when it
came time to present, and was proud that my actions aligned with my values and made a well-cited presentation.
Evidence #31
39. Student will show HDF 492: Senior Leadership Theory 2018 PowerPoint The theory “Situational Leadership” by Hersey and Blanchard is based on the idea of varying leadership styles based on
knowledge of the Porfolio the circumstances. There are four different styles of leadership presented in this theory, including Directing, Coaching,
“Situational Leadership” Supporting, and Delegating. Directing is the most direct style of leadership for team members who are unable and
theory by Hersey & unwilling with low confidence. The leader tells the members what to do, and there is little collaboration between the team
Blanchard and the leader. The style of Coaching allows for more collaboration, where the leader explains their decisions. In this
situation, the members are unable but are willing and confident. The style of leadership Supporting, which is where the
leader becomes part of the team, and is willing to share ideas and not make all the decisions. This where the members
are able but unwilling and not confident. The last style of leadership is Delegating. This is where the leader is willing to
give most of the responsibilities to the team members. This is where the members are able, willing, and confident.
Evidence #32
40. Student will describe Personal Camp Counselor I have applied the theory of “Situational Leadership” in most of my leadership circumstances. It is important to vary
personal application of Research Student Engineering Council leadership styles based on the situation for the style to be effective. Per the theory, there are four different leadership
the above theory (Hersey Engineering in Medicine and Biology styles. It is important to analyze the situation to determine the leadership style that needs to be used. As a camp
& Blanchard) Society counselor, I used the style Telling, which is the most direct style. When counseling five-year-old girls, who are often
unwilling and unable, they need to be told what to do. In the student engineering council, I have used both Selling and
Delegating styles, depending on the person. Some members are willing to participate, but unable to do the job to the
extent it needs to be done. This is when I use the style of Selling to explain decisions and allows for more collaboration.
Others are willing and able, so I can use the style of Delegation, giving the most responsibility. Finally, I have used the
style of Participating in the Engineering and Medicine and Biology Society, where the members are unwilling and
unconfident. I had to become part of the group, like a member, to facilitate conversations, and allow the group to make
decisions.
Evidence #33
41. Student will show HDF 190: FLITE Relational Leadership Model from As learned in HDF 190, the model “Relational Leaders” by Komives, McMahon, and Lucas (1998) is a theory described
knowledge of the Course Packet as “a relational process of people together attempting to accomplish change or make a difference to benefit the common
“Relational Leadership” good”. The model describes five areas of leadership that is built around the idea of putting people first. The five
model by Komives, leadership components are Inclusive, Empowering, Purposeful, Ethical, and Process-Oriented. With each component,
McMahon & Lucas there are three parts; the knowing, the being/believing, and the doing. Inclusive is including all people with diverse points
of view. It is knowing yourself and others, citizenship, and world views; believing differences in people are valuable, the
need for fairness and equality, and how everyone can make a difference; and having skills in (doing) listening and
developing talent. Empowering is the empowerment of self and others. It is the impact of power, acknowledging self-
esteem, and the acknowledgment of power; believing that contributions of others are valued, decision-making is shared,
and that the growth of others is important; and having skills in sharing information, encouraging others, and encouraging
self-leadership. Purposeful is being committed to the position and job tasks. It is knowing the role of the mission; having
an attitude that is positive and helpful and believing individuals and groups, can make a difference; and being able to
recognize goals and involve others in the vision. Ethical is the drive of values and standards seen as “good”, especially
when it comes to others. It is the knowledge of values for you and others; believing in actions that benefit others; and
identifying issues in congruence with ethics, confronting inappropriate behavior, and being reliable and responsible.
Process-Oriented is how a group works as a team and accomplishes the purpose. It is understanding community and
teambuilding; believing the process is as important as he outcome; and having skills in collaboration, learning, and giving
and receiving feedback. (https://leadershipforhighered.wordpress.com/2014/03/06/relational-leadership/)
Evidence #34
42. Student will describe HDF 190: FLITE URI Ski and Snowboard Alpine A time in which I have put the model of “Relational Leaders”, as discussed in HDF 190, into use was being part of the
personal application of Racing Team URI Ski and Snowboard Alpine Racing Team. During a race, you first start by inspecting the course. During this time, I
the above theory include all my peers, I know that there are a variety of levels of races, and I know where I stand as a racer. Knowing this
(Komives et al) I talk to those who have more experience than me, as well as those with less to find their opinions on the course and
what to do, and have a discussion listening and including each other. At the top of the mountain, I empower my peers
and everyone involved during the race. I am aware of the officials and their power, as well as a racer’s self-esteem when
it comes to their time and people watching. At all levels, we know that each run helps them grow and they are valued.
As a racer is preparing to go, I am there every step of the way, encouraging them and sharing any information I know. No
matter what time a racer gets, I know that without them our team, and the division, would be nothing. For the sport, I
know the purpose as an individual, a team, and positions. I know the mission is to be the best racer and person we can
be and to participate as a team member, and not an individual. I am positive no matter what the situation is, such as it
being freezing or not, or my skis being forgotten at a house and needing to borrow a pair too big and have never
practiced on, to race at regionals, I kept my head up and tried my best. We all know our goal is to be our best, but that is
sometimes difficult to enact. I always try to do my best from run to run. A position of racing is being a gatekeeper, or
judge, for a certain number of gates. A gatekeeper keeps track of who incorrectly went through the gates and helps
racers who have fallen. I must understand my decision making when calling a miss gate and know my values when it
comes to judging racers I am personally up against. I encourage my teammates to make honest decisions and to
proceed in a way that benefits others rather than for self-interest. As a gatekeeper, you must be reliable and responsible
with your calling, as well as clearing a course to make it safe. You also must be able to confront issues regarding ethics
such as a teammate or peer cheating. Racing is process-oriented. We spend a lot of time together team building. We
must be a community and work together to get things accomplished, such as being able to organize who does what at
each race. Although the whole point of a race is technically to get down the mountain with the fastest time, the process
to get that time is much more important than actually getting it. You must inspect, gate keep, cheer, coat run, and have
sportsmanship for a race to run smoothly and ideally. I also give and receive feedback to improve, challenge myself, and
reflect on the process and outcome of the race as well as help others improve. With this effort and dedication, we were
able to get our team into Regionals.
Evidence #35
43. Student will show HDF 190: FLITE Constructivism Worksheet As learned in HDF 190, constructivism is the theory of how people learn based on observation and scientific study, where
knowledge of the concept people are thought to build their own understanding of the world through experience, as well as reflecting on those
of constructivism experiences. When we have the opportunity to learn something new, we have to process the information in reference to
what we already know, who we are, and our experiences. With this view, individuals are the creators of their own
knowledge, so to learn, one must ask questions, explore, research, and re-asses what we already know. A constructivist
learning experience focuses on the knowledge of how to learn, the desire for students to become active learners, and
reflection on new information. (https://en.wikipedia.org/wiki/Constructivism_(philosophy_of_education))
Evidence #36
44. Students will describe BME 363: BME 484 In BME 363, Biomedical Instrumentation Design Lab, I implemented the concept of constructivism. The goal was to
personal examples of Bioinstrumention CREmedical Internship create an Android application that implements a few different modes including an electrocardiogram (ECG) and a
implementing Lab photoplethysmogram (PPG). To implement these medical modes into an Android application, I needed to build off what I
constructivism learned in the previous class, BME 361, where I learned how to code in C++ to program a PIC processor in MPLAB. To
code the Android device using Android Studio, one must code in Java. With only a sample code to learn from, I needed
to ask questions about the sample code, trying to learn why lines were written how they were and what they were used
for. I needed to then further explore how to implement my code to create an ECG and PPG. When I could not answer
my own question, or the code produced errors, I needed to research how to fix and write the code. After researching, I
needed to re-asses what I already knew, and compare it to the new information.
Evidence #37
45. Student will demonstrate Personal The Experimental Learning Model by David A. Kolb is a four-stage cycle theory that combines experience, perception,
knowledge of the Research cognition, and behavior. Kolb gives a cyclical model consisting of four stages to learning: concrete experience,
Experiential Learning observation and reflection, forming abstract concepts, and testing in new situations. There is no starting point in the
Model (Kolb) cycle but once started one must follow the sequence. Concrete experience is considered the first stage, and it is where
the learner actively experiences something. The next stage is reflective observation, and this is where the learner
reflects on the concrete experience. The next stage is abstract conceptualization, and this is where the learner tries to
think about their observation and conceptualize a theory. The last stage is active experimentation. This is where the
learner tries to test the conceptualized theory. (https://www.simplypsychology.org/learning-kolb.html)
Evidence #38
46. Student will describe Personal Theta Tau: A Professional When I started rushing and pledging my professional fraternity, I applied the Experiential Learning Model to learn what it
personal application of Research Engineering Fraternity means to be a brother in the fraternity. Brotherhood is not something you can read about to learn. You must experience
the Experiential Learning it to figure it out. First I experienced what brotherhood was by surrounding myself with people who already had an idea of
Model (Kolb) what brotherhood was. They treated each other in a brotherly manner, as well as myself. I then reflected on this
experience, trying to understand why and how they acted the way they did. I never experienced such a family dynamic in
college before. I then needed to think about the interactions, and try to theorize how I could apply brotherhood to my life.
I tried to test my new learning about brotherhood, trying to apply it in different situations. I discovered brotherhood is
something that grows stronger the more you try and apply it to your life. The more you care about others and treat them
like family, the more it reciprocates and becomes easier.
Evidence #39
47. Student will show HDF 190: FLITE Social Change Model from Course In HDF 190, we learned about the Social Change Model of Leadership Development. Social Change focuses on the root
knowledge of the “Social Packet causes of problems and tries to make a change for the better of the community with a positive impact. The Social
Change Model of Change Model is a model that examines leadership development from three values, Individual, Group, and Society. The
Leadership Development” value of Individual is the understanding of your personal values as well as being self-aware. The value of Group is the
by Astin et al prominence of collaboration between groups and the individual. The value of Society is the desire to bring about change
for the common good. Within the three values, there are 7C’s. These C’s are Consciousness of Self, Congruence,
Commitment, Collaboration, Common Purpose, Controversy with Civility, and Citizenship. Consciousness of Self is
knowing and understanding your strengths. Congruence is where your individual values match the values of the group.
Commitment is the willing to put time and effort into the cause. Collaboration is the willing to work with others. Common
Purpose is the group all knowing what they want to do with similar reasons. Controversy with Civility is the strong desire
to change something, deep down, having civil discourse. Citizenship is being connected to the community, knowing what
they need. An eighth C was added to the model, and that is change. All of the values and the 7 C’s work together to
create change.
(http://www.mu.uri.edu/leadership/pdfs/The%20Social%20Change%20Model%20of%20Leadership%20Development.pdf)
Evidence #40
48. Student will describe HDF 190: FLITE Student Engineering Council I personally applied the “Social Change Model of Leadership Development”, discussed in HDF 190: FLITE, when
personal application of establishing and eventually running the Student Engineering Council. Starting the Student Engineering Council, I first
the above theory (Astin et needed to examine the three values of Induvial, Group, and Society. I understood my personal values and I was self-
al) aware. After discovering and understanding my VIA’s, I could understand how and why they were my values. I
understood that there is a great importance in communicating between groups, such as between different engineering
organizations, and myself. I also saw that there was a need for change within the College of Engineering and the
students. I then needed to look at the 7C’s. After working through the first step of the Wilson Model, and I understand
my strengths. Bringing together E-Council, we had individuals from each organization join who also saw a need for
change, and had the same values as I do. Each person is willing to put time and effort for our cause. As an organization
derived from the other engineering organizations, each person is willing to work with each other for the better of the
engineering community. We all know that we are there to improve the collaboration within the engineering organization,
the College of Engineering, and the other engineering students. As part of an effort to keep open communication
between the students and engineering faculty, E-Council created a newsletter for the past semester, highlighting he work
done in each organization as well as displaying their meeting times. One issue that we are trying to work on is removing
the stigmatism that engineering is a male’s major, and we all have a strong desire to change this few, especially in the
eyes of females. We are in contact with each organization as well as the Dean’s Office, where the provide constant
feedback to let us know what they need. Hopefully, with our hard work, we will start to see change within the engineering
community.
Evidence #41
49. Students will demonstrate HDF 190: FLITE Leadership Identity Development In HDF 190, we learned about the Leadership Identity Development Model. This model focuses on your personal way of
knowledge of the Model PowerPoint leading and how you develop yourself as a leader through role models, goals and your strengths, to create your own
“Leadership Identity identity of leading. There are six stages of identity development, which include Awareness, Exploration/Engagement,
Development Model” by Leadership Identified, Leadership Differentiated, Generativity, and Integration/Synthesis. Awareness (stage one) is being
Komives et al aware of other leaders. Exploration/Engagement (stage two) is a period of group experiences in which you learn, make
friends, and engage others. Leader Identified (stage three) is viewing leadership, and understanding the hierarchy.
Leadership Differentiated (stage four) is viewing leadership as a shared group process without a ladder of positions.
Generativity (stage five) is a commitment and want to develop leaders with similar passions. Integration/Synthesis (stage
six) is knowing your capacity as leader, and the ability to call yourself a leader without a position.
(http://www.stophazing.org/wp-content/uploads/2014/11/LID-Model.pdf)
Evidence #42
50. Students will describe HDF 190: FLITE URI Alpine Race Team During my membership on the URI Alpine Race Team, I applied the theory of the Leadership Identity Development Model
personal application of by Komives et al. I did this by going through the six stages of identity development: Awareness,
the above theory. Exploration/Engagement, Leadership Identified, Leadership Differentiated, Generativity, and Integration/Synthesis. I first
(Komives et al) went through stage one, Awareness, where I acknowledge that there are many different leaders “out there” besides me. I
did this before joining the team, knowing that there are many leaders such as teaches, coaches, anyone on an executive
board, someone who sets a good example and bring a group together, and many more. I then went through stage two,
Exploration/Engagement. I went through this stage by joining the URI Alpine Race Team, to engage in a team that has a
passion of skiing and make friends. I then went through stage three, Leader Identified, when I viewed the actions of the
Executive Board of the race team, and noting them as leadership. I saw the hierarchy of the ski team and how the
relationship of team related to leadership worked. I saw that the President oversaw everyone, making decisions and
solving problems; everyone reported to the president. I saw that the Vice President was the second in charge. She
worked more with people, dealing with internal problems, but never making decisions without the president. This list
goes all the way down to the newest member, with the least amount of leadership in their position or role. I then went
through stage four, Leadership Differentiated, my second year on the race team. Without having an official position on
the team, I realized that I could still be a leader if I worked together with others. Leadership was not about the title, but
how you helped bring a group closer to a goal. Without the effort of the group, no progress would be made. Leadership
did not come from a position, but rather the group using their strengths. One specific example I learned this was when I
worked with most of the team to develop a new system to collect money for gas. This was not through any specific
position, and the group needed to work together to make the plan become a reality. I then went through the fifth stage,
Generativity, my third year on the team. At this point I was Vice President of the team. While I was working with the
team, I was also working with other members on the team, giving them the drive to want to lead and better the team. I
helped them develop their strengths as a leader and decision making skills by involving them in my decision making.
While leading the team, I also had a great passion for improving the team both as a community and when it came to
safety. I then went through the final stage, Integration/Synthesis, at the end of my third year on the team. I am a firm
believer that the positional leaders of organizations in campus should be juniors. They have so much energy and
passion, they drive an organization to their greatest potential. In respect to this idea, I also came to the
acknowledgement that I could be a leader without holding a position, in any situation, not just on a team or in an
organization. I can lead my life as a leader, not just being a leader when needed. I therefore did not run for an executive
position, knowing I could still lead without holding a position. You can see in the evidence provided, that a new E-Board
had been elected for the 2017-2018 season, providing other members to use their insight to lead the group and continue
to push the group in a forward direction. I am still able to claim my identity as a leader, despite not having a position.
Evidence #43
51. Students will demonstrate HDF 190: FLITE Strengths-Development Model from As learned in HDF 190, the Strengths-Based Development Model Is based on the individual and their strengths. There
knowledge of the Course Packet are four main parts to this model. They include Discover/Awareness, Apply/Application, Develop/Integrate, and
Strengths-Development Relationship. Discover/Awareness is where the individual has a basic understanding of their strengths and can define
Model by Hulme et al them in their own words, and is capable of gathering feedback from others. Apply/Application is where the individual can
utilize their five strengths and use them to direct their behavior. They also use their strengths to analyze their choices
and plan for the future. Develop/Integrate is where the individual can see who their strengths fit them and can be used for
strengths. They can also articulate how their strengths affect others. Relationship is where the individual understands
their uniqueness and can see other’s uniqueness and their strengths.
52. Student will describe HDF 190: FLITE Servant Leadership Speech I have applied this theory with my FLITE class, HDF 190, when writing, giving, and after giving my speech on servant
personal application of leadership. For Discover/Application, I had to create my own definitions of my strengths and have gathered feedback
the above theory (Hulme from others after presenting. For Apply/Application, I had to strategized how to use my strengths in my future career and
et al) talk about how they will help me in my chosen field. For Develop/ Integrate, I had to recognize how my themes can affect
others and can contribute to my success. For Relationship, I listened to my peer’s speeches and understand their
strengths. I was also able to receive feedback on my strengths after presenting.
Evidence #25

53. Student will demonstrate Personal According to the studies performed at Ohio State, leaders show two types of behavior: people oriented and task oriented.
knowledge of behavior Research Being people oriented, or having consideration, means that a leader has concern for the well-being of the members of a
theories of leadership group. The leader often has a willingness to change and helps the people under them with personal problems. Being
from Michigan and Ohio task-oriented, or initiating a structure, is where a leader defines the roles of the group’s members, initiates action, and
State organizes group activities, defining how the tasks will be accomplished. The leader often has fixed standards and lets
the group members know what is expected of them. Michigan State also performed studies on leadership, trying to
identify the styles of leadership that would result in high satisfaction and performance of a group. They determined two
different leadership styles that worked. The first form was task oriented leadership, where the leader had rigid standards,
close supervision, and the employee was treated a s a tool to accomplish the goal. The other form was relation oriented
leadership, where a leader treats their subordinates as people, shows concern for the employees and motivates their
employees. In both the Ohio State studies and the Michigan State studies, task oriented and people oriented leadership
were chosen as successful leadership styles. (https://www.slideshare.net/ishajoshi503/ohio-michigan-state-theories-of-
leadership)
Evidence #44
54. Student will describe Personal Theta Tau Sigma Gamma: A I have applied the theories of Michigan and Ohio State in both my professional engineering fraternity, Theta Tau, and the
personal application of Research Professional Engineering Fraternity Student Engineering Council (E-Council). In Theta Tau, I demonstrated one of these two types of behavior, being people
the above theories Student Engineering Council oriented. I am constantly caring about the well-being of the members of the organization. I often stay after chapter and
(Michigan & Ohio State) participate in what we call a hammer pass, that allows for brothers to open-up about personal problems and for brothers
to be there for them. I love being there for my brothers who are in need, and help them the best that I can. I have also
applied the other type of behavior, task oriented, in the Student Engineering Council. During E-Council, I have defined
the member’s roles, initiate action, and defines how to accomplish the tasks given. Our meetings are often short,
allowing the members to work on what needs to be done. An example of this, was the task given to create a Newsletter
that highlighted each engineering organization. Each member was given the task to create one page for their
organization.
Evidence #40
59. Student will demonstrate Personal The Path-Goal theory by Mitchell House is a theory based on the idea of specifying a leadership style that best suits the
knowledge of Path-Goal Research work environment and employee to achieve a goal. The goal of this theory is to increase the motivation, empowerment,
theory by House and satisfaction of the employees so they are more productive in the group. The Path-Goal theory generally follows three
basic steps. The first step is to determine the employee and environmental characteristics. This would include the
employee’s experience and their ability, and the obstacles in the environment such as the design of the task, and the
work group. The next step would be selecting a leadership style such a directive, supportive, participative, or
achievement-oriented. The last step is to focus on motivation to help the employee success. This would include defining
goals, clarifying the path to achieve the goal, removing any obstacles in the way, and to provide support.
(http://www.nwlink.com/~donclark/leader/lead_path_goal.html)
Evidence #45
60. Student will describe Personal Engineering in Medicine and Biology I have applied the Path-Goal theory by House as the Vice President of the Engineering in Medicine and Biology Society.
personal application of Research Society As a leader of the organization, I needed to follow three basic steps to increase motivation within the organization. First, I
the above theory (House) needed to understand the members and the environment of the meetings to understand the lack of motivation. Next, I
needed to pick a leadership style that combat the member’s lack of motivation and environment. Most of the members
came to the meetings, but were unwilling to participate and not very confident, so I needed to pick a style that was
participative, that encouraged member participation. Finally, I needed to focus on giving motivation to the members.
This included defining goals for the society and providing support.
Evidence #46
61. Student will demonstrate Personal The Leader Member Exchange theory by Dansereau, Graen and Haga, Graen and Cashman, and Graen is relationship-
knowledge of Leader Research based leadership approach that focuses on the relationship between leaders and their followers. The goal of the theory
Member Exchange (LMX) is to explain the effects of leadership on members or a team. It identifies three main groups that play a role in the
theory by Dansereau, evaluation of the leader-member relationships and the consequences of the exchange. The first group is the follower
Graen & Haga; Graen & characteristics including agreeableness, openness, extraversion, competence, etc. The second group is the leadership
Cashman; Graen characteristics including the supervisor’s expectations of the followers, transformational leadership, contingent reward
behavior, and agreeableness. The third group is the interpersonal relationship including perceived similarity, self-
promotion, and leader trust. A study done by Dulebohn et al. measured the outcomes of the Leadership Member
Exchange theory and determined that it is up to the leader to form the relationships needed for a success in the
Leadership Member Exchange. (https://en.wikipedia.org/wiki/Leader–member_exchange_theory)
Evidence #47
62. Student will describe Personal Student Engineering Council As the co-chair of the Student Engineering Council (E-Council), the Leader Member Exchange theory can explain the
personal application of Research effects of my leadership on the members. Looking at both the characteristics of the members and the leaders, and the
the above theory interpersonal relationship between the two determines the success of the relationship. In E-Council, the members were
(Dansereau, Graen & open and had competence for their jobs. I was agreeable, had proper expectations for the members, and maintained
Haga; Graen & Cashman; accountability. There was also all strong interpersonal relationship between the members and me, making our exchange
Graen) successful.
Evidence #28
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
Outcome Target Additional Descriptive notes regarding learning and practice

class Experiences
79. Student will demonstrate BME 492: Senior 412-2-ID theory PowerPoint According to Lev, there are there are two gender identity models, a binary system and a continuum. The binary system
knowledge of models related to Portfolio is the idea that sex, gender identity, gender role, and sexual orientation all align. This means that a male is a man or is
gender / identity / gender identity masculine and attracted to female, feminine women and that a female is a woman who is feminine and is attracted to
development (Lev; Bussey; masculine men. This is learned from society and portrays the idea that sex is a dichotomy. The continuum is the idea
Bussey & Bandura; Bilodeau; that sex, gender, gender role, and sexual orientation is a fluid continuum and that people can change their presentation,
Gilligan; Belenky et al; etc.) behavior and identity. According to Bussey, 2011; Bussey and Bandura, 1999, there are three fluid and interacting
components to gender identity and development. They include Personal, Behavior, and Environmental. Personal
includes biology and self-concept. Behavior includes gender-related activity. Environmental includes family, peers,
education, and media. Overall, gender identity development is on-going.
Evidence #48
80. Student will demonstrate BME 492: Senior 412-2-ID theory PowerPoint The gender identity model, binary system, has been applied to my life. For most of my life, I have been taught that sex
personal application of model(s) Portfolio HPR 307: Communicating and gender are the same thing and that they are a dichotomy. I learned that I am a female and therefore a woman. I
of gender identity above Differences was taught to be feminine and that because I am a female I must be attracted to masculine men. After entering college
Dating my boyfriend and taking more progress classes, I learned in my class, HPR 307, that sex is the assigned at birth based off hormones,
genital, or chromosomes. Gender is taught through society, and is what you identify as. After learning more, I find that I
do fit the binary system, and identify as a female woman, but I do believe in fluidity.
Evidence #49
81. Student will demonstrate BME 492: Senior 412-2-ID theory PowerPoint Dillon et al., 2011, have two models on sexual identity development. One model shows the determinants of sexual
knowledge of additional social Portfolio identity development. There are three main components that lead to sexual identity development., individual identity,
identity development model(s): social identity, and biopsychosocial process. Individual identity includes sexual orientation identity and dimensions of
Sexual ID, Faith & Spirituality, human sexuality, which include sexual needs, values, and behaviors. Social identity includes group membership identity
Disability, Social Class (Dillon et and attitudes toward sexual identity groups. The other model shows the process of sexual identity development. This
al; Fowler; Parks; Astin et al; model is a complicated web that includes compulsory heterosexuality, diffusion, active exploration, deepening and
Peek; Smith; Johnstone; Gibson; commitment, and synthesis. When developing faith and spirituality, one must understand there is a difference between
Forber-Pratt & Aragon; etc.) spirituality, belief, religion, and faith. Spirituality, per Astin, Astin & Lindohlm, 2014, is “our sense of who we are and
where we come from, our beliefs about why we are here - the meaning and purpose that we see in our work and our life -
and our sense of connectedness to one another and to the world around us”. Belief is the agreement with ideologies.
Religion is the many beliefs and practices by a group of people, and faith is what underlies belief and religion. Spiritual
Identity is an identity that is personal whereas a religious identity is an identity that is a collective identifies as.
Evidence #50
82 Student will demonstrate BME 492: Senior 412-2-ID theory PowerPoint After attending the LCMS National Youth Gathering, I developed my faith and spirituality further. I could see the
personal application of additional Portfolio LCMS National Youth separation between spirituality and religion. Already having my beliefs in check and my faith strong, this gigantic
social identity development Gathering conference gave me the opportunity to be surrounded by people with the same religious identity. Growing up with a
model(s) above family who treated religion as a label rather than a rule to live by, I knew there was a difference between my own
spirituality and religion. Attending a conference whose goal was to spread the love of God, I could reflect on my actions,
who I was, my beliefs, and my purpose, to develop my personal spiritual identity. I find that my spiritual identity is fluid,
and is often changing as a reflect on myself and learn more about the world around me.
Evidence #51
91. Student will demonstrate Personal The ally Action Continuum is a chart that helps one understand where they stand and what they are or are not doing in
knowledge of the ally Action Research the fight against oppression. There are two different barriers that discourage acting against discrimination: internal and
Continuum by Griffin & Harro external barriers. Internal barriers include attitudes and beliefs and external barriers include norms, laws, institutional
policy, and beliefs of others. The chart is a line varying from supporting oppression to confronting oppression. Along this
line there are eight different steps varying between the two ends. Starting from the end of the line, closest to supporting
oppression is the Actively Participating. This includes putting down target groups, harassing target groups, and telling
oppressive jokes. A step further is Denying, which is denying oppression exists. Another step closer to confronting
oppression is Recognizing but Taking No Action, which is where someone is aware of oppressive actions but takes not
action to stop them. The next step is Recognizing and Taking Action, where someone recognizes oppression and takes
action to stop it. Getting closer to confronting oppression, the next step is Educating Self. This is where someone makes
the effort to learn more about oppression and the experiences of target group members. The next step is Educating
Others. This is where one moves beyond educating oneself and tries to engage with others about oppression. The next
step is Supporting and Encouraging. This is where one supports and encourages others to speak out against
oppression. The last step closest to confronting oppression is Initiating and Preventing. This is where one works to
change actions and policies of individuals and institutions.
(http://stepupprogram.org/docs/handouts/STEPUP_Action_Continuum.pdf)
Evidence #52
92 Student will demonstrate Personal HPR 307: Communicating After reviewing the ally Action Continuum chart, I have determined where I lie in the fight against oppression. Starting
personal application of the Action Research Differences from the left (Actively Participating), I read through each step, deciding if I fit in the category. I determined that I lie in the
Continuum by Griffin & Harro step called Educating others. I have taking a class, HPR 307: Communicating Differences, where we discussed
important issues, including oppression that is experiences by target groups. We also talked about microaggressions,
which are attacks or environmental slights, whether verbal or non-verbal, intentional or unintentional, which are
derogatory or communicate negative messages to a marginalized master status. After being more educated, I started
educated other people more of what I have learned. Although I am not the most educated person on oppression, sharing
any but of knowledge I have can make a difference in the long run.
Evidence #53
97. Student will create a personal HDF 190: FLITE FLITE Group Project In HDF 190, I learned about relational leadership and how there are five components to this theory: Process oriented,
code of inclusive leadership ethical, empowering, purposeful, and inclusive. To me, being an inclusive leader is very important and very essential to
leadership. By being inclusive, one must understand their self and others, different cultures, worldviews, and have
knowledge of citizenship. Without understanding this, one cannot begin to let their peers in. As an inclusive leader, one
bust believe that fairness and equality and important and that everyone can make a difference. Everyone is valuable. By
doing this you are actively listening, developing talents, building relationships, and engaging in civil discourse. In HDF
190, we were assigned the task to work as a group to create a program that fit in with the mission statement of CSLD.
Being inclusive is very important when working in a group dynamic. Without being inclusive, not everyone would have
had the opportunity to help, and the project would not have had everyone’s input, not being the best it could be.
Evidence #54
Outcome Category: Critical Thinking
98. Student will show knowledge of principles Personal When critically thinking, there are important steps you must go through to reach a conclusion. The first
of critical thinking and fallacies (logic is Research step is to gather the information needed. This may be given, or take some time to get what is
used in this minor) necessary. Then you must understand the terms that you are looking at. Know what you are looking
for and what each part of the problem means. After this, you need to question the methods in which
the information and facts are derived, was this the proper way to collect the data? Once a conclusion
has been made, it needs to be questioned. We must look for hidden biases or assumptions, and
realize that not all your questions are going to be answered. When critically thinking, it is very
important to look at the big picture to truly understand what is going on. There are times when there
are common errors in reasoning, undermining the logic of an argument, called logical fallacies.
(https://lib.pstcc.edu/c.php?g=472401&p=3336596)
Evidence #55
99. Student will demonstrate proficiency of Personal ELE 215: Linear Circuit Theory Lab In ELE 215, Linear Circuit Theory Lab, I had to use critical thinking to solve the problem of figuring out
critical thinking Research what was in the Black Box. The problem was that there were three different electrical components in
a T-shape formation inside a black box, and I needed to figure out the values of the components and
where they were in the box. Knowing how the box was set up, I could run multiple experiments on the
box and plot the different values collected. Once the data was collected and plotted, I needed to
critically think about the results. I gathered the information I collected completely, and understood the
terms of the problem. I first needed to question my methods of how I gathered the data. After I
concluded that my methods were the best way to test to the box, I looked at the data collected and
how it was plotted. I concluded that I plotted the data correctly, and then needed to look at the
graphs. Using the graphs, I determined not only the values of the components, but where the they
were in the box. I understood that I had no biases towards the results, but simulated the box with my
predicted components to clarify that my answers were right.
Evidence #56
102. Student will show knowledge of at least five Personal There are many different decision making methods. Some include voting, raking, scoring, multi-vote
decision making methods Research multi-rounds, and iterative convergence-Delphi method. Voting is an easy way to generate a decision
in a group. Ranking is a good way to see where different options stand within each other. Scoring is
a good way to see how close the different options are close to the desired goal to help decide.
Multiple Votes and Voting Rounds. This is a good option to not limit participants with one vote and
narrow done the options to the final winner. Lastly, is the iterative convergence-Delphi method.
Through anonymous feedback from members in rounds. Ideas can be modified until eventually they
converge to the one decision. (http://meetingsift.com/5-useful-methods-for-group-decision-making/)
103. Student will describe personal examples of Personal Theta Tau I have applied all five-different decision making methods I mentioned above in group settings. I have
having used five decision making methods Research HPR 412: Emerging Infectious used some of these decision-making methods in my fraternity, Theta Tau. I have voted to make
Diseases decisions such as changing or adding by-laws. I have used the ranking method as well as the scoring
method to determine the right people to give a bid to for the pledge process. At the end of the pledge
process we use the multiple votes and multi rounds methods to determine who gets into the fraternity.
We do this in a way, if they get a certain percentage of votes then they get in. Those who did not get
in move onto the next round of voting to try again. I have used the iterative convergence-Delphi
method in my Emerging Infectious Diseases class. During this class, we were broken up into teams
and represent and fight for a chosen non-governmental organization. We then used the iterative
convergence-Delphi method to determine which NGO was the best option to donate money to. With
each team member having a bias to their NGO, it was important to keep the discussion anonymous to
come to an honest decision.
Evidence #57
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109. Student will demonstrate knowledge of active HDF 190: FLITE Day of Discovery FLITE Retreat In HDF 190, we learned about active listening at the Day of Discovery Retreat. We learned that an
listening techniques Active Listening Worksheet active listener is one who encourages, restates basic ideas, reflects feelings, clarifies, as well as

summarizes. Listening is a very important skill and is found in many leadership theories, such as the
Servant Leadership Model by Robert Greenleaf. When one does not actively listen, communication is
lost. One must be encouraging by having a positive tone and keeping eye contact. One should restate
what the speaker said, to show interest and emphasize the facts. You should acknowledge the
speaker’s feelings, as well as clarify what the speaker is saying by asking questions. Finally, you
should summarize the basic ideas to make sure that what was said by the speaker was received
accurately. By following these components of active listening, communication becomes efficient and
effective.
110. Student will describe examples of using active HDF 190: FLITE FLITE Group Project In HDF 190, we were assigned the task to work as a group to create a program that fit in with the
listening skills mission statement of CSLD. Part of working with a group is the use of active listening skills. To
accomplish any task within a group, everyone must listen to each other. When starting a project,
everyone had great ideas that needed to be said. By using active listening skills, we allowed each
person to talk, and fully comprehend everyone’s thoughts. By taking turns talking, I could be
encouraging, keeping eye contact and using phrases such as “I understand”. I restated their basic
ideas, making sure I understood the facts. I reflected on their feelings, and asked any questions I had.
By summarizing everyone’s ideas, we developed a concise idea that everyone was happy with. By
using active listening skills, we communicated effectively and efficiently, to reach our goal of
developing a program.
Evidence #54
111. Student will demonstrate knowledge of Personal Group Communication is important when it comes to decision-making. A model for group decision was
functions of group communication by Hirokawa Research developed to understand Hirokawa’s General Functional Theory. The model shows how a group
decision starts, forms, and concludes. Groups generally begins with identifying a problem, labeled the
Probable Entry. Here the group asks questions like who, what, when, where, why, and how? Next,
the group needs to Assess the Situation, by evaluating the information gathered. Then the group
creates different solutions to the problem and discusses the objectives it wants to accomplish, labeled
Identify Alternatives and Identify Objectives. Lastly, these objectives and alternate solutions are
evaluated to decide, Choice. Group communication is influenced by all the members, and because of
this, the outcomes and choices can vary and not always be good decisions.
(http://zimmer.csufresno.edu/~johnca/spch100/9-5-hirokawa.htm)
Evidence #58
112. Student will describe personal application of Personal BME 461: Physiological Modeling I have applied the functions of group communication by Hirokawa in my class, BME 461. In this class,
functions of group communication (Hirokawa) Research and Control Systems awe formed groups to model the feedback functions of the kidneys. We needed to go through the
group decisions model to decide what functions of the kidneys we wanted to model and how to do so.
We identified the problem, not knowing what feedback function to model. We asked questions about
possible functions and which ones would fit the description of the project best. Then, we needed to
evaluate the information gathered. We needed to discuss the different ways to model the functions
and determine the objectives of the solution. Once all the information was gathered and evaluated, we
needed to choose a function. We decided on the renal control system, fluid regulation.
Evidence #2
113. Student will show knowledge of techniques COM 100H Personal Research In COM 100H, we learned about and practiced giving and accepting feedback to and from our peers.
regarding giving and accepting of feedback When giving feedback, you need to be clear and specific about the feedback, always being descriptive
and constructive. You need to focus on the behavior or the event rather than on the actual person.
You need to be positive but also be careful when giving advice, to make sure it is taken the right way.
When receiving feedback, you need to always separate out what is being said from how it is being
said. Not all criticism is true, and if upset from the criticism take time to calm done before making any
decisions. If it is true, it is always best to take it and think about how to improve. Always remember to
thank the person giving you feedback, and that it is normally given with the good intentions.
(https://www.mindtools.com/pages/article/newTMM_98.htm)
Evidence #59
114. Student will describe examples of giving and BME 485: Senior COM 100H Accepting and giving feedback is something that I needed to do in my COM 100H class when listening
accepting feedback. Capstone Design to my classmate’s speeches as well as in my capstone design class, BME 485. For my capstone
class, I traveled down to Philadelphia to compete in an undergraduate design competition. Before I
could get to this point, I had to go through a constant cycle of giving and receiving feedback through
my peers and advisors about my Senior Capstone Design Project, “Monitoring pain in individuals who
are nonverbal using a video-based algorithm and Android application”. When receiving, feedback I
needed to listen, be gracious, and ask them questions to use the feedback to my greatest ability to
successfully complete and present my project. I needed to separate what was being said from how it
was being said, understand that not all criticism is true, but when it is use, because it will help make my
project the best it could be. I also gave feedback to other groups. When giving feedback, I needed to
focus on the presentation and project, and not the people. I needed to stay positive, and be careful
when speaking to make sure my feedback is not taken the wrong way.
Evidence #60
115. Student will show knowledge of the 7D Personal The 7D coaching model by Gene Knott is a process that provides a sequential pathway for strengths-
coaching model (Knott) Research focused change conversation between a coach and a “client”. The first step is Declare, where the
client states what needs to be dealt with. The next step is Define, where a goal is set. The next step is
Distinguish, where the coach distinguishes what are the strengths of the client and how they
applicable. The next step is Differentiate, where the coach explores different paths to take to get to the
goal. The next step is Develop. This is where the coach and client plan the logistics of the chosen
path. The next step is Decide, where it is decided the optimal way to implement the logistics, including
a timeline. The last D and step is Determine. This is where the coach and client assesses the
progress made, and using the information to start the cycle over.
(http://www.thoughtsacademy.com/our-research/the-7d-model-of-organization-development/)
Evidence #61
116. Student will demonstrate personal application Personal Gym I have applied the 7D coaching model, when working with my friends to become healthier and happier
of the 7D Model (Knott) Research with their body. Working very closely with my friend Rachel, we followed the 7D model, and currently
still follow it. The first step was for Rachel to come to me and tell me she wanted to start being
healthier. She then declared a goal of putting on more lean muscle, since she is very small and skinny.
I then sat down and distinguished what her strengths were going forward and how those can be used
to reach her goal. We found that she likes following a schedule and is motivated by seeing progress.
There were a few ways to reach her goal, so we decided the best way to reach it is to eat at a slight
calorie surplus and to go to the gym and to lift heavy weights at low reps using the main muscle groups
to build muscle and give shape to her body. Then we needed to develop the best way to implement
this pathway, mapping out her diet as well as her workout plan. Then we needed to decided how she
will follow this plan, including dates and times in which she will eat and workout and which muscle
group she would work out. To asses her progress we decided we would keep track through weight
measurements as well as pictures, to keep her motivated as well as to see how the program was
working for her. This process has been successful in boosting her confidence enough to sign up and
participate on an Oozeball team with me.
Evidence #62
127. Student will show knowledge of organizing Personal When organizing meetings, it is important to plan to efficiently use the time and accomplish the
meetings / setting agendas / and leading Research objectives. There needs to be a purpose or objective to the meeting. You need to have the right
meetings people there to accomplish the objective. You need to decide the best structure for the meeting, as
well as a location and time that fits the purpose and works for the participants. There also needs to be
an agenda set. When setting an agenda, it should include a title, the time and date of the meeting, the
location, the items that will be discussed as well as the people responsible for each topic that will be
covered. To run an effective meeting, the leader must be on time to the meeting, use the pre-
determined agenda, and summarize the meeting. It is important to control dominating or difficult
people as well as keep the meeting moving through the schedule.
(https://www.unce.unr.edu/publications/files/cd/other/fs9729.pdf)
Evidence #63

128. Student will describe personal examples of Personal Student Engineering Council As the co-chair of the Student Engineering Council, I needed to organize meetings, plan the agenda,
organizing meetings / setting agendas / Research and lead the meeting. To organize the meetings, it was important to know who was in the council, and
leading meetings plan a meeting day and time that worked for everyone. Sometimes there is not a day or time that
everyone can go to, so it is important to choose a time that works for most people and maybe find
replacements for the those who could not attend. After finding a meeting time, it was important to
organize the meeting to discuss the topics that needed to be discussed within the time restraints. I did
this by creating an agenda and sticking to the agenda while leading the meeting. It is important to keep
the side comments to the minimum and staying on topic.
Evidence #64
130. Student will show knowledge of techniques for Personal There are a few techniques when it comes to working with difficult people. When working with people
working with difficult people Research who are difficult or have different views than you, it is important to stay calm, even when feeling
frustrating. You need to understand the person’s intentions and maybe get some perspective from
others. You should let the difficult person know where you are coming from, treat them with respect,
and focus on what can be actioned upon rather than the person. If these don’t work, you can always
ignore the situation or go to someone of higher authority to find a resolution.
(http://www.businessinsider.com/9-useful-strategies-to-dealing-with-difficult-people-at-work-2011-6)
Evidence #65
131. Student will describe personal examples of Personal URI Alpine Race Team While acting as the Vice President of the URI Alpine Race Team, I had to deal with many difficult
using techniques to work effectively with Research people. They often had views that conflicted with mine and did not want to hear any ideas of change or
difficult people ideas that conflicted with their own. One specific occasion I had to deal with a difficult person was
when I decided to it would be a good idea to change the way we paid for gas as a team. Originally, the
way we paid for gas was per car. The people in the car split the gas for the car they rode up in. The
problem with this is that each person did not choose the car they were put in, and each car had a
different number of people and burned gas at different rates. There was a variance of how much each
person was paying for gas that could range from ten dollars to thirty dollars, and I found this unfair. I
decided the best way to pay for gas is if everyone paid the same amount. It took a little more effort by
collecting gas receipts and calculating how much each person would pay. This worked out fine, and
everyone understood why this was the best way to pay for gas, except for one person. They refused to
try to understand the new way and wanted their money for gas as soon as possible, which was not
reasonable. To deal with their difficulty, I had to stay calm, understand where they were coming from,
and treat with them with respect. Although he did not agree with my method, I needed to make sure he
understood why he were changing the method and that he would get his money as soon as possible.
132. Student will show knowledge of the stages of HDF 190: FLITE Achieving Group-Defined Success In HDF 190, we learned about achieving group-defined success and positive personal experiences in
group development (Tuckman/Tuckman & and Positive Personal Experiences organizations. There two parts to achieving group success according to this model: Getting Along and
Jensen, Bennis or others) in Organizations Getting Ahead. The first part, Getting Along, describes the stages of group development. These
Leadership Theory 2018 PowerPoint stages consist of forming, storming, norming, performing, and adjourning. During the forming stage,
the mission, values, roles, and tasks must be clarified, as well as making sure all the members know
each other. During the storming stage, there must be group maintenance and proactive approaches to
any problems that occur. During the norming stage, is where everyone is on the same page and there
is task progression. The performing stage is where the most progress is made and everyone is “in the
zone” and there is much progress as well as the most difficult tasks are accomplished. The final stage
is adjourning, which is where everything comes to closing and group goals are evaluated. By following
this group development, relationships are built and maintained as well as the group achieves their goal.
Evidence #66
133. Student will describe personal examples of HDF 190: FLITE Engineering in Medicine and Biology I have applied the stages of group development when re-starting the Engineering in Medicine and
group development in use (Tuckman/Tuckman Society Biology Society (EMBS) from the ground up. We went through the five stages of group development
& Jensen, Bennis or others). forming, storming, norming, performing, and adjourning. During the forming stage, we, the elected e-
board and only members in the society, needed to rewrite our mission statement, determine our
values, and determine the tasks for each position. Going into the next stage, storming, we needed to
be proactive when fighting our biggest problem, a lack of members. We needed to recruit people and
make sure they wanted to come and stay. During the next stage, norming, we made sure that our new
members understood our mission and goals, and we were all on the same page. Once on the same
page, the group became more productive and entered the performing stage. This is when our events
were successful and many of the members were proactive. At the end of the year, when we passed off
our roles as leaders to the next e-board, we entered the adjourning stage. We evaluated how our
group developed and if our goals were met.
Evidence #67
136. Student will show knowledge of effective Personal There are many different skills when it comes to be an effective member in a group. Membership skills
memberships skills in groups Research can also vary between different groups. Being a good member in a fraternity, a professional
organization, or a group project can all be slightly different, but there are generalized skills that
everyone can follow. The first is that to be an effect member, you must have respect for your peers. A
group cannot progress if there is disrespect among its members. Another one, which I believe is the
most important, is to be responsible. You need to be responsible for your actions in any group
situation. As a member, communicating effectively is also key to being an effective member. You
need to be able to communicate your thoughts, feelings, ideas, and anything to the group in a way that
they understand, listen, and are no offended. Finally, a member must understand that there will always
be conflict in a group. No group is perfect, and problems to arise. It is important to accept this, as well
as find proper ways to resolve it. (http://www.webguru.neu.edu/professionalism/professionalism/being-
effective-team-member)
Evidence #68
137. Student will describe personal examples of Personal Theta Tau Sigma Gamma: A I have put effective membership skills into use while being a member of the professional engineering
membership skills in use Research Professional Engineering Fraternity fraternity, Theta Tau. When joining the group, I knew that there was already conflict within the
Welcome Day organization, and that problems were inevitable. Despite the problems and drama between members, I
knew that by respecting one another, even with our differences, can do a great deal of good for the
fraternity, and I tried to spread the concept of caring for one another the best I could. I understand that
I am responsible for my words and actions, so when promising to do something such as committing
myself to running Welcome Days for the College of Engineering, I keep my word. With such a big
organization, communicating effectively is very important. During a meeting, for someone to
understand and listen to what you are saying, you must be clear and concise. I find that the most
effective membership skill is taking the responsibility of commitment to a group. I have committed
myself to Theta Tau, and everything that it entails. The best way to be a member is to simply
participate and show up to meetings. Without being present, a member cannot be effective in a group.
Evidence #69
138. Student will show knowledge of the Challenge Personal The basic idea of the Challenge and Support theory by Sanford is that for there to be growth, there
and Support theory by Sanford, and its Research needs to be a balance between challenge and support, as needed for a specific task. If there is too
relationship to organizations much support, then there will never be any growth or development. If there is too much challenge,
then there will be frustration that would lead to giving up and quitting. Another factor to this model is
readiness. This is where a person cannot grow until they are ready, both physically and mentally. If
you try to teach an infant how to tie their shoes, they will fail. They are not physically ready to tie a
shoe and they mentally cannot understand how to tie a shoe. Support and challenge can come from a
lot of different places. Support can come from family, friends, teachers, or advisors. Challenge can be
anything from a hard test to making friends. ( https://imjoeboe.wordpress.com/2011/04/28/challenge-
support/)
Evidence #70
139. Student will describe personal examples of Personal Camp Jefferson: Junior Counselor Working as a Junior Counselor at the Jefferson Township Day Camp, I applied the Challenge and
using the theory of Challenge and Support Research Support theory by Sanford. Working with girls who were going into kindergarten, I needed to challenge
(Sanford) them to make new friends, but also support them to reach that goal. Many five-year-old girls are used
to their parents spoiling them, playing with them, and getting what they want. When they go to day
camp, they try to have the counselors be their “mom”., they only want to play with the counselors and
have the counselors play with them and no one else. With about 3 counselors for 11 girls, this cannot
happen. The counselors must be able to watch over all of the girls, facilitate activities, take girls to the
bathroom and nurse, and make sure the day goes smoothly. Challenging the young girls to make
friends, by not allowing them to play only with just the counselors, but also supporting them by easing
them into playing with other by playing with groups I was able to facilitate growth within the girls,
teaching them and allowing them to grow and create friendships.
Evidence #33
140. Student will show knowledge of the COM 100H The construction for an informative speech and a persuasive speech are the same, but there are
construction / elements of informative and difference between the two. An informative speech gives information on something, without giving an
persuasive speeches opinion. A persuasive speech gives facts to try and persuade beliefs or actions, giving an opinion. To
construct a speech, there are a few steps one must take. The first step is to choose a topic for the
speech. The next is to make a thesis statement. For an informative speech, that would include stating
what you will explain. For a persuasive speech, that would be stating what you are trying to prove in
the speech. The next is to find and create supporting points for the thesis. Once creating the points,
one needs to make sure each point has supporting facts and statistics to back the points up. Then one
needs to write an introduction and conclusion. This includes attention getters and closers, and
summarizations of the main points. Finally, one most deliver the speech. It is important to practice and
time yourself to be as effective as possible. (http://www.wcdebate.com/3ie/39platform.htm)
Evidence #71
141. Student will demonstrate proficiency in COM 100H During COM 100H, I had to prepare and give both persuasive and informative speeches. For both
informative and persuasive public speaking speeches, I had to choose a topic and then research the topic to find my main points. For the
persuasive speech, I needed to pick a side, or have an opinion. The information and main points I
picked, needed to support my opinion that I was trying to persuade. For the persuasive speech, my
topic was about the Olympics, and I was trying to convince the audience that hosting the Olympics was
bad for the country. For one of the informative speeches, I gave a speech on the “Pink Tax” and how
items being sold that are for females, that have an identical counterpart for males, that are being sold
for more money. In both speeches, I gave an introduction, stated my thesis, stated main points, and
had a closing. I practiced my speeches as well as timed them to make sure they were delivered the
best they could.
Evidence #72
142. Student will show knowledge of planning and HDF 190: FLITE Relational Leadership Assessment In the class HDF 190, we were given the task for the relational leadership assessment to devise
conducting interviews (as the interviewer) interview questions for a “perspective student peer leader” based on this model. Having been
interviewed before, I have learned from experience how to provide thought provoking questions that
will give an honest answer and will help determine if the participant is qualified. My questions that I
had written had to do with the five components of relational leadership, which are inclusive,
empowerment, purposeful, ethical, and process oriented. Planning these questions, showed my
knowledge of planning an interview, as well as my knowledge of conducting an interview with such
questions. Although this is not an example of an actual interview, it shows my knowledge of planning
and conducting rather than my application of my knowledge. By succeeding on this assessment, I
showed my knowledge of planning and conducting interviews. Without proper planned questions, one
could not properly conduct an interview.
143. Student will describe personal examples of WRT 104: Interview Paper In WRT 104, we were given the assignment to interview someone who works with their hands and
planning and conducting interviews (as the Theta Tau Sigma Gamme: A write about the interactions, responses, and visual cues I experienced during the interview. I had to
interviewer) Professional Engineering Fraternity plan the interview ahead of time, writing questions that I would ask that create conversational and
though provoking answers. I had to make sure my questions would keep the interview on topic and
keep the interviewee engaged. When conducting the interview, I had to listen and take notes, not get
distracted, as well as ask follow up questions. I also planned and conducted interviews as part of the
RUSH process of my professional fraternity, Theta Tau. When planning the questions, I needed to
make sure that we had at least one question for the characteristics and qualifications we were looking
for in a prospective pledge and maybe eventual brother. We develop questions that touched upon
integrity, brother, professionalism, and service, as well as personality questions to determine if they
were a right fit for the fraternity. While conducting the interview, I needed to make sure my questions
were asked carefully, clearly, and professionally. I also needed to make sure that the interview stayed
within the time restraint.
Evidence #73
144. Student will show knowledge of preparing for Personal To succeed in an interview, one needs to convince the interviewer that you are the right one for the job,
and effective answers in interviews (as the Research having the experience, skills, and would be a good fit in the organization. To do this successfully, an
interviewee) interviewee must prepare. The first step in doing this is by researching the organization. You need to
know the organization inside and out; know what they do and their values and mission statement. Next
you need to compare your skills and qualifications to the skills and qualifications to the position. After,
one needed to prepare responses to possible questions asked. Interviews often ask questions on your
resume and behavior, as well as situational hypotheticals. One needs to practice their elevator pitch,
know their resume inside and out, as well as research common interview questions. Next you need to
plan what to wear and what to bring. Make sure you where professional wear, unless stated otherwise.
If completely unsure, one can always get in contact with someone who is a part of the organization
already and ask what to wear and how to prepare. No matter what, it is important to dress to impress.
When it comes to bringing material, an interviewee should bring their resume, references, a pen and
paper, and anything else to support your qualifications such as a portfolio. During an interview, an
interviewee must be mindful of their body language. They need to project confidence, be attentive, and
manage their reactions. ( https://careerservices.princeton.edu/undergraduate-students/interviews-
offers/preparing-interviews)
Evidence #74
145. Student will describe personal examples of ELE 491: Special CREmedical Interview When preparing for my interview for my internship at CREmedical, I needed to research the company
preparing for and being interviewed Problems to understand what they were looking in a candidate, if their company’s values corresponded with
mine, and if their work was something that interested me and benefitted me in my learning process as
an engineer. Once I knew about the company, I needed to prepare myself on how I fit in at the
company, refresh myself on my qualifications and resume, and look up common interview questions
and prepare my answers. As an engineer, I also needed to make sure that I was prepared for
technical questions. While being interviewed over skype, I was questioned about resume, asking
about my Leadership minor, my publications (specifically my Honors Project), as well as my technical
skills. During my in-person interview, I was tested on my circuit knowledge, showing I can solve Op-
Amps. They were looking for my technical knowledge as well as my way of thinking, to determine if I
would be a good fit at the company.
Evidence #75
147. Student will describe personal examples of HPR 401: Honors Honors Project During HPR 401, I was given the opportunity to work with a partner to develop an idea for an Honor’s
working in collaboratives/coalitions Project project. We needed to create a plan, and follow through. To complete the project in a timely manner,
we had to divide the project and be responsible and accountable for our part. We were in constant
communication, continuously researching and working through problems together. I also worked with a
group in my BME 485: Senior Capstone Design. As a group, we needed to take on different roles,
such as Project Manager, Software Engineer, and Hardware Engineer. Taking on different roles, we
utilized our different talents to successfully complete the project in a timely manner. We worked
together to solve problems, but by individually focusing on different aspects of the project, we
completed the project before the deadline. It was important to make a plan and follow it, and focus on
the project, as to not get distracted, off topic, or in disagreements.
Evidence #76
150. Student will describe ways to maintain Personal There a few steps one can take to maintain accountability within a leadership-member relationship. To
accountability in leadership / member Research maintain accountability, as a leader or member, one must be timely in their job as well as follow
relationships through on their promises. This includes going to meetings that were set, finishing their work within the
time restraint given, or planning events that they promised to do. The main way to maintain
accountability is to keep promises. If one follow through on their promises, whether a leader or a
member, others within the organization will trust them and rely on them.
(https://learnloftblog.com/2017/02/02/how-leaders-maintain-accountability/)
Evidence #77
151. Student will describe personal examples Personal Student Engineering Council As the co-chair of the Student Engineering Council, I must maintain accountability within the
related to maintaining accountability as a Research organization for it to run smoothly. One example of maintaining accountability within the organization,
leader is by sending out the meeting minutes in a timely fashion. During each meeting, each representative of
the different engineering organizations has a chance to speak and say what is happening in their
organization. I take the minutes during the meetings, so that each representative can have what is
going on in each organization in writing. If I do not send out the minutes soon after the meeting, the
meetings become useless. The information needs to be spread as soon as possible for E-Council to
be successful. Without keeping accountability about the promise of sending out the minutes, the
organization would not run smoothly and the representatives would not take the organization seriously.
Evidence #64
152. Student will describe ways to build HDF 190: FLITE Leadership Institute: Team Integrity As an incoming freshman, I attended the Leadership Institute. As an introverted person with a value
relationships between leaders and members strength of prudence, the Institute took me out of my comfort zone. I was in a new environment with
complete strangers, which was very nerve wracking for me, but I came to the realization that everyone
was in the same situation. Building relationships between our peers, members and leaders alike, was
a common goal for all. It is also very important to build relationships in to create a comfortable
environment. Personally, I bonded with my leaders very easily, because they were very open and
welcoming, desiring to get to know all of us on a personal level. I was able to build relationships
between the members, by finding things we had in common, as well as making our own memories
together. One joke that brought us all together was a joke on our name integrity. We were asked what
we thought integrity meant, and everyone was quiet. Someone then asked our peer leader what he
thought integrity meant and he struggled on answering the question. Now our joke is “What’s
Integrity?” and although it seems silly, and we do know what integrity means (We all just struggled in
putting it into words), it brought us all closer together, and allowed us to open-up more and become
closer between one another, becoming a family and an effective team.
Evidence #78
153. Student will describe personal examples of HPF 190: FLITE Engineering in Medicine and Biology As the Vice President of the Engineering in Medicine and Biology Society, with the need to rebuild the
building relationships with members as a Society organization from the bottom, building relationships with the members of the organization was very
leader URI Alpine Race Team important. I spent time getting to know each person inside and outside of the meetings. Even if the
relationships were not close, it was important to make an effort to make each member feel wanted and
important. I think that the easiest way to build a relationship between a leader and a member is simply
by learning their name and making an effort to say hi when you see each other outside of the meetings.
I also built relationships with the members as the Vice President of the URI Alpine Race Team. As a
leader of the team, it was very important to be trustworthy, reliable, and responsible. Demonstrating
these qualities, I was able to build strong relationships with my teammates, where they respected me
as a leader as well as a friend.
Evidence #79
158. Student will describe principles of effective Personal In general, there are a few principals to follow to be an effective mentor. The first is promoting
mentoring, as well as problems particular to Research professional development. This is where the mentor would encourage the mentee to improve and
the mentoring relationship develop their professionalism. Another principal is advising, guiding, and directing the mentee, helping
them through their process. A mentor must also provide structure and support for the mentee. A
mentor will help teach the mentee content specific knowledge. Mentors should keep the mentee in the
loop by sharing information. Another important principal for effective mentoring is the mentor having
previous experience, and sharing their experiences with the mentee. A mentor should promote
networking as well as give criticism and feedback. These principals will create an environment that will
allow the mentee to grow and develop. There can also be problems in the mentoring relationship. One
is when there are mismatched goals, commitment, or expectations between the mentor and mentee.,
the mentee does not want to their own pursue development, or when the mentee does not ask for help.
Another problem could be if there are power issues over resources, such as the mentor not sharing.
There could also be personality clashes between the mentor and the mentee. A big problem that can
also occur is when the mentor is searching for a clone rather than encouraging the mentee to be
independent. (https://my.lerner.udel.edu/wp-content/uploads/Skills_for_Sucessful_Mentoring.pdf)
Evidence #80

159. Student will describe personal examples of Personal Theta Tau: Big and Little I have had a few experiences of being both a mentor and a mentee. My most significant experiences
mentoring and being mentored Research for both being a mentor and a mentee were provided by my professional fraternity, Theta Tau. When I
was pledging Theta Tau, I was given a Big, Liam, who my mentor. As a mentee, I drove our
relationship, reaching out to him for support, and communicating to him when I needed help. He
helped me develop to be more professional, network with those is the fraternity and alumni, and
integrate into the fraternity to be a good brother. I have also had the privilege to be a mentor when I
became a Big and took on my Little, Corinne and I could put into effect the principles of being an
effective mentor. I encouraged Corinne to develop professionally, showing her how to dress, helping
her with her resume, and teaching her how to present herself to others. I guided her through the
pledging process, allowing her to get the most out of the process. I provided her support when she
was scared, nervous and unsure. I tried to be a stepping stone for her to figure herself out and grow
as a person. I was able to use my personal experience of pledging to answer her questions and steer
her in the right direction. I also promoted her to network within the fraternity so she can make stronger
bonds within the fraternity.
Evidence #81

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LEADERSHIP

Name: Jessika Decker

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

Outcome Category: Leadership Theories

Leadership Inventory Revised 08/22/2017 12

Leadership Inventory Revised 08/22/2017 18

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

Outcome Target Additional Descriptive notes regarding learning and practice

Outcome Category: Critical Thinking

Outcome Category: Interpersonal and Organizational Concepts & Skills

Leadership Inventory Revised 08/22/2017 22

Leadership Inventory Revised 08/22/2017 24

Leadership Inventory Revised 08/22/2017 29

Leadership Inventory Revised 08/22/2017 30

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