Leadership Inventory Update With HDF 412 1

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

Date Enrolled: September 2015
Date of Graduation: May 2019
*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 internship
3 credits or 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 (capstone PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication 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
Lead Others Self discipline
Strengths Perseverance
Weaknesses Develop and maintain family,
Values PROGRESS
interpersonal, and intimate relationships
P Needs Academic, social, personal goals and
Styles objectives
R
Learning
O Teaching
G P
Personality
R Membership R
E Leadership O
S G
S RE-EVALUATE R
E
former stages
Develop and S
as you progress S
Refine
Skills
3. Broaden Your Perspectives…
Leadership theory and
practice Understand others
Communication
Group Development Hierarchy of needs
Inclusion PROGRESS Racial, cultural, gender, sexual orientation,
Citizen Activist Skills religious, class, ability, etc. diversity and
Critical Thinking commonalities
Teaching and Programming 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 HDF 190 Rhode Island Credit Union Transitioning to college life is a big step into our self independent lives away from
autonomy and a minimized need home. Not only are students living by themselves away from our parents, they are
for approval governing their actions and taking responsibility for them. Knowing ourselves is a
large part of leading others. In FLITE, we are taught that using our unique strengths
and abilities opens up countless opportunities to apply them in a multitude of
situations. Having the knowledge on how to apply my Gallup Strengths and VIA
values we are able to use this in every aspect of my life. Adaptability is my top
Gallup Strength. I rise to the occasion regardless of the situation I am in. As seen in
FLITE and throughout college the ‘average’ student is not actively seeking
approval. This is because the differentiation between who perceives what is right
and what is wrong depends entirely on the person answering. A way to approach a
situation may and will most likely be different than how other approaches that same
situation. This relates to my minimized need for approval. While a student may rise
to a situation where the stress level is high, another student in the same situation
might fall to it. This is neither good nor bad because each person has both strengths
and also weaknesses. I am responsible for all of my actions attending and living at
college four and a half hours away from my hometown in southern New Jersey.
The bank that my family currently uses is a bank that is not used this far north in
New England. Having a Rhode Island Credit Union card allows me to literally
control the rest of my life through paying off credit card payments on time,
establishing my credit score, and overall financial literacy. Having this card
represents not only living away form my parents more so the autonomy as I’m
entering the world as a young adult.
SEE EVIDENCE #1
2. Student will demonstrate HDF 190 COM 100 speech Due to the nature of certain professors and their teaching style, I need to adapt and
personal, organizational, and Calendar develop to my professors learning styles. Prior to HDF 190, I was lacking strong
academic examples of self- motivation prior to complete homework assignments, study, and practice applying
discipline the newly learned skills from class. Realizing very early that if I wanted to utilize
my resources I needed to prove to myself and furthermore the professor that I want
to be in their class. Time management was stressed to not only avoid unnecessary
stresses and stressors but to also avoid rushing and ruining the quality of the work.
This statement from my COM 100 professor; only the prepared deserve to be
confident, drives me to study the material and to take the skills he gave us in public
speaking/speech anxiety reduction to use in the real world. Using the template for
presentations, I go above and beyond my duty of the communicator to build that
bridge to the audience.
SEE EVIDENCE #2

3. Student will demonstrate the HDF 190 NRS 397 Work Internship In certain situation, emotions tend to get the best of me. That seems to be human
ability to manage emotions Discussion with my mentor; nature that emotions affect certain situations. Knowing how to manage and deal
Robert Vincent with those emotions in a mature and appropriate way can improve the outcome of
SOLC any high stress situation. Knowing that my clouded actions in a group or individual
setting may result in direct consequences. Diverging my emotions on the
backburner for a later time allows me to focus on the current responsibility and/or
task. By breathing, focusing on the task at hand, and using a few methods involved
with the Meditation 101 (put 100% of my commitment into every assignment,
prioritizing, and breathing) handout in FLITE I am able to put off emotions in the
moment to avoid complications. Working in my professor’s laboratory, I am
confronted with several stresses that comes with the job. I was placed with the
lower tier tasks that are tedious yet important to the professor’s success in her
study. Needing to complete tasks like cleaning certain tools, grinding soil samples,
etc. all add to the stress of without completion of these tasks then the operation may
come to a halt. Currently tasked with more important tasks involved the research
side of biology I am needed to use my strength of communication to ask for help
when I am unable to do the assigned task.
SEE EVIDENCE #3
REVISITIED: Controlling your feelings is as easy as taking control of your

breathing. This piece of guidance from my mentor, Robert Vincent, was vague and
somewhat frustrating at first. I heard this advice throughout my life yet why is this
so underrated? Robert offered a piece of advice that if followed night help with my
situation in life. Reflection. Weeks since then writing down in this gratitude journal
that Robert instilled inn my mind, I have the ability to reflect and learn on what
occurred throughout each day. Facing the facts of the end of a long term personal
relationship I had the power of breathing has never had this much of an impact. A
quote I hold dear is “I am the master of my fate, I am the captain of my soul” by
Willian Ernest Henly. This is never being more apparent. Once I can control my
breathing I can control so much in my life. To breath in the new and out with the
old paired with writing in this gratitude journal creates this proper learn from my
experience (similar to The Kolb’s Model of Experiential Learning). Personal
importance, in this context, means that I should put effort and love towards myself.
If I am not able to take care for myself how am I going to help others. Controlling
how I react to what emerges in my life no matter the circumstance demonstrates
how I be the most proficient in learning from each experience.
SEE EVIDENCE #27 –Tara Card that Robert Gave Me.
In SOLC, we respect the fact that everything that is said within our confines
shouldn’t be said elsewhere. Yes, the drive home message that was learned
during this private setting can be explained to others but the details should
and are left out. This is what I am going to do in a hypothetical situation.
During a retreat, opinions of another student was brought to attention without
this said student in the room. As a friend of the student I could not understand
why these comments were being said yet knew that this was discussion on
every level. After a few seconds I felt my heart beat out of my chest as my head
was getting light. Instead of creating this tension as it came to mind. I walked
outside. Sat down. Took deep breaths. Controlled my feelings. After students
left I brought up what I witnessed to our LEAD facilitator.
SEE EVIDENCE #28 –
4. Student will demonstrate HDF 190 Meditation 101 Handout The Meditation 101 handout that we received in FLITE allowed me to manage my
knowledge of stress management stress by simply managing my time. By starting out with why I am doing this
methods specific homework assignment is the start to manage my priorities. The end goal of
receiving my bachelors of science in environmental science and management and
my minor in leadership studies drives me to get my priorities in check to know
what assignments to complete first to put my mind at ease. The second step is to put
one hundred percent of my commitment into every assignment no matter what the
assignment is. This allows me to get the most out of why I am actually putting the
time and energy into completing it. The third step is to be a hero everyday. I
interpret this as being confident to why you are studying the area you are studying
while reflecting your past accomplishments. Sitting with dignity is the fourth step.
This relates to the third step by reflecting on your past and knowing you came this
far so why give up now. The fifth step is picking an anchor. Knowing what the best
environment where you function the most proficiently in allows you to complete
said assignments. Breathing is what I believe is the most effective step. By simply
breathing you have the ability to control your emotions through putting you mind
over self is the sixth step. The seventh step is ‘oh, well…’. Over a long period of
time you start to notice your mind wandering off somewhere that doesn’t benefit
you completing the assignment. Acknowledging that allows you get focused on the
assignment again. The eighth step is ‘brushing your brain’ each day. This is a great
way to start off with what priorities you need to accomplish so you don’t worry
about an assignment due in a week. The ninth step is reducing variability. If you
find a schedule to do homework where you are successful at that said time, there is
no reason to change it up! Stick with what time works the best for you everyday.
’All life is meditation’ is the tenth and final step for meditation. Before going out
and about for the day, get your mind and body ready for the day to come and know
that you’re going to accomplish everything you set out to do.
SEE EVIDENCE #4
5. Student will demonstrate the HDF 190 Rugby Managing stress as stated in the third inventory outcome can result in varied
ability to manage stress outcome depending on how the stress controls your actions. In the fast paced sport
of rugby, one move and either you or your teammates have the potential of getting
seriously injured. Some of that stress is put on the inside or outside centre right
after the ruck. Without the fast thinking of the inside centre, his actions could
potentially set their self and the team up for failure or for success. Having the open
mindset and stress management to direct those feelings into actions can set yourself

and the team up for success. Using the Relational Leadership grid, I am able to
apply my actions towards the purposeful leadership component. Knowing my
individual commitments to the position of the sport and the importance to the team
invokes confidence in myself to believe that having that attitude which is hopeful,
positive, and optimistic helps me to make meaning out of my purpose of being on
the team. Believing in that positive attitude summons a deeper importance in my
actions to the team that my stress is not only a ‘positive’ stress but that it can help
me concentrate towards my individual commitment to the position of an inside or
outside centre.
SEE EVIDENCE #5 (Practice jersey has the number 29 but am 12 or 13 on the

field)
6. Student will express a personal HDF 190 Day of Discovery collage One of the first opportunities in FLITE I had the opportunity to put a label on my
code of leadership / membership person code of leadership was during our Day of Discovery in the Memorial Union.
ethics Having recently been placed into our new teams the urge to get to personally know
everyone was a real struggle to keep back. The Day of Discovery was a perfect
opportunity to connect with each teammate at a personal level that most ‘teams’
never reach. The one assignment for this retreat was to make a collage. This collage
is a depiction of me, my beliefs, and/or something meaningful. A tree represented
not only for my love of the environment but also my family and friends. My
passion for the environment has led me and is currently driving me to get my
bachelors of science in environmental science and management. This tree
represents my family and friends through its roots. The roots show that while a
relationship label might be a family member or a friend that there is so much more
that is never seen by others, hence the roots growing in the ground. The second
picture on my collage is a skydiver there their parachute is photo shopped out
creating the illusion that they are freefalling. The skydiver, hypothetically if they
did not have a parachute, would only have tens of seconds to figure out a plan of
action. Even though in reality this might not turn out well the reasoning behind the
picture is why it represent my top strength. While this might not be the most
accurate descriptive way to show my top Gallup Strength of adaptability there is a
reasoning behind it. Having the ability to rise to the occasion when needed no
matter what the situation calls for is why I am an adaptor. While leading others you
always have to plan for the worst. When the worst does happen I have the
confidence in my position to adapt and lead others. The third and final image in my
collage is a quote by William Earnest Henley stated in his poem, Invictus,
“I am the master of my fate,
I am the captain of my soul.”
Once you become aware of who you are and the power you have, you have the
ability to serve not only yourself but others by creating change in the world and
inspiring change in others as well. Having the confidence to adapt in any situation
gives me the confidence to lead others in the right direction. This activity was a
perfect opportunity to find my personal code of leadership.
SEE EVIDENCE #6
7. Student will demonstrate practice HDF 190 Marshmallow challenge in We were put into teams of seven early on in FLITE to be able to grow and nurture
of the personal code of ethics FLITE each other as we grow as leaders. These teams allowed not only myself but others
to have a sense of family throughout this course and onward. I not only use my
value of humor to make others laugh I use humor to diffuse a stressful situation.
Either laughing at myself to calm myself in a nervous situation to cracking a joke
before an important group presentation has the ability to calm others to rise to the
occasion at hand. Using my fairness value in the means of dividing responsibilities
equally among others allows for all members of the team contributing the same
amount. Having other teammates contributing their uniqueness to the team brings
diversity to our family. This helped my team be able to be placed in stressful
situations as my adaptability strengths and my humor allows for great conformity to
complete the task at hand. As we were tasked in FLITE with the activity to
complete the marshmallow challenge. The challenge is based around using a piece
of string, tape, some pasta, and a marshmallow to complete the tallest structure
competing again three other teams in our class. Building the tallest structure in the
class was made possible by each member contributing their unique strengths and
values to complete the task. By listening to everybody’s ideas and forming a
strategic plan for this construction we were able achieve this title.
SEE EVIDENCE #7
8. Student will express a personal HDF 190 VIA Character Strengths In FLITE, the class was tasked to complete the VIA Character Strengths test. The
values statement (Sources = VIA, results 24 character strengths that fall under are six broad virtue categories: wisdom,
values clarification exercises, SOLC courage, humanity, justice, temperance and transcendence. In order to truly
etc.) HDF 412 understand yourself not only as a person but as a leader then you must know what
drives your actions. After taking the VIA Character Strength test in FLITE, I was
able to find those values that drive me as a leader. I can interpret these values to
make my life happier which happened but more so a stepping stone into my
leadership journey. My top value was humor, followed by fairness, honestly,
kindness, and social intelligence. Having the knowledge of these values I can now
explain the resonating behind all of my behaviors and actions in the past and how
they will help me mold my future. I use humor in most situations to diffuses a high
stressful situation to either make someone laugh or smile. This not only calms
nerves of everyone involved in that situation but also making the aura more
welcoming and relaxed. Humor related to social intelligence because of my ability
to make a few jokes helps me not only assimilate into a group but also aids me in
navigating social norms. Fairness is a value I hold true to me heart. Treating others
regardless of bias decisions will open the world to not only explore what there is to
conquer but the people living with you in it. A value strength that is not as
apparently in my life is that of humility. That being number 23 on my list of 24
values. Humility is defined as “letting one's accomplishments speak for
themselves; not regarding oneself as more special than one is” (VIA Institute
on Character). I faced a debilitating challenges throughout my life, who hasn’t
if I’m being honest. Yet these verbal communication challenges I have faced is

something I have no reason to hold highly. I am aware that the odds that I am
able to speak defies many professional opinions but that’s nothing special. My
family handled and overcame this situation. Because they went through, in my
opinion, more of a culture shock as I was so young I have no memory of it, I
have to give them credit than the credit I give to myself. Despite the expectation
of the rewards offered, everyone should speak the genuine truth coming from their
heart not from their wants. Having an open heart to accept everyone who I come
across helps me to have an open mind broadening my knowledge and social
intelligence.
SEE EVIDENCE #8
SEE EVIDENCE #33 – VIA Strength Value List (Last Page)
In HDF 412, the professors encouraged the students to retake out VIA Character
Strengths test. I became familiar with my values throughout my college career.
Starting with FLITE and now in HDF 412, I wanted to retake this test to see how
my ‘why” I do leadership has changed. Humor swapped with my honesty. I allow
myself to be my genuine and sincere self when I speak the truth. My integrity not
only motivates my efforts to expand my network of connections but to enforce that
honest and sincere community where there are openness and trust to avoid
misinterpreted information. Humor is still an excellent tool to bring people
together. I can create that honest and sincere community where people can connect
with others, share their thoughts and opinions in a healthy environment, and have a
few laughs along the way. Kindness is no longer about actions with people. My
efforts towards the proper stewardship of the situation has become self-realization
as I learn and properly communicate environmental issues towards others. This
unique experience of doing favors and good deeds sets up the path I am on to help
and take care of others and the environment we live in. I am aware of the motives
and the feelings of myself. I use my knowledge on social intelligence for the social
situations I encounter when conversations about stewardship of the environment to
grow the general public awareness on how our actions reflect upon the
environment. My zest allows me to wholeheartedly complete tasks to the best of
my ability.
The VIA Survey. (n.d.). Retrieved from

http://www.viacharacter.org/www/Character-Strengths-Survey
SEE EVIDENCE #53
9. Student will demonstrate practice HDF 413 NRS 492 My values are an extension of myself. In HDF 190, I wrote my personal values
of the personal values statement HDF 190 SOLC statement to how my values will connect with my leadership involvement. My
values are now a physical part of myself. The weekend during April of 2016 I
became a mentor for sharing not only my passion but building on underprivileged
fifth graders passion for the environment here in Rhode Island. With humor, I help
these students break down social barriers that would cause trouble assimilating into
different groups over the weekend. With students coming in from several difference
elementary schools many students have difficulty assimilating into difference social
groups from difference schools. Fairness, my second value, can be seen in these
situations as I treat these students with the equity regardless of bias decisions that
others might be saying about a particular student or school. As I am a peer-leader
and mentor to these students I want their passion for their environment to have the
proper foundation. I am aware and honest with the information I am comfortable
passing down to these students. The last result I want from this Elementary Outdoor
Science Adventure (EOSA) weekend is these student building their knowledge on
false statements that not only myself but my peers as other mentors at different
learning sites taught. I have a deep seeded connection with the environment, or
Mother Nature. My actions speak out of altruism as I am gifted with this passion.
Through my own personal value statement along with outreach programs and
several other factors I am able to share this passion I hold closely to my heart. My
social intelligence, or my awareness of the motives/feelings of others aids in the
process of using my humor, fairness, honesty, and kindness into an applicable
situation. Without my social intelligence, I am awake of how I function in different
social situations which allows me to have a diverse approach to adapt to situations.
My personal values statement is an ever changing entity that allows myself to grow
not only as an important character in the ecosystem but as a peer leader with
whoever I come in contact with.
SEE EVIDENCE #29 – A Value Plate as What We Can Bring to the Mentor Team
REVISITED: Within SOLC, either during retreats, weekly club and class
meetings, or listening to others I practice these values. As I am able to apply
my personal values statement to how I interact with every to whom I come in
contact with. If I cannot practice my statement within a one on one level, I
cannot create my bridge to my audience in a larger setting to share this
knowledge. I bring my own style to the facilitation team. My value strengths
allow me to contribute my abilities to each unique situation where they are
called for. Yet surrounding myself with a team like SOLC I am able to work
on my value strengths that doesn’t have such an impact in my life as humor,
fairness, honesty, kindness, and social intelligence.
SEE EVIDENCE #30 – A Message From a Friend I Met During SOLC This
Year
10. Student will demonstrate the HDF 190 Marshmallow challenge in In FLITE, I was able to notice the group development that Tuckman and Bennis
ability to lead a project from start FLITE proposed. In order to have effective teamwork there must be group interaction. The
to finish (follow-through) more involved every teammate is the more beneficial it is to group dynamic. These
phases are forming, storming, norming, performing, and adjourning. These are
necessary in order for a team to grow as they face challenges, find solutions, and
plan together to work towards a common goal. During FLITE, we were tasked with
the challenge is based around using a piece of string, tape, some pasta, and a
marshmallow to complete the tallest structure competing again three other teams in
our class. The forming stage was seen was we, our group, were introduced to each
other during the Day or Discovery in early February. The storming stage was
reached as we were tasked with this marshmallow challenge. As to how we went
about this challenge was when everyone was throwing out ideas for consideration.
Using logic and a strategy we were about to settle to an agreed plan of action which
is the norming stage. As we performed out our plan of action several unexpected
situations arose. There were tackled as were were friendly towards one another, had
confidence that each unique strength that each teammate brought to the table would
help us, and our pride in our amazing team as a whole. Each person in the
performing stage was unspoken designated a role to aid in the building of this
marshmallow tower. These roles were a direct representation of our strengths. The
adjourning stage was when we offered our opinion on was went right and what
could be improved for our overall success and communication. Our success in
building the tallest tower we relished in the sweet sense of accomplishment. We
achieved more as a team than individually by contributing to our individual
strengths and communication throughout the process.
SEE EVIDENCE #7
11. Student will describe goals and HDF 190 Breakthrough: Ending In FLITE, my team’s community service assignment was to end stigmatization
objective statements regarding Stigmatization on Campus about mental health on campus. The assignment was to complete some sort of
personal issues, career issues, and service learning associate with mental illness. Many group decided to go off
community issues campus and help others yet we chose to focus on our peers around us. After the
forming phase (our introduction to our groups during the Day of Discovery) we
knew how each of the members can contribute to this assignment. We have stormed
before when we all naturally took the role that we each felt comfortable with. We
each set a specific goal that we wanted to accomplish during this experience.
Personally I wanted to get out this experience was the sense of accomplishment that
I made a difference in just one person’s life. Any more affect by our actions would
be amazing but just one would be all worth it. Norming was accomplished when we
each had so much time and energy invested into our event that it was all we could
talk about. We all were getting so involved into this service learning while giving
each other constructive feedback during the process. We have a passion to lead
others. Each reminded the other about our personal influences we have in this. Our
goal was to simply help others in the topic of mental health. Our objective was to
complete that service learning. Yet we took this assignment close to heart. We
allowed each of our strengths and values to surface in this project. We performed
the event, even though not that many showed up, we all surprised ourselves with
what we got out of the experience. We adjourned that we got so much more out of
it than what we set out to. We saw a problem on campus with stigmatization of
mental health. We didn’t want others to feel anymore that reaching out for help is
anything to be ashamed about. Relating to this in one way or the other (while
everyday during that event knew someone with a mental illness) we all found our
voice. Whoever attended that event came out knowing what they stood for and
what they can do about it. We accomplished our goal of this service leaning
assignment. While it wasn’t what we thought, the experience will last a lifetime

through how we, our teammates, approached and interrupted the service learning in
their own way to lead others to their discussion group’s knowledge.
SEE EVIDENCE #9
12. Student will show evidence of HDF 190 Breakthrough: Ending In FLITE, my team’s community service assignment was mental health. Ending
goals and objectives that were Stigmatization on Campus Stigmatization on Campus associated with mental illness was our driving force.
planned and achieved NRS 492 Our objective is to end stigma by a student-led discussion and information on
SOLC mental health issues facing out community. Planning an event where every student
could chat in a confidential, nonjudgmental environment that affect us and our
loved ones proved to be equally as profound on our team and others leading the
discussions as the students who attended. We wanted an environment where every
one who attended felt welcomed to share anything. Not only knowing that my
entire team would be engulfed by this mindset, I realized that my experience
dealing with mental illness led me to my strong advocacy about reaching out when
one needs help. Discussing about what some stigmas are, how they can be
detrimental on somebody’s life, and why stigmas came about changed everybody’s
thoughts. Not only our thoughts as the leaders of the event but also as we sought
out to simple try to end stigma on campus we gained much more that that, we
gained our voice as others did as well on breaking the stigma with mental health.
SEE EVIDENCE #9
REVISITED: As mentors in the SMILE Program we were given goals and

objectives that should be fulfilled in order to create the most effective learning
experience for these fifth graders. Mentors were matched up with others mentors
with similar interests to create teams. Each team had a set of goals and objectives
the had to establish into their learning site lesson plans. There were five objectives
that all mentors were fully encourage to embrace. One of the objectives were to
create a community while these students were for the weekend. Creating this
community with a positive learning experience had two major parts to it. One was
to create a positive learning experience so all who are involved are welcomed with
their opinions, etc. Another was to try and share my passion for the environment. I
did this by being myself. I didn’t treat the students any differently because of their
age (the lesson plans were tailored to their education). The reward for treating these
students with equity was their undivided attention. Relating to the students during a
camp gathering of my challenges I overcame and continue to overcome allowed me
to complete another objective to encourage students to continue with SMILE and
purse higher education. Creating this community in this time opened everybody’s
minds to their diversity that we are all exposed to. Sharing the message that
regardless of the past we should take advantage of being in the now and to prepare
ourselves for what the future brings. Although education was the main objective of
the weekend and a very important aspect, showing these students that
communication, even though difficult for others at times, is a powerful tool to not
only build relationship but to advocate for much more.

SEE EVIDENCE #31 – EOSA Goals and Objectives
REVISITED: The facilitation team is responsible for creating an agenda of the

retreat that is specific to their organizations goals of their retreat. In order to
achieve the desired goals of the organization we have to sequence certain
activities to either create conflict or build trust among members. A guided
debrief enables the members to personally connect to the experience. They can
take their experiences and apply them to their lives or in this case to their
organization. For the HDF 413 class, my partner, Jessi, and I had to
facilitative an activity of our choosing. Jessi and I facilitated Bear, Salmon,
Mosquito. We had a specific approach to how we would facilitate this. This
acitivity was the first I facilitated. Jessi, who has facilitated before, was there if
I had any struggles or missed any information. Jessi knew that this
opportunity within the SOLC club meeting for me to get the full experience of
the facilitation. Jessi was there as I forgot a piece of information with the rules.
This controlled experienced allowed me to calm my anxiousness about
facilitation to be more comfortable in these situations.
SEE EVIDENCE #32 – Agenda for SOLC Meeting of Oct. 23rd, 2017
13. Student will show knowledge of HDF 190 In FLITE, we learned about how Maslow’s Hierarchy of Needs pertains to human
the “Hierarchy of Needs” theory motivation. This theory depicts what humans need to keep going forward with their
by Maslow lives. Maslow constructed a pyramid depicting what human needs are more
important to others. The less important needs are placed on the bottom part of the
pyramid while the most important are placed on the top. If those needs are not
being met they actually motivate us to obtain them. The concept behind this theory
is that when the person fulfills one need then they can advance onto the next
concept. The pyramid consists of physiological, safety needs, love and belonging,
esteem needs, and lastly self – actualization. Physiological needs are those needed
for survival. Food, water, shelter, sleep, etc. are all basic needs that need to to be
met to be able to move onto the safety needs of oneself. If these are not met, then
human function ceases to move onward. Safety needs are those of personal
security, ordered law, financial stability, and health/well-being that prompts growth
for the next need of love and belonging. Friendship, intimacy, affection and love
from family and friends are involved in love and belonging. These are important
components of having the sense of love and belonging. Without out human need for
love and belonging being a social ‘animal’ our lives depend on other humans. We
need that fulfillment to have that sense of belonging and to be able to develop into
the world. With these requirements fulfilled then the nest level of the pyramid of
esteem can be moved onto. Peers and others should respect and having dignity for
other human beings. Respect can be given, earned, or recognized through mutual
interests or just the concept of being an equal self to the other. Having the ability to
be included in a social group allows the reinforcement of that sense of belonging in
the previous level of the pyramid. The two levels of esteem that Maslow states are
that of a higher and lower esteem. The higher ‘vision’ is that of the need to be able
to respect yourself while the other is relying on an inner thought of past
experiences. All all of these levels are met then self – actualization is gained. When
this is reached the journey of ones full potential and fulfillment can be undertaken.
Maslow describes this level are a person engulfing everything that they have the
potential to be or what can they can be to the best of their ability.
SEE EVIDENCE #10
14. Student will show application of HDF 190 Losing weight from junior Weighing 207 pounds at the end of junior year in high school severely interrupted
Maslow’s theory to own life year of high school to senior my esteem needs. I met all of the other levels except esteem. I had a vision on what
year my full potential could be yet I could never reach it because I had low self – esteem
and achievement in my life. To be able to reach my full potential I had to get over
this setback in my life to be able to fully live my life the way I envision it to be.
My lack of motivation to not reaching my full potential drove me to lose weight to
lose weight through healthy eating and manual labor throughout the summer. I am
thankful for fulfilling my basic needs of food, water, and shelter through my
parents. My safety needs of oneself were fulfilled because of being raised in a safe,
caring community. Due to fulfilling these I can move on to fulfill love and
belonging. My family and friend not only provided support but loved me through
tough times in my life. Yet the three previous needs were fulfilled but I could not
fulfill my self – actualization because my esteem; what I thought about myself and
my full potential could not be reached. My esteem was severely lacking. Currently
weight at a steady 168 pounds through my senior and first year in college gave way
to reaching my full potential as a human being. This theory is applied in my
everyday life as I am always in a leadership position trying to help others grow into
their full potential as I did.
SEE EVIDENCE #11
15. Student will show knowledge of

the theory of Superleadership by
Manz & Sims
16. Student will show application of
Manz & Sim’s theory to own life
17. Student will describe HDF 190 Marshmallow Challenge in In FLITE, we completed Gallup’s StrengthFinders Inventory. According to my top
StrengthsQuest Signature FLITE five strengths which are adaptability, communication, includer, woo, and empathy
Themes, shadow side of Strengths HDF 412 allow me to excel in everyday life with my VIA Values which are humor, fairness,
and/or weaknesses, and examples honesty, kindness, and social intelligence. Having the knowledge of what and how I
of application (Source = Gallup) thrive in leading others allows myself to become stronger in those strengths or to
work on my weaker strengths and values. Knowing that when a situation arises,
either in a stressful or relaxed, I use strengths in adaptability, communication, and
my value in humor to bring others together towards a common goal. During a HDF
190 class, my group had the task of completing the marshmallow challenge with a
piece of string, 20 pieces of spaghetti, tape, and a marshmallow to make the tallest
freestanding structure with a piece of marshmallow on top. Using my top strengths
in adaptability and communication I was able to offer my advice on what I was

thinking would work to have a structural sound foundation to the rest of the team.
As a few roadblocks arisen while building this structure, I was able act fast to clear
that problem so we were able to continue with the building. Knowing that there was
no need to attempt to make the structure higher due to other teams not having a
solid foundation like we did, communicating that critical piece of information made
our structure be a solid 22-inch structure without any structural inequality. Not
having situational awareness of other teams could have causes our team to overdo
our structure until it was unable to support the marshmallow
SEE EVIDENCE #12
I retook my Gallup’s StrengthFinders Inventory in HDF 412 I saw how my

approaches with leadership matured. My includer and empathy are in the
Relationship Building domain as my Woo strength is in the domain of Influencing.
My strengths are 'how' I do leadership while my values are 'why' I do leadership.
All of my actions follow a familiar trend to one another. This trend or belief is that
I continuously aspire to stretch my circle wider. I am entering the environmental
career field where the connections with mentors and with others are a remarkably
valuable resource. I utilize my Woo to enhance my Includer strength. I encourage
myself to meet new people, gain their admiration and respect hence expanding my
inner circle to not only build new personal relationships but ultimately create my
path for obtaining a doctorate. My dominant domain of Relationship Building is the
method to my madness. My Empathy promotes the building of trust by forming
relationships that have emotional depth. Adding my Empathy to my Includer and
Woo solidifies the foundation of lasting healthy relationships.
Clifton. (n.d.). CliftonStrengths | Gallup. Retrieved from

https://www.gallupstrengthscenter.com/
SEE EVIDENCE #54
18. Student will describe personal HDF 413 SOLC The ability to understand my leadership style and strengths from HDF 190 I have a
leadership style and/or deeper understand that my personal philosophy of how to work effectively with
personality style including others towards meaningful change is what my style of leadership is (Komives,
strengths and weaknesses and 2013, p.13). As a consultant I am merely there to guide the group into meaningful
examples of application (Sources change with one another for whatever that reason may be. Each of my top five
= Leadership style inventories, Clifton Strengths contribute to my success as a consultant. I see my strengths in
the L.P.I., Type Focus (MBTI), adaptability, communication, includer, woo, and empathy in every aspect in my
LAMP, DISC, and other career life. Having been familiar with these and how much values interlock which my
inventories, etc.) strengths and vice versa allows me to be comfortable in my own skin. My
communication strength along with being comfortable in my own abilities will
allow me to know when I my limits are reached. This can be when my co-facilitator
and I will share comforts and concerns about a retreat. My adaptability strength
could come into play either deciding to advance a group to more challenging task
or to when add support the group where their struggling is too much. Either or I am
confident that with training I am able to be help that group reach their goal. My
includer strength has and will continue to accept others due to that we are
fundamentally the same. Regardless of who the group is, or the people involved,
they are there to accomplish a mission of a goal; my presence there is to aid in their
completion of that mission or goal. My woo is going to be a blessing yet a curse as
a consultant. I understand that I don’t see strangers only people I haven’t talked to
yet. But in this situation I am in I have to tone back my tendency to converse to
complete the groups ultimate goal. I am able to use my much used value in humor
as a way to bring people together, through laughs and smiles, to help each other
realize that we might be different in many ways yet similar (hopefully in their sense
of humor). Having the ability to place myself in another person’s situation is
powerful. The appropriate approach will be taken to either form new relationships
with the group members which will eventually lead to building or strengthening
trust between them.
SEE EVIDENCE #34 – Rubric to The SOLC Content Assessment (Question #3)
Outcome Category: Leadership Theories

19. Student will show knowledge of HDF 492 Max Weber recognized the three types of authorities of traditional, legal-rational,
the “Authority and Bureaucracy” and charismatic. Each of these is the types of leadership that operate within
theory of leadership Weber contemporary society. Leaders in the traditional authority depend on the tradition
by respected, established cultural patterns. The existing order in the society allows
this leader to rule without question, ultimately, coming back to that traditional
authority has always been the way that it is. One drawback of the traditional
authority is that a conventional leader might exploit or rely heavily on current
practices. Legal authority, or bureaucratic authority, is how rules and regulations
legally enact power via laws with procedures that are defined within the obligations
and rights. Weber adds that the idea behind this idea is that laws can be changed
and put into place through appropriate procedures. One drawback of this authority
is that not everybody's concerns may be addressed. Charismatic authority can be
defined as the powers legitimized by unusual circumstances. Figures like Jesus
Christ, Winston Churchill, etc. that places somebody into power through the
importance of traditions. Due to the conditions of that time, the leader is believed to
have skills that set them on some pedestal. One drawback of this authority is that it
is inherently unstable and short lives in the sense of there is no laws, procedures, or
traditions as it is unique to said, individual.
StudiousGuy. (2018, June 28). Max Weber's Three Types of Authority. Retrieved
from https://studiousguy.com/max-webers-three-types-of-authority/
SEE EVIDENCE #75

20. Student will describe personal
application of the above theory
(Weber)
21. Student will show knowledge of HDF 492 The Scientific Management theory by Fredrick Taylor believed that if jobs are
the “Scientific Management” simplified, then productivity would increase. Taylor also found that a worker’s
theory of leadership by Taylor compensation should come from their productivity throughout the day. Workers
and managers needed to cooperate rather than be a spate entity from one another.
The four principles of this theory are as follows: The first principle is that the
scientific method should be implemented to study work and determine the most
efficient way to perform said tasks. The second principle is to assign workers to
jobs that match their capability and motivation. This will lead to them to work at
maximum efficiency. The third principle is to monitors worker performance.
Instructions on how to ensure the most efficient ways of working are through
proper supervision. The last principle is based on effective communication. When
managers and works have their work allocated with each other maximizes the
ability to perform tasks efficiently.
Mind Tools Editorial Team (no date) Frederick Taylor and scientific management:
Understanding Taylorism and early management theory. Available at:
https://www.mindtools.com/pages/article/newTMM_Taylor.htm (Accessed: 1
December 2016)
SEE EVIDENCE # 76

(Taylor)
23. Student will show knowledge of HDF 412 In HDF 412, I learned about Peter Drucker’s management by objective (MOB)
the “Management by Objectives” leadership theory. Drucker developed this theory as there are several hierarchies
theory of leadership by Drucker within companies that need to become integrated. This integration aids as
management and the employees decide with the organization's objectives. Personal
goals, as well as the organization's targets, are met due to this mutual agreement.
The MOB is a five-step process. The first step is ‘set organizational objectives’.
This step is where the managers and the employees discuss and agree on their
goals. The second step is ‘cascade objectives to employees’. This step is where
objectives are relayed information that is expected from their performance. The
third step is ‘monitor’. This step is where managers take note of the performance of
their employees. The fourth step is to ‘evaluate performance’. The step is where
managers determine if their employees work performance are reaching the goals
and objectives that were agreed upon (within an agreed upon time frame). The last
step is ‘reward performance’. Managers, once they feel performance is in favor of
the company, rewards employees with raises or promotion. The MBO will help
increase the effectiveness of the organization.

Communication Theory. (n.d.). Management by objectives (Drucker). Retrieved
from http://communicationtheory.org/management-by-objectives-drucker/
SEE EVIDENCE #74

(Drucker)
25. Student will show knowledge of HDF 492 Theory X and Y by Douglas McGregor are two theories that were proposed to view
“Theory X and Theory Y” theory employee motivation. Theory X states the assumptions of the average person does
of leadership by MacGregor not enjoy work, no ambition or does not want responsibilities, would instead follow
than lead, and resists change. Theory X assumes that people only work for the
money and security that comes with employment. Theory Y states the assumptions
that the average person views the work as it can be as natural to them, they are self-
directed to meet their work objectives, seek responsibility, can handle more
responsibility, and are highly creative people.
NetMBA.com (2002) Theory X and theory Y. Available at:

http://www.netmba.com/mgmt/ob/motivation/mcgregor/ (Accessed: 3 May 2019)
SEE EVIDENCE #77

(MacGregor)
27. Student will show knowledge of HDF 190 HDF 412 In HDF 190, I learned about Robert Greenleaf’s model of Servant Leadership.
the “Servant Leadership” theory This theory revolves around the natural desire to serve others. take initiate to learn
of leadership by Greenleaf to lead others your natural inclination to do good for others, and as you help others
grow so will you is a concept that needs to be grasped before you can go any
farther. The natural feeling that one wants to serve. The concept of service revolves
around the premise that nature is sacred and is filled the unknown. When we serve,
we belong to a purpose. Servant leaders do not help others. When a person helps
another, they may seem the other as weaker. Helping is not a relationship between
equals. Therefore, when servant leaders serve they are servants first. These leaders
place the highest priority on the needs of others are being served. Servant leaders
are able to share power as others are able to serve next to them. There are ten
characteristics of a servant leader or that make up servant leadership. The first
characteristic is listening. The verbal and non-verbal communication is an
important skill that a servant leader should possess. Those skills need to be
reinforces through the profound commitment by listening intently to others.
Everyone needs to be shown respect to what they have to say. By listening the
individual has the tools for growth and well-being as a servant leader. The second
characteristic is empathy. The servant-leader should be trying to emphasize and
understand others they embraces how unique and precious each person has to bring
to the world understand that people need to be accepted and recognized for their

individual talents that make them unique. Without that then the individual may
think that what they say is not important enough for the leader when in reality its
important for everybody. The third characteristic is healing. Each person past
experiences are different from one another. The servant-leader cannot know what
each person they met has went through yet the emotional distress can be felt
regardless of experience. The servant leader knows what it is to be felt. The fourth
is awareness. Situational awareness to self-awareness strengths the servant-leader’s
ability in understanding ethical, power, and value issues. Instead of seeing a
situation from a specific side with awareness the servant-leader has to opportunity
to have a more integrated, holistic position. The fifth is persuasion. The servant-
leader seeks to convince others rather than seeking coerce compliance like a
traditional authoritarian. A servant leader seeks to settle in agreement instead of
being verbally forceful. Conceptualization is the sixth characteristic. This means
that the everyday short term thinking is not what is needed to accomplish long term
goals of encompassing broader-based conceptual thinking. The seventh
characteristic is foresight. Foresight is the ability to foresee a likely outcomes of a
given situation from past experiences and realities of the present. Foresight takes
practice as the nature of the discipline is tough. The eighth characteristic of
stewardship is defined by Peter Block as “holding something in trust for another”.
This is personally interpreted as the importance of trust among all constituents
within their institutions in trust for the greater good of society. This is
accomplished by the commitment to serving the need of others. The responsibility
to do everything in their power to develop the growth of individuals personally and
professionally is known as the commitment to the growth of people which is the
ninth characteristic of servant leadership. The servant-leader goes above and
beyond their duties to focus on the individual growth. The tenth characteristic of
servant leadership is building community. The servant-leader has the ability to
build a community among those who work within a given institution by identifying
means to.
Greenleaf, R. K. (1991). The servant as leader. Indianapolis, IN: Robert K.

Greenleaf Center.
SEE EVIDENCE #13
28. Student will describe personal HDF 190 Leadership Ambassador Talking to incoming first year students at the accepted student’s day about the
application of the above theory leadership minor and the leadership institution was a recent way that I applied this
(Greenleaf) model in an official setting. I listened to incoming first year students and their
parents comments, questions, and concerns about the minor or anything relating to
leadership. I displayed empathy to seek to understand why others might want to or
might not want to have interest in the minor. I used healing to help aid in the
understanding of others questions, etc. Awareness was used in order to have
situational awareness for understand where certain concerns. I used persuasion to
not seek coercion but to motivate the incoming fist year students that this unique
opportunity here at URI can help build skills for the rest of their lives.
Conceptualism was used to not only convince the students and also parents into the
many short term benefits of the institute but to help the students visualize the
advantage that having this minor under their belts will place them in the beyond the
four years here at URI. Foresight aids me in the ability to work on what motivates
others to join the minor (talked about the skills I’ve already gained). Stewardship is
the ability to trust the process. This program is designed the way it is for a reason.
To talk about the minor the way it was always talked about because it always
worked in the past. Commitment to the growth of people was prevalent in this
activity. I wanted these incoming first year students to grow not only as individuals
but as leaders. I can most relate to servant leadership due to my nature inclination
to do good for others. I use this concept throughout accepted student’s day by
making and taking the opportunity to convince incoming fist year students about
their possible involvement for the next four years and beyond.
SEE EVIDENCE #14
29. Student will show knowledge of HDF 412 In HDF 412, we briefly discussed the Principle Centered Leadership they by
the “Principle Centered Stephen Covey. This theory encourages four principles as a core in our personal
Leadership” theory by Covey and professional lives. The principles are security, wisdom, guidance and power.
Security refers to our own sense of worth, identity, emotions, self-esteem, and
personal strengths. We are who we are and ground ourselves through these
securities. Guidance is the path that we want to head towards in life. Our past
experiences gave us the tools to choose the path that we are going to follow.
Wisdom is the sense of balance. We use our knowledge to redefine our skills and to
challenge our opinions. Power is the strength to accomplish a goal. Determination
towards our goals in life will lead down a path for success. Covey stresses that we
can control our own decision and behaviors. The commitment to the long-term
process paired with these four principles will lead to the path of success. Principle-
centered leaders are able to build relationships at a greater depth of trust and
communication with others through this commitment. The theory describes the
eight characteristics of principle-centered leaders. The first characteristic is the love
on learning. They constantly challenge their knowledge and find new ways to find
learning opportunities. Leaders are service-oriented as they focus on radiating
positive energy to create an environment where serving others are creating positive
social change for others to follow. A balanced life as they focus on not only
themselves but the needs of others leads to another adventure in their eyes. As these
leaders are traveling on their path they want to synergize with others in hopes of
creating their own path with and within their community. Leaders exercise for self-
renewal. Every experience is a one to learn and build from. These principles need
to be utilized along with the organizational, managerial, interpersonal, and personal
levels. The belief from within affects the relationships and those interactions with
others. Their commitment of working with others will lead towards the
organization of others for the common good. The leadership ability to understand
and how to apply those strengths will lead towards an welcoming environment for
the common good.

Covey, S.R. (2006) PRINCIPLE-CENTERED LEADERSHIP.
https://keithdwalker.ca/wp-content/summaries/m-p/Principal-
Centred%20Leadership.Covey.EBS.pdf
SEE EVIDENCE #55

(Covey)
31. Student will show knowledge of Dr. W. Edwards Deming created this theory on business philosophy as the focus is
the “14 Points / TQM” theory of about effective management and leadership. The first point is to create a constant
leadership by Deming purpose for improvement. One must plan for the future and prepare for what might
happen then. The second point is to adopt the new philosophy. One must embrace
being a leader change is a constant process. The third point is to stop depending on
inspections. One must build quality into the process from start to finish. Eliminate
the wrongs that were found altogether instead of finding out what that wrong was.
The fourth point is to use a single supplier for any one item. The consistency of
using one supplier will enforce the quality that is being looked for with their
product. The fifth point is improved constantly and forever. Nothing is perfect
forever, so the need to continuously improve system and processes are necessary to
provide analysis and improvement. The sixth point is to use training on the job. The
consistent practice will help reduce variation in workers. A foundation of
knowledge will be built. The seventh point is to implement leadership. Leadership
should understand their workers perspectives and the processes that they use. Tailor
to the needs of each worker. The eighth point is to eliminate fear which will allow
the best performance from workers as their ideas or concerns will not be
disregarded. Open and honest communication will remove this fear. The ninth point
is to break down the barrier between departments. The entire company is working
towards the same goal. A shared vision will build collaboration and consensus
instead of compromise. The tenth point is to get rid of unclear slogans. Effective
leadership develops when one does not get their workers lost in slogans, etc.
Expectations are outlined and praise face to face when people put in good work.
The eleventh point is to eliminate management by objectives. Objectives are not
just numerical targets; they are productive targets. Measure the process rather than
the people behind the process. The twelfth point is to remove the barrier to the
pride of workmanship. Everybody should take pride in their work without being
compared to others. The thirteenth point is to implement education and self-
improvement. Skills of the worker should be improved as the workplace is ever
changing. Urge the preparation of future changes and challenges and the skills that
might be needed to complete those. The fourteenth point is to make
“transformation” the job of everybody. Every worker should take that step towards
improving the quality of the overall organization.

Deming’s 14-Point philosophy: A recipe for total quality. Available at:
https://www.mindtools.com/pages/article/newSTR_75.htm (Accessed: 3 May
2019).
SEE EVIDENCE #78

(Deming)
33. Student will show knowledge of Visionary leadership, now often called transformational leadership theory by
the “Visionary Leadership” (now Marshall Sharkisan, is “the ability to first mentally and then behaviorally construct
often cited as “Transformational the future” while producing productive and successful outcomes towards the future
Leadership”) theory by Sashkin goal. The critical aspects of this theory are communication, trust-building and
empowerment opportunities. The first step to implement visionary leadership is, in
terms of cause and effect, evaluate the current situation. A proactive mindset will
lead to the completion of a personal goal as all of the steps to complete said the
goal is achieved. The second step is to determine a personal goal. This personalized
goal will drive one's ambitions and motivate them towards the stated goal. The third
and final step is to create a plan for the future. Once the personalized goal is
completed, one must think about their steps and actions for said future goals. The
strategic planning of onces goals will be earned through time and effort put forth.
Tarabishy, A., Solomon, G., Fernald, L. and Sashkin, M. (2005) ‘The

entrepreneurial leader’s impact on the organizations performance in dynamic
markets’, in The Journal of Private Equity, 8(4). London: Euromoney Institutional
Investor PLC, pp. 20–29, 4
SEE EVIDENCE #79

(Sashkin)
the “Individuals in
Organizations” leadership theory
by Argyris
(Argyris)
37. Students will demonstrate HDF 190 HDF 412 Learning ethical leadership in FLITE allows me to implement my core values and
knowledge of the “4 V’s” theory to have the courage to live them in every possible service for the common good. To
of leadership by Grace (Center advance the common good in the 4-V Model of Ethical Leadership one must know
for Ethical Leadership) their own internal beliefs and values and what external behaviors and actions need
to take place for that advancement of the common good. The 4-V’s of the 4-V
Model of Ethical Leadership are values, vision, voice, and virtue. What this
component means to me is that in order to begin the process of incorporating our
personal values into our choices on every possible level of our lives we must have
an understanding of personal commitment to our unique core values. Vision is the
ability to put personal issues or actions to the side in a situation where the need for
the greater good outweighs that of your own. Having the enthusiasm and
authenticity to articulate your vision to motivate others is how one claims their
voice. Knowing oneself has to potential to use what values we possess for the
common good. What is meant by this is by knowing that what is right and wrong
and having the actions to doing so is fostering virtue by becoming who we are to
what we practice. All of the four components work together. To identify a group
there must be visions and values established to set the group apart from others. By
keeping the visions and values in the picture it adds purpose and direction to the
group. In order to give the group its dynamic there needs to be a voice to the
visions and values. Articulation of values and vision in clear terms will help the
group towards the realization of its own values and visions. Virtue is a combination
of moral fundamentals and commitment to the common good.
SEE EVIDENCE #15
In HDF 412, I learned that there are three additional concepts to this theory. One of
these concepts is service. Service connects vision and values. An unguided vision is
discovered as one puts in service to support values. The next concept is polis,
which refers to the meaning of politics. A leader who gives the sense of the vision
in a public context encompasses polis. The nest and last concept of this theory is
renewal as it connects voice and values. The evidence of this concept is the societal
impacts of the leaders work.
SEE EVIDENCE #15
38. Student will describe personal HDF 190 Conservation Biology (NRS I studied and learned in FLITE that the 4 V’s of leadership are values, vision, voice,
application of the above theory 223) Project and virtue. These connects to one another in one way or the other. Discovering and
(Grace) SOLC being aware of my core values then I can incorporate them into my vision. Vision is
ability to frame my actions to what I see fit for my values like the conservation of
wildlife by decreasing waste produced by us. Expressing that vision in a persuasive
way to motivate others into action is known as my voice. Having a strong
motivation really motivates others by emitting your passion tempts others to join in.
The last V is for virtue. Virtue means to push myself and strive to do what I think
and I know is right through my values. Even though the odds of everybody
reducing their waste is near impossible. I have a drive to motivate anybody. If only
one person gets motivated, then I am more than content with my hard work. I
incorporate the 4V’s of leadership into my actions throughout every aspect of the
day. Knowing that this model depicts why I stand up and believe what I do is why
this is important to me. A project that I am working on in my conversation biology
class known as “Have Your Coffee and Feel Good About It Too’ is designed to try
to eliminate the selling of plastic and styrofoam in the wastes at the University of
Rhode Island decreasing the amount of waste in landfills and harmful effects to
wildlife. This project allows me to apply my values, voice my values to others,
envision the positive impact this will have on the environment, and push myself to
follow through with this project almost perfectly ties this model to my involvement
in this project.
SEE EVIDENCE #16
REVISITED: Ethical leadership embraces how our values, vision, voice, and virtue
are used for the progression of the common good. We as facilitators in SOLC have
the ability to incorporate our values, either personal or organizational, into our
vision for the organization. We frame activities to create an experience in which the
group learns and grows from. Our voice isn’t necessarily heard but is felt during the
debriefing where everyone reflects on their actions. We foster virtue by having our
actions reflect what we as SOLC believe in. We understand that through promoting
the use of peer leadership in order to create harmony throughout URI’s groups and
organizations to effectively achieve their goals. This can be seen as we help
maintain this harmony so this campus is a well oil machine. My personal values,
vision, voice, and virtue are to help the common good. Ironically that is why SOLC
is such a special interest for me. I am able to use the who, what, and why in my
leadership style and life to an organization that embraces similar values, visions,
voice, and virtue.
SEE EVIDENCE #35 – Facilitator Post Evaluations
39. Student will show knowledge of Personal Research In HDF 412, we briefly discussed the Situational Leadership theory by Hersey &
the “Situational Leadership” Blanchard. This theory suggests that there is no “one size fits all” approach to
theory by Hersey & Blanchard leadership. There are different types of leadership based on the ability and
willingness of yourself and the group. The situational leadership theory is split into
three steps. The first one is to identify the most important task or priorities. The
second one is to diagnose the readiness of the followers. The third and final step is
to decide the matching leadership style. This theory has four types of situational
leadership. These types are directing, coaching, supporting and delegating.
Directing is used when a group has a low ability and a low willingness level. The
leader must define roles and supervise closely. Coaching is used when the group
has a low ability but a high willingness level. The leader must define task and roles
but is open to suggestions from the followers. Supporting is used when a group has
a high ability, but low willingness. The leader is concerned with motivating the
group and getting them to cooperate rather than teaching how to complete the task.
Delegating is used when the group has a high ability and high willingness to
complete the task. This is when little supervision is required.
Hersey, P. and Blanchard, K. The Situational leadership model (adapted

from the model by Ken Blanchard and Paul Hersey in management of
organizational behavior, ’96). Available at:
http://greeks.cofc.edu/documents/The%20Situational%20Leadership%20Model.pdf

SEE EVIDENCE #56

(Hersey & Blanchard)
41. Student will show knowledge of HDF 190 SOLC In FLITE, learning the Relational Leadership Model encourages leaders to be
the “Relational Leadership” inclusive, empowering, purposeful, ethical, and process-oriented. This stresses the
model by Komives, McMahon & importance of relationships amount all involved constituents in the process for
Lucas purposeful change towards the common good. In lament terms, if you think about
what you need to know, be, or do in order to participate effectively in relational
leadership. Seeing yourself as clearly as possible is one of the most productive
things you can do to become a more effective leader. This makes sense because if
you do not know yourself then how will you relate yourself to others. The first
leadership component is inclusive: of people and diverse points of view. If you
know yourself and others, then the beliefs that difference in people are valuable
will help accomplish building collations. The second component is empowering: of
others who are involved. By knowing power, then the belief that everyone has
something to offer will aid in encouraging or affirming others. Having the
individual commitment to a goal or position is the third component of this model,
purposeful. Understanding that the role of vision/mission, the believing that an
attitude that is hopeful, positive, and optimistic helps everyone envisions that
vision. The fourth component of this model is ethical where is driven by values and
standards of leadership that are “good” in nature. Having the knowledge that the
developments of values will help set high standards of behavior for each person
helps everyone trust others and being trustworthy. The fifth and final component of
this model is process-oriented which is how the ground goes about building and
maintain a team while accomplishing the groups vision. Knowing that the group
process (team building, maintenance, closure) then that will make one believe that
the process is as important as the outcomes which allows for reflecting on the
process that was went through in order to get to their goal. Without relationships,
this model would not be effective. Diverse group members and their talents with
the mindset of trusting the process will bring good is another important concept that
makes this Relation Leadership Model effective.
SEE EVIDENCE #17
REVISITED: Relating this model to SOLC’s mission I have a greatly knowledge of

how powerful Relational Leadership has to offer. Learning about this is HDF 190
created a foundation to build on the future experiences that were yet to come. I
Each part of the Relational Leadership Model can be seen throughout what we,
SOLC, stand for. The models component of inclusive can be seen when we, the
consultants, has the knowledge of ourselves and others when there is belief that
everyone can make a difference and that our skills in developing talent along with
listening and building relationships can promote and implement peer leadership
skills that everyone on campus can benefit from. Through empowerment we are

able to encourage others to learn at individual and team levels that everyone has
something to offer. We study these theories and apply them to promote these
qualities to help achieve their desired goals through leadership and organizational
development programming. That is our purpose. By identifying goals, and through
involving others in the vision-building process we are able to show that individuals,
groups, and organizations to which they belong to that they can make a difference
through their role of a mission. We have these individual commitments to this goal.
We establish a common purpose in which collaboration is achieved. The SOLC
mission states “we support this mission by embracing the following values: civility,
community, creativity, inclusion, mutual input, open communication, peer
leadership, respect, self-definition, and unity”. The ethical component is driven by
values and standards of leadership which is good for moral in nature which directly
relates to our mission. All of our values are used to give the tools for groups to
make an ethical decision. We take a hands back approach through our activities in
hopes that actions which benefit others are preferred over actions which are
pursued for self gain. Without these values we are not able to unify the group to
become and harmonious trustworthy system that is capable of creating change.
Without making meaning and reflecting on experiences there is no lesson to be
taught. Learning how the group goes about being a group, remaining a group, and
accomplishing the groups purpose our role as the consultant can show that the
community and group process will benefit when people trust the process
(Komives, 2013, p. 68-72). Each consultant carries the weight for attempting to
accomplish change or to make a difference for the common good. By building
leadership and trust throughout organizations on campus we are able to give the
tools to create or past down that change for the common good on campus.
Komives, S. R. (2013). Exploring Leadership: For College Students Who Want

To Make A Difference. Third Edition. San Francisco: Jossey-Bass.
SEE EVIDENCE #36 – SOLC Constitution Mission
42. Student will describe personal HDF 190 Rugby The importance of relationships among all involved constituents is important for
application of the above theory changing the common good. Using the inclusive component in the Relational
(Komives et al) Leadership Model I was able to help assimilate the first semester rugby players to
the rest of the team. I am able to build coalitions due to believing that fairness and
equality are important and the knowledge of myself and others. There is an
unspoken rule that “rookies” should be the lowest person on the team. Knowing
myself in the sense of my values and strengths allowed me to mingle with other
players with ease. By using my values in humor and social intelligence I was able
make others laugh while upholding the respect that should be given to members in
their positions. Taking full advantage to use my strengths in adaptability,
communication, woo, and includer I am able to: voice my input in conversations
that I should upheld, put my thoughts into well-rounded answers, take the challenge
of winning somebody over, and to include other first semester players into our
conversations. Believing that fairness and equality are important is a driving factor
in my attempt to be the bridge for first semester players like myself to the rest of
the team. Even though some veterans of rugby have directed negative actions
towards me I believe that for the common good of us four first semester players that
a few disgruntled players are worth it for our sake into the next few years in the
sport. Currently acting on the inclusive component of the Relational Leadership
Model I am able to break down the typical first semester player barriers not only to
benefit us rather to also to show other players that the treatments on inequality is
something from the past that shouldn’t hold back the new players from
experiencing and loving not only the sport but the team itself.
SEE EVIDENCE #18
43. Student will show knowledge of HDF 412 Personal Research In HDF 412, we briefly touch upon the concept of constructive. Constructivism is
the concept of constructivism the theory that we are able to construct meaning in the way we see fit. The role that
experiences, as well as the environment that we are in, contributes to conceptual
growth. Two concepts that will create the construction of growth is assimilation and
accommodation. Assimilating means taking advantage of these new experiences by
incorporating them to old experiences. By overlapping these tow experiences, they
are able to rethink their learned misunderstandings and look at recreating their
perceptions. Accommodation is a fixed mindset. What you see is fitted to your
known perceptions. The world is reframed to what you were taught. Applying
constructivism with a learning theory stresses that the role of educators become
facilitators to aid in their students understaffing of the material. Creating an
environment where the students are able to come to their own conclusions will
ultimately allow students to use their own experiences towards their education. The
path to constructivism exposes individuals to develop skills necessary to analyze
how the world is interacting and the injustices and the solutions they are yet to find.
(n.d.). Retrieved from http://www.teach-nology.com/currenttrends/constructivism/
SEE EVIDENCE #57
44. Students will describe personal HDF 492 I am constructing my meaning as I put the finishing touches on the inventory aspect
examples of implementing for the minor. My experiences that I am reflecting upon are contributing to my
constructivism conceptual growth. The process of reflection, or the typing of these outcomes and
looking at past areas of improvements, is allowing myself to rethink my learned
misunderstandings. My perceptions are recreated as I go through this process. The
skills of learning from my mistakes, or misunderstandings, are critical for the
advancement of my personal and professional growth in my field of study.
SEE EVIDENCE #80
45. Student will demonstrate HDF 413 SOLC The Kolb’s model of Experiential learning has four main stages. The stages start as
knowledge of the Experiential HDF 412 ‘what’ is followed by ‘so what?’, ‘now what?’ then to the ‘doing’ stage. The ‘what’
Learning Model (Kolb) stage addresses what is going on or what went on. The second phase of ‘so what?’

requires the question to be asked to why is this happening the this it is. What led to
this situation becoming the problem it is. The third stage of ‘now what? attempts to
help the learner to plan for the future by asking their selves how they can improve
from here on. The last stage of ‘doing’ is when people learn from their ‘what’ stage.
Their plan of action in the ‘what’ stage is applied. The results are then brought back
around the cycle into the ‘what’ stage. Each stage supports the proceeding stage.
These stages are unique in the sense as they do not follow a specific order. If the
cycle is followed through all of the cycles it does not matter where it starts.
SEE EVIDENCE #37 – Kolb’s Learning Styles Cycle
Kolb, David A. 1984. Experiential Learning: Experience as the Source of Learning

and Development. Prentice-Hall, Inc., Englewood Cliffs, N.J.
In HDF 412, I reviewed the Kolb's Model of Experiential Learning is a theory of

leadership that is considered a four-stage cycle learning model. I took note that this
model revolves around the ability of these four abstract concepts that can be applied
flexibly in a range of situations. Each stage will be touched upon while undergoing
this model. The four stages feed off of one another so that one can enter at any
point to follow its logical sequences to learn from their experience. The series of
the model is that of concrete experience, reflective observation, abstract
conceptualization, and active experiments. Each of these learning styles is different
per the individual. Concrete Experience or Stage 1 is a new experience or situation
that one encounters. Reflective Observation or Stage 2 pertains to what happened?
Reflect that unique experience and understand what unfolded. Abstract
Conceptualization or Stage 3 is for the individual to analyze what was learned.
What was the outcome(s) of this new experience? Active Experimentation or Stage
4 happens when the learner applies the learned lesson to their world around them.
Kolb, A. Y. & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing
experiential learning in higher education. Academy of Management Learning &
education, 4(2), 193-212
SEE EVIDENCE #37

46. Student will describe personal HDF 413 NRS 492 Reading about The Kolb’s model of experiential learning allowed myself to relate
application of the Experiential this model when I was a Science & Math Investigative Learning Experience
Learning Model (Kolb) (SMILE) mentor for fifth graders learning about environmental science. Before
reading about this model I haven’t reflected in the same way to proper learn from
my experience. The reason is that in the moment I never thought that my actions
(concrete experience) had any real purpose except to teach children about soil in the
pine forest. Now as I reflect on the experience (reflective observation) I am able to
realize that placing myself in a situation where my actions had a positive impact to
the community (spreading the word about conservation, etc.) and to reflect on that
is powerful. My ‘what?’ on this experience is what made me become a mentor
about environmental science to which an age group I was never fond of? Why did
the children seem to be so fond of me? More so why did some of the children not
listen to my authority when I spoke to them like adults? Was I too much like a
‘friend’ and not so much of a mentor role? My ‘so what’ is why does that matter if
a few children didn’t listen (as they are children they don’t always listen to anyone)
if the children are taking away such valuable and important information that is
sparking their interests? My ‘now what’ of this whole experience is to find that
appropriate spot in the mentor student relationship where I am not too inclusive
where I am only thought of a “bigger brother” then someone to look up to or be a
model of. In order to learn from these experiences, we must reflect and understand
what and why these events happened. Through this we will be able to learn from
them.
SEE EVIDENCE #38 – A Signature From Aiden, A Student Who Was Fond of Me
Over the Short Weekend. On back is HDF 413 Rubric on Kolb’s Model.
47. Student will show knowledge of HDF 190 HDF 412 In FLITE, we learned about the Social Change Model of Leadership. I main
the “Social Change Model of difference from this model from the others of leadership is that this addresses the
Leadership Development” by root causes of a problem and is the collaboration between all parties involved.
Astin et al Social change has to ability to make lasting, positive impacts for those who are
involved in this comprehensive process. Due to social change being inclusive it
promotes equality, social justice, and knowledge. The three different components of
this model is the individual, the group, and the community/society. Each of these
components build off of one another while each having different parts to them. The
individual component involves what personal qualities, self-awareness, and
personal values are the most beneficial to the groups unity and towards positive
social change. This relates to the consciousness of self and the awareness of
personal beliefs /values. The commitment of the individual for social change is
important for their congruence to relate to others for giving them the motivation to
act for change. The second component of the group is key for the collaboration
between all of the members involved including interactions between the group and
the individual. To be able to work with others effectively towards a common
purpose is a main part of being involved in a group. The last component of
community/society brings about change for the common good. Working towards a
common purpose either that of change or something else is a great way to unite the
group together. These three components of the social change model create this
feedback loop entailing that there is leadership occurring at each of the
components. Each feeds off of one another to create positive social change.
SEE EVIDENCE #19
In HDF 412, I had to the chance to look at this social change model of leadership
development again. I learned that the strength of the individual and the power of all
leads to positive social change. The goal of the social change model is to facilitate
positive social change in the community or at the institutional level. Leadership is a
continuous process where these positive social changes are examined with three
different perspectives of the individual, the group, and the community/society.
These different perspectives of analyzing leadership developments allow students
to create change themselves. SCM encourages high participatory and non-
hierarchical leadership. As an individual, the qualities that develop should support
the group as a function of positive social change. As a group of like-minded
individuals, the collaboration to facilitate the developmental leadership process to
others to positively affect this social change. Developing the leadership within the
groups to maintain the desired personal qualities that direct the group's positive
social change for the common good.
Austin, Helen S. and Alexander Q. Austin. A social Change Model of Leadership

Development Guidebook Version III. The National Clearinghouse of Leadership
Programs, 1996.
SEE EVIDENCE #58
48. Student will describe personal HDF 413 NRS 492 Social change exists in the hope of adapting to the ever changing aspects of social
application of the above theory SOLC environments. My understanding of social change is that through promoting equity,
(Astin et al) social justice, and knowledge that change can be this product of my actions. From
my SMILE Mentor experience, I identify the three different components of this
model is the individual, the group, and the community/society. Having the
inclination to serve these students not only as a teacher but as a mentor I have the
ability to have my presence felt. In the past I thought that the loudest voice in the
room would have the most impact. Yet the mere presence of someone who you
respect and admire has more of an impact that just the loudest voice. I have no
worked or have been involved with any social movement but I consider my actions
with interacting with these diverse students from different ethnic backgrounds as an
opportunity to create change in this environment I was in. Interacting with these
students I hoped to be a change show these students that through our passion for the
environment we have the power to create change not only in the community but
within our community from through relationships we form. The environment
doesn’t have a voice. We as environmentalists have to be that bridge that connects
the community to their environment.
SEE EVIDENCE #39 – Note from Course Instructors for SMILE

We as facilitators have a natural inclination to help build that bridge within
organizations on campus in order to promote peer leadership and to create
harmony. We, the facilitators must look at the individual needs/area of conflict
in a group, design retreats to tailor the overall groups needs in order to better
the community within URI. As we give the tools necessary to work efficiency
and harmonious, the individual as well as the group develops. They the group
develops with peer leadership they are able to instill their change to our
community.
SEE EVIDENCE #52 – Course Information for HDF 413:SOLC Sakai Page
49. Students will demonstrate HDF 492 The leadership identity development model began off of one's recognition of
knowledge of the “Leadership whether they consider themselves a leader. The first stage to this six stage model is
Identity Development Model” by called awareness. This is when one becomes aware of how others lead and
Komives et al influence others. The second stage is called exploration/engagement. This is where
one would make efforts to get involved to find their niche in their community. The
third stage is called the leader identified. This is where one is fully committed and
engaged in their organizations or groups. They understand the differences between
a positional leader and the followers who assist the leader in the completion of the
task. The fourth stage is called leadership differentiated. This stage is when one
realizes that leadership is not about the titles given elected. Everybody can be a
leader regardless of what their title is. The fifth stage is generativity. This stage is
when one is concerned with the longevity of their group. For the group to prosper
in the coming generations, the people within the group have to leave a legacy. The
sixth and last stage is called integration/synthesis. This is when one internalizes
leadership. The final stage of leadership development is when their efforts with
others can accomplish change.
Komives, S., Lucas, N. and McMahon, T. (2007). Exploring Leadership. 2nd ed.
San Francisco: Jossey-Bass, pp.394-397
SEE EVIDENCE #81
50. Students will describe personal

application of the above theory.
(Komives et al)
51. Students will demonstrate
knowledge of the Strengths-
Development Model by Hulme et
al
(Hulme et al)
53. Student will demonstrate
knowledge of behavior theories

of leadership from Michigan and
Ohio State
application of the above theories
(Michigan & Ohio State)
knowledge of Charismatic
leadership
57. Student will demonstrate HDF 492 Fiedler’s contingency approach to leadership is a theory that discusses that
knowledge of contingency situational aspect to leadership. Various leadership traits that somebody possesses
approach to leadership by Fiedler are more prevalent depending on the circumstances of their situation. Fiedler
explains the contingency approach in two ways. The least preferred co-worker
(LPC) model describes how conditions change the relationship between the leader’s
traits and effectiveness. Task-focused leaders have a lower LPC as they place the
task first and will turn to their relationships when they are satisfied with their work.
Relational-focused leaders have a high LPC as their focus is to maintain healthy
relationships. After an LPC score is given, three factors are then identified about
the said leader, member, and the task. A leader-member relation factor is to which
the leader has the support and the relations with followers in a friendly and
cooperative manner. A task structure factor is to what extent the tasks are
standardized, documented, and controlled. A leader’s position-power factor is the
extent to which the leadership has the authority to assess follower performance and
their respected rewards or punishment. After the situation is analyzed and
determined these factor may be used to determine which style is the most effective.
Fiedler's Least Preferred Co-worker (LPC) Theory. (2017). Available at:

http://changingminds.org/disciplines/leadership/theories/fiedler_lpc.htm
(Accessed: 3 May 2019).
SEE EVIDENCE #82

(Fiedler)
knowledge of Path-Goal theory
by House
(House)
knowledge of Leader Member
Exchange (LMX) theory by
Dansereau, Graen & Haga; Graen
& Cashman; Graen
(Dansereau, Graen & Haga;
Graen & Cashman; Graen)
knowledge of Leadership
Substitutes Theory
knowledge of Models of leader
emergence
66. Student will describe the impact
of traits on leadership emergence
and performance
67. Student will demonstrate HDF 492 The “chaos theory” by Margaret Wheatley is a biological model that sees an
knowledge of Chaos approach to organization as a living, self-organizing web of relationships where chaos is the
leadership by Wheatley “final state in a system’s movement away from order.” Wheatley’s logic behind this
approach to leadership stemmed from the way scientists are looking are new ways
of looking at the universe. The new ways to look at the universe led others to a new
way of looking at modern organizational leadership. Orderly systems will
eventually lead to a chaotic attractor. Every system has the potential to fall into
chaos. This “chaotic attractor” is the randomness that is associated with two
variables which eventually will lead to either order or chaos. The relation to
leadership is that through taking a step back from the management aspect from
leadership and see how organizations function as unified systems. An organization
is an example of a nonlinear system where one action can have many
consequences. The organization, according to chaos theory, are better looked
through their organizational patterns that ultimately lead to certain learned
behaviors within the organization.
CHAOS THEORY. (Accessed on 3 May 2019.). Retrieved from

https://www.referenceforbusiness.com/management/Bun-Comp/Chaos-Theory.html
SEE EVIDENCE #83

(Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69. Student will demonstrate how
cultural anthropology /
paradigms relate to leadership
example of using cultural
anthropology / paradigms as a
leader
71. Student will demonstrate HDF 412 In HDF 412, I learned that the cycle of socialization starts with upon our births. We
knowledge of the “Cycles of are assigned identities of race, gender, etc. We are not able to accept or deny these
Socialization” (Harro) theory and identities nor are we able to blame anybody responsible for giving us these
its uses in leadership identities. As babies, we have no initial consciousness about who we are. The first
socialization with loved ones, families, or whomever it might be who nurtured from
childhood have shaped our norms and rules that we ultimately follow in our present
and future. After the first socialization, institutional and cultural socialization
follow soon after. Socialization is influenced by institutions that we have contact
with. In these institutions, we learn what rules to follow, the roles to play, what
assumptions to make in situations, what we should believe in, and what we should
think. This framework for our socialization may or may not be reinforced after we
leave these institutions. Enforcement follows as there are rewards and punishments
for following or failure to follow these conventional societal norms that we
expected to follow. Individuals who fail to follow these societal norms are viewed
as the problem. Punishments of breaking these rules are demeaned in its ‘respected’
way. The results of this systematic learning create disempowerment that can lead to
self-destructive behaviors, mistrust, and dehumanization. These results led to
action. The most comfortable action is to do nothing. One can sit in silence only
promoting the status quo. This reinforces the cycle of socialization. Interrupting this
cycle is the only way where change can be started. Our discomfort has to outweigh
out comfort. Challenging oneself to go out of their comfort zone has the ability to
break the cycle. The core of the center of the cycle is what one previously taught.
Fear and insecurity are a result of misinformation that we were taught. The
confidence and vision to guide towards actions are lacking. At this core is what
should be changed to break this cycle. If one learn to fear, ignorance, confusion,
and insecurity then one have failed to break the cycle of socialization. Beginning a
new direction can direct change. One might use their power and privilege operated
from strong moral values and vision to create that hope. Allies are no longer
defined by what was once feared because the coalition for success lies in the
coalition we build with everybody.
Harro, B. (1997). The cycle of socialization. In M. Adams, W. J. Blumenfeld, R.

Casteneda, H. W.

Hackman, M. Peters, & X. Zúñiga (Eds.), Readings for diversity and social justice:
An anthology on racism, antisemitism, sexism, heterosexism, ableism, and classism
(pp. 15-21). New York: Routledge.
SEE EVIDENCE #59
72. Students will demonstrate HDF 412 Personal Experience My first socialization with my speech impediment gives me the ability not only to
personal application of the acknowledge the differences in each and every person but the show the respect that
“Cycles of Socialization” (Harro) everybody deserves. A label should not define the amount of respect that people
deserve. Institutions enforced the mindset that people who are not similar
physically or mentally are not of the ‘norm’. I noticed that the learned behaviors of
peers in their households associated with their first socialization were fear of the
unknown. The increased attention in my school district about my case resulted in
the ‘punishments’ towards the accommodations I had needed. The district had no
plan for aiding with a student accommodation. Their lack of planning and executing
resulted in receiving proper accommodations elsewhere which impacted my time in
school. A growth mindset throughout my life minimized possible result of
systematic learning that could have led to self-destructive behaviors.
Harro, B. (1997). The cycle of socialization. In M. Adams, W. J. Blumenfeld, R.
Casteneda, H. W. Hackman, M. Peters, & X. Zúñiga (Eds.), Readings for diversity

and social justice: An anthology on racism, antisemitism, sexism, heterosexism,
ableism, and classism (p. 463-469). New York: Routledge.
SEE EVIDENCE #60
73. Student will demonstrate HDF 412 In HDF 412, I learned that the cycle of liberation will create change. When the
knowledge of the “Cycles of cycle of socialization is broken, then it will lead to the cycle of liberation. Waking
Liberation” (Harro) theory and up is the first step of this model. Individual core beliefs are purposely changing in
its uses in leadership order to wake up. Getting ready is the second step of this model. After waking up,
one feels a sense of self-empowerment. They try to dismantle and build aspects of
themselves based on new perspectives they possess. As one is getting ready, it is
almost inevitably to seek out (or reach out) for a broader range of differences to
check our new reality. There are two steps involved in building a community. The
first step is dialogue for people like-minded. This is where we have conversations
to connect to people who have similar experiences that we do. The second step is
dialogue with people different than us. These conversations help us gain the
understanding to build coalitions continually. Coalescing is the next step of the
model. Allies are joined together to help create change throughout the system.
Organizing and planning actions, education, and motivating members of the public
build this coalition. This is where we will gain the encouragement and confidence
to take these overt stands as we express ourselves. The next step in the model is
creating change. This will reflect the coalitions collective new identity. Their new
assumptions, new structures, new roles, and rules break the previous structures

currently in place. These actions towards building relations with others through
education will lead to change. This change will lead to systematic differences in
society as their assumptions and roles change as well. The final step is maintaining
for this model. When the objective is taken care of, learned about, and ‘fixed’ to
what is acceptable to this society at that time. Dynamics of this new change will not
be perfect in regards to its original structure, assumptions, rules, and roles.
Individuals have to maintain their efforts with their ultimate goals are in mind. This
maintenance will allow the systematic change to continue down the direction of
equality and justice for all. As humans continue to understand that differences are
not a problematic flaw in people there will be this acceptance of what makes us
ultimately different is what brings us together (Harro, B. 2000).
Harro, B. (2000.) The cycle of liberation. In M. Adams, W. J. Blumenfeld, R.

Casteneda, H. W. Hackman, M. Peters, & X. Zuniga (Eds.), Readings for diversity
and social justice: An anthology on racism, antisemitism, sexism, heterosexism,
ableism, and classism (pp. 463-469). New York: Routledge.
SEE EVIDENCE #61

personal application of the
“Cycles of Liberation” (Harro)
75. Student will demonstrate HDF 412 In HDF 412, I learned about the Robert Franklin’s Configuration of Power model.
knowledge of the “Configuration The core of how has power is determined by economics. Who controls the wealth
of Power” (Franklin) and its and the community? Who has the power to employee? Who controls the resources?
relationship to leadership The next layer, politics, deals with the issues of power. Politics protects the ruling
economics interests and in return allows free reign of who has the economic power.
The ability for politics to manufacture conflict distracts the population, by whatever
way they see fit, from addressing the roots causes of social problems. The third
layer, bureaucratic management, are the employees of the politicians. The people
who manage law enforcement are strongly influenced by the economics of their
employer. The last layer is the controllers of the symbols. There are the institutions
that influence the population. The configuration is maintained by using outlets like
the media, education, religion, and pop culture. Groups that fall beyond these
circles are the minorities, women, gay/lesbians, counter-culture groups/institutions,
and grassroots religious communities. These groups threaten the configuration
itself. Crisis follows when injustices in our society are spoken out against. In this
society, the people inside these circles are usually the classes with privilege and
power. The population is a product of the what is taught through these symbols.
The Configuration of Power is directly related to the Cycle of Socialization. The
population is socialized by those individuals who controls the wealth.
Franklin, R. (n.d.). Franklin’s configuration of power [PDF document]. Retrieved

from Sakai Resources.

SEE EVIDENCE #62

personal application of the
“Configuration of Power”
(Franklin)
77. Student will demonstrate HDF 412 In HDF 412, I learned about the White Racial Consciousness Model. When this
knowledge of racial identity model was developed, it took account what the previous models did not, as in other
development (Cross & Fhagen- racial identities other than the “black-white framework.” Concerns that these
Smith; Rowe, Bennett & models were based around. Other models suggested that the white and black
Atkinson; Ferdman & Gallegos; identify development processes were parallel with one another. Rather than
Kim; Horse; Renn etc.) focusing on the white identity development many models described the sensitivities
towards other cultures and to add the appreciation of those racial/ethnic groups. The
two types of attitudes that white people can have are divided into two categories of
unachieved white consciousness and achieve white consciousness. Once a category
is achieved does not mean that the other category is disregarded. These are no
linear. Experiences of either positive or negative importance will cause a shift in
categories/model. Three attitude types of unachieved white consciousness are
avoidant, dependent, and dissonant. Avoidant attitudes are when white people
dismiss, ignore, or avoid the race of themselves or of others until forced to speak
about their race. Dependent attitudes are those individuals who solely rely on the
opinions of others on their race. A meaningful reflection with others helps the
individual to open their views about that group. Dissonant attitudes have little
knowledge/experiences towards other racial groups other than their own leading
towards uncertainty towards that group. The four types of achieving white racial
consciousness are dominative, conflictive, reactive, and integrative. Dominative
types believe that there is racial superiority over people of color. A passive
dominative attitude avoids interactions with people of color or denies racist
attitudes. An active dominative attitude expresses their thoughts by the use of racial
slurs, violence, and discrimination towards people of color. The conflictive
attitudes are with people who believe in equality but disagree on how to achieve it
in the current society. People believe that the blame of the challenges they face in
life are related to the people of color. Reactive racial attitudes are aware of the
inequalities that exist between the white people and the people of color. The white
people have this unearned privilege that places the people of color several steps
behind what white people are born into. These people work towards addressing
discrimination and the feelings of empathy. Active or passive attitudes might be
present in this racial attitude. Passive attitudes tend to have a genuine concern but
have no real interactions with people of color. Active attitudes tend to try to work
out those issues by having those interactions. The integrative attitude type sees and
understands the realities of living in such a diverse yet racially dominated society
where people are more active in creating social change. Privileges are understood.
Genuine concerns and actions toward building a social accept society.

Patton, L.D., Renn, K.A, Guido, F.M., & Quaye, S.J. (2016). Student development
in college: Theory, research and practice (3rd ed.). San Francisco: Jossey-Bass (103-
105)
SEE EVIDENCE #63

personal application of model(s)
of racial identity development
above
knowledge of models related to
gender / identity / gender identity
development (Lev; Bussey;
Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
personal application of model(s)
of gender identity above
81. Student will demonstrate HDF 412 In HDF 412, I learned about several social identity development models. The
knowledge of additional social Model of Atheist Identity Development by Smith emphasizes individuals who self-
identity development model(s): identify themselves as atheists. Identifying as a person who rejects the notion of an
Sexual ID, Faith & Spirituality, existent God in a society and culture where theism is heavily embedded is difficult.
Disability, Social Class (Dillon et This model does not explain resistance that an atheist might encounter in a society
al; Fowler; Parks; Astin et al; that is unsupportive and unknowledgeable in the understanding of it. The stages are
Peek; Smith; Johnstone; Gibson; the starting point, question theism, rejecting theism, and “coming out” atheist. The
Forber-Pratt & Aragon; etc.) starting point stage encompasses that most individuals have been exposed to a
belief and possibly practice for a God during their childhood. These ideas are
pressed upon them throughout their early lives. This left little opportunity to go
through a personal quest to choose whether religion was appropriate for their lives.
Therefore, theism is still strange in its context. There is always an original
expression or some belief in God that throughout their early lives growing up in the
United States. The question theism stage is when individuals are exposed to
different viewpoints and paired with conversations with others from diverse
backgrounds with similar doubts about theism; questions are emerging. Unlearning
religious instruction through constantly questioning leads to a new understanding of
the challenges with religious identities. Individuals tend to reexamine the doctrines
of the biblical scriptures as they begin to doubt God, become hypocritical with
religious people, move away from those beliefs, and no longer connect morality
with religion. The rejecting theism stage is when one truly believes that they are no
longer compelled to believe in God even though there is no evidence is God, they
do not claim that God does not exist. Atheist’s identities have multiple boundaries
that they create from their beliefs because they no longer possess and actions they
no longer participate. These boundaries that they have set are guiding decisions
from their relationship to their overall life decisions. The stage of coming out

atheist are for those who can actively express what it means for them to be an
atheist. Conversations are held with respect as they can maneuver between the
stigmatized status of what it means to be an atheist and to acknowledge beliefs that
contradict the normalized theism towards God and the religions. A stronger self-
acceptable are met as they grow their abilities to engulf atheism; this leads to the
process of affirming and liberating.
Patton, L.D., Renn, K.A, Guido, F.M., & Quaye, S.J. (2016). Student development
in college: Theory, research and practice (3rd ed.). San Francisco: Jossey-Bass (216-
218)
SEE EVIDENCE #64
82 Student will demonstrate HDF 412 In HDF 412, I used reflection to relate Smith’s Model of Atheist Identity
personal application of additional Development to my person experiences. The realizations that I have encountered
social identity development throughout my Jewish religion upbringing have stemmed from the curiosity of the
model(s) above unknown. My mother, as well as the message Smith is trying to convey that the
respect towards that any person’s beliefs. Mutual respect of somebody’s faith is a
fundamental necessity to lead into those questions in regards to other religious
viewpoints and conversations. The starting point: the ubiquity of theism. The
earliest memories I had with religion focused on how my mother was persistent
how attendance to Hebrew school as well as the synagogue was essential – not only
to my life but my grandparents. There was a sense of urgency in the teachings of
the Torah. Households in my community were diverse. Interactions after high
school exposed me to the curiosity I had as friendships grew throughout my
community. I lacked the knowledge of religion as I did not have the necessary
maturity to learn more about the subject. I questioned theism. In college, as
maturity and curiosity developed as well as the interactions with a diverse amount
of individuals manifested itself into learning how others identify. I rejected theism
as my life was no longer dependent on the religious scriptures as I had a new sense
of worth with myself in my skin – maturity and confidence played a role in this. I
follow my personal code of ethics that play a role in how I lead my life – most
having to do with trust, love, and loyalty. Yet I believe that growing up in a Jewish
household and the teaching of that related to religion and my mother might have
been a significant role in choosing my code of ethics. Throughout conversations
with friends, family, and strangers are productive and informative with the level of
respect I gained towards our beliefs is mutual. I came out atheist as I learned more
about religion. I am not disregarding their faith as something what I think is
“wrong” only as a viewpoint that I am curious to learn about as I do not feel the
same way.
EVIDENCE #65
83. Students will demonstrate HDF 412 In HDF 412, I learned about the theory of white privilege by Peggy McIntosh. This
knowledge of McIntosh’s theory theory revolves around the concept of the unconscious opportunity white people
of privilege and its relationship have. White people are not conscious or do not recognize the oppression against
to leadership other people because of the cycle of socialization that white people are within. This
theory was created because white people are carefully taught not to recognize white
privilege. McIntosh identified 24 effects of white privilege in her life. The list led
to a distinction between ones earned strengths and unearned powers. This enables
the reader to start to think about the privileges they hold. Conditions within this list
relate to skin color than to class, religion, etc. McIntosh saw that only a person of
her status and skin color are able to hold exact with these conditions. McIntosh
stated on this list that “I am never asked to speak for all of the people of my racial
group.” A reader might read that statement and agree with its meaning. Most have
never realized that statement unless they are forced to do so. To have conversations
about privilege and how to change the system addressing how the population is
taught this with society.
McIntosh, P. (2004). White privilege: Unpacking the invisible knapsack. In P. S.

Rothenberg (Ed.), Race, class and gender in the United States (6th ed., pp. 188-
192). New York: Worth Publishers.
SEE EVIDENCE #66

personal application of
McIntosh’s theory
85. Student will describe the
differences and similarities of
individual and institutional
oppression and relationships to
leadership (Source = Three
Dimensional Matrix of
Oppression)
86 Student will demonstrate
knowledge of relevant laws and
policies related to issues of
equity and its relationship to
leadership (i.e., Title IX,
Affirmative Action, Protected
Classes, etc.)

87. Student will show knowledge of HDF 190 Leadership Ambassador How effective leadership as it relates to change agency can be described in many
effective leadership as it relates different ways. Someone who is a change agent has the understanding, motivation,
to change agency and skills to create positive change. With this definition servant leadership is the
perfect fit for a change agent to be the primary form of leadership. Servant
leadership is the natural inclination to good for others while helping yourself also
grow. Servant leadership requires an inclination to initiate positive change.
Therefor these two concepts build off of one another to create positive leadership.
To be a change agent there must be understand that change is a process where there
will be resistance at all levels. That resistance can be handled in a multitude of
strategies for overcoming that resistance. A change agent should also have self
confidence and patience to willingly step outside of a comfort zone to create that
positive social change. If there are no risks involved with positive change then it
would be more prevalent in our society. Positive perceptions on change and the
comfort with ambiguity and transition is another needed skill. The number of
challenges that can occur throughout this process of starting positive change is
extensive. Therefor the change agent should demonstrate an ability to influence
different systems. Influencing these systems has the ability to aid in the change in
them. The creation of a sense of urgency minimizes the chances of creating that
change in a orderly fashion without letting others forget why there is a need for it.
Without the ability to articulate some vision others will not have the ability to aid in
the process creating more of a social movement for change which increases the
chances of successful positive change. The willingness to take risk for making a
difference is an important trait of a change agent. With this the change agent knows
what is worth risking and the actual risk that is taken shows the important of the
positive change to others.
SEE EVIDENCE #14
88. Student will describe personal HDF 190 Leadership Ambassador Having the opportunity to be a Leadership Ambassador allows me to the change
examples of being a change CVS 302 agent by making and taking the opportunity to convince incoming fist year students
agent about their possible involvement at the Leadership institute and the minor itself for
the next four years of their lives and beyond. To tale that they learned that day and
shared with others would allow positive change in their lives also. I know that there
is going to be students who are confused or causing resistance in the early stages of
getting involved in leadership. The self confidence I posses show to the student that
this trust in the process will allow for great character development. Asking question
after question about everything relating to the minor and the institute I had great
patience to show respect and also understanding this minor can be quite confusing.
Not having been 100 percent comfortable with public speaking, I had to step out of
my comfort zone in order to tell these students about what great opportunity they
can take here at URI. Transitioning from high school to college is a life changing
process. Relating to these students that I undertaken not too long ago I have the
ability to show them that there is nothing to fear. The vision I have for these
students within this minor can motivate them to do well. This is because I give off
some much energy and excitement about this minor that they know it is something
special to look into. Risk is involved with everything. Taking a leap into this minor
is a risk but if there is trust in the process then there is only gains involved with it
changing the individuals’ future for the better. Creating change in all people
involved in any aspect of the process is the main driver of this concept.
SEE EVIDENCE #14
REVISITED: During my involvement in CVS 302: Community Service at URI or

also known as the URI 101 Mentoring Class, we discussed the difficulties
associated with mentoring first year students here at URI. We informed our CVS
302 peers, who are other URI 101 mentors during our weekly meetings of our
updates on our ability to be a positive influence on these students. These first year
students are going through a time of transition from generally living with their
guardians to living on their own to a certain degree. I was there as a mentor to aid
in transitioning into our major of environmental science as well as college life. I
personally struggled with transition into college coming in as a first year student.
Gaining the self confidence as well as a knowledge to create positive change in my
community led me to be a URI 101 Mentor, or a change agent. All in my CVS 302
class are all change agents. We are willing to go out of our comfort zones in order
to create positive change throughout our community. There are instances were
obstacles causes issues with moving forward to positive change. As an agent of
social change, peer leader, and social change as a whole, it might not be evident of
how our actions are helping others. We must trust the process that we are able to
evoke change and responsibility in others to do the same.
SEE EVIDENCE #40 – URI 101 Mentor Website

knowledge of the “Model of
Intercultural Sensitivity” by
Bennett and its uses in leadership
90. Students will demonstrate HDF 413 SOLC Cultural competence is described as the “awareness, knowledge, and skills needed
personal application of the to operate effectively in this global, multicultural world…” (Komives, 2013, p.
“Model of Intercultural 202). The question to what stage I’m at in the Developmental Model of
Sensitivity” by Bennett Intercultural Sensitivity is puzzling me. I’m puzzled yet my parents raised me in a
Jewish household while my father was that of the Christian faith. I do not look at
someone and think to myself that I am better than them or anything of that nature. I
was raised better than that. Yet I’m puzzled because I don’t know where I am at.
What seems right to me is Stage Five: Adaptation to Difference. But I would be at
Stage Six: Integration of Difference but I cannot think of a time where I thought
like that. I have the knowledge of Stage Five yet if placed in the correct situation I
am able to fulfill Stage Six. I took to heart when I read that “a benefit of
multiculturalism is to grow beyond seeing the world in our own terms to seeing the
legitimate views of others” (Komives, 2013, p. 211). Having the position of being a
student organization leadership consultant will allow me to be placed in these
situations of not only meeting people of diverse cultures but to learn from

everyone. Having a conversation with someone opens up a new world, a new
friendship, but to observe and lead others where I am able to visualize their beliefs
and values in action and the impact it carries. I am a believer that knowing what
something is, is not the same as knowing what something feels (a quote from The
Giver written by Louis Lowry in 1993). I might posses some of the knowledge of
cultural competence but from a perspective where I truly know cultures and their
traditions I cannot say I do. Through learning more about cultures and their
traditions I am able to fully possess Stage Six.
Komives, S., Lucas, N. and McMahon, T. Exploring Leadership. 3nd ed. San
Francisco: Jossey-Bass, pp.205-210.
SEE EVIDENCE #41 – Tara Card Relating Towards How We Can Achieve Stage
6
91. Student will demonstrate HDF 412 In HDF 412, I learned about the action continuum by Griffin and Harro. This
knowledge of the ally Action continuum focused on the actions either supporting oppression or confronting
Continuum by Griffin & Harro oppression. The continuum is dynamic. One’s position is continuously changing to
their environment. Starting on the supporting oppression end and continuing
towards the confronting oppression end begins with actively participating. These
are the actions that support this oppression of a targeted group of people. Telling
oppressive jokes, verbal or physical harassment are feeding into this stage.
Denying is the next stage. One will not take place in actively participating in the
oppression but will deny and ignore that members of a targeted group are not
oppressed. The next stage is recognizing with no action. One is aware of the
oppressive actions by themselves or others but will not take action to stop said
behavior. This is a result of a far, lack of information, and/or confusion they are
experiencing. Recognizing with action is that one is aware of this oppression of self
and others and takes action to stop it. One does not fear to take action as they know
this oppression needs to stop. The stage of educating self is when an individual
takes action to learn about the results and heritage of the oppression. Taking an
active step to not just stopping the oppression but what can that individual do to
advance their path to prevent oppression. When one educated themselves, they can
inform others. This stage enables the individual to have dialogue to stop oppressive
behaviors or comments. The stage of supporting and encouraging is reached by one
supports others who speak out against oppression or supporting others who are
taking a step towards inclusivity. Allies are formed to help others to fight against
oppression. The last stage of confronting oppression is imitating and preventing. An
individual is able to work towards changing others as well as the actions of
institutions and its policies that feed into the oppression of the targeted group.
Education is essential to change the opinion of people.
Griffin, P.& Harro, B. (1997). Action continuum. In M. Adams, L.A. Bell, & P.
Griffin(Eds.), Teaching for diversity and social justice: A source book (p.109).
NewYork: Routledge.

SEE EVIDENCE #67
92 Student will demonstrate HDF 412 In HDF 412, I related the Action Continuum to my life. I consider myself,
personal application of the regarding white privilege, that I fall in the recognizing, no action category on the
Action Continuum by Griffin & Action Continuum. I am aware of the oppressive actions that are taken towards
Harro others and the harmful effects of it. However, I do not take every effort to stop it. I
have been in situations where I hear a racist or derogatory comment about a non-
white racial group. I speak out and say something along the lines of strong
disapproval. Without angering anybody in the group, I quickly mention how that
isn’t something that should be told. What does this ‘action’ really accomplish? That
open dialogue of speaking to an individual or a group about their comments most
likely will never resonate as their friends are not serious about the situation. If I can
continue on this continuum, I will I try to reach the recognizing, action step. I want
to gain knowledge about privilege, gender, politics, a wide range of aspects of our
society. I want to approach those crucial conversations with more of a natural
approach where I can confront oppression rather than supporting oppression.
Practicing crucial conversations, experiencing meaningful dialogue, and learning
about these topics will lead me to take action. Approaching other categories in this
continuum will not only create a more in-depth education for me but to others,
encourage others to speak out against oppression then ultimate to prevent the
discrimination against target groups.
Griffin, P.& Harro, B. (1997). Action continuum. In M. Adams, L.A. Bell, & P.
Griffin(Eds.), Teaching for diversity and social justice: A source book (p.109).
NewYork: Routledge.
SEE EVIDENCE #68

the Multicultural Organizational
Development Model (Jackson)
94. Student will show personal
application of the Multicultural
Organizational Development
Model (Jackson)
95. Student will show knowledge of HDF 412 In HDF 412, I learned about the Multicultural Change Intervention Matrix. This
the Multicultural Change was designed for student affair personnel in the conceptualizing and the planning
Intervention Matrix (Pope) with their multicultural interventions. The 3 targets of change are Individual,
Group, and Instructional. The 2 levels of intervention and first-order change and
second-order change. First-order changes do not change the structure of a system
while second-order changes do fundamentally alter the structure of a system.
Another view on these changes is that first-order changes are minor adjustments
compared to second-order differences create new patterns of behavior and the
assumptions that are carried with them.

Boyd-Colvin, M. A. & Camba-Kelsay, M. J. (2017). Action [PowerPoint slides 15].
Retrieved from (https://sakai.uri.edu/portal/site/40ac15a0-8cde-4303-
9b1fff782f31ff4d/tool/3bed8761-0c4c-4804-baa0-cf7be2e99bb4)]
Pope, R. L. (1993). Multicultural organization development in student affairs: An

introduction. Journal of College Student Development, 34, 201-205.
SEE EVIDENCE #69
96. Student will show personal HDF 412 Personal Experience This personal application will be towards and anonymous group I am involved
application of the Multicultural with. There are changes in the composition of the organization every semester as
Change Intervention Matrix individuals chose to participate or to leave. The structure of the group changes but
the structure, mission, or norms are not changing. The second-order change
involves reconstructing. There is no need for the reconstructing of the groups
mission as my loyalty runs deep within. The “reconstruction” of its members. What
is met by this is that there is difference in the sense of creating a larger and more
welcoming environment for all students to join rather than welcoming those who fit
that certain aura of the group. Not to be shunned away from the strong social
cliques that, ultimately, a result of the organization (which is not always an adverse
effect). The reason I use this organization is that the more I have an open dialogue
with students across campus the more stigma I realize there is towards this
organization. This is what I have tracked throughout a few semesters. All of which
are the social groups that certain individuals in this organization. Either due to
groups grudge towards another person or group or from some members of this
organization not following such an inclusive aura that they preach.
SEE EVIDENCE #69
97. Student will create a personal

code of inclusive leadership

Outcome Category: Critical Thinking
98. Student will show knowledge of HDF 412 In HDF 412, an essential skill set that we, in groups or as a class practice, are
principles of critical thinking and crucial conversations. Our class consists of many diverse students from various
fallacies (logic is used in this social and ethnic backgrounds. The organization, and content, of the class allows
minor) students to improve our skills communicating across diverse groups of people. Our
group, and personal relationships, experience personal growth from the mutual
respect and fundamental understandings that regardless of our opinions, geared
towards controversial discussions or topics. Our attitudes, beliefs, and
predispositions are several factors that influence our ability to listen actively.
Creating a safe environment where there is that respect for our differences. Our
guiding principle is respect. We respect each other for who we are. We established
a safe environment where we can discuss our personal view or feelings without the
judgment that we might face in a different environment. One of the most critical
factors that help me communicate across diverse individual identities was to
understand the ethics of communication. Truthfulness to our morals is a
fundamental aspect that guides our ability to communicate. Fallacies can block our

ability to critical think. I try to remove these conditions to gain a perspective to
help me in the understanding the roots of these prejudices. This knowledge will
help me process and analyze information before going towards any conclusions
resulting in judgment.
Caputo, J. S., Hazel, H. C., & McMahon, C. (1994). Interpersonal communication:

Competency through critical thinking. Needham Heights, MA: Allyn and Bacon.
SEE EVIDENCE #70
99. Student will demonstrate HDF 412 In HDF 412, we were tasked with demonstrating our ability to communicate
proficiency of critical thinking difficult dialogues across diverse individuals or groups. We familiarized ourselves
with the ongoing NFL scenario related to the players not standing for the national
anthem. The National Football League is in the middle of a critical debate over
whether players kneeling, sitting or even going to the extremes of raising a fist
during the national anthem in hopes of calling attention to police brutality and
racial injustices are creating too much of a negative image of the league's image.
This action towards the United States might be misinterpreted as disrespect
towards our country. President Donald Trump misrepresented the situation by
mentioning that these NFL players should be fired because they have the privilege
of making millions of dollars and therefore should not be allowed to disrespect the
American flag. Many key figures in the athletic world are rising to the response
that Kaepernick has set forth. Many fellow athletes are now bringing forth this
movement of inequality in the United States. President Trump's actions are
somewhat aiding in this national issue. A friend of Trump and the owner of the
New England Patriots, Bob Kraft, spoke that "[he] is deeply disappointed by the
tone of the comments make by the President... and I support their rights to
peacefully affect social change..." (Garber, 2017). On October 18th, 2017,
President Trump tweeted "The NFL has decided that it will not force players to
stand for the playing of our National Anthem. Total disrespect for our great
country!" to the public. The fallacy that Present Trump enacted was groupthink.
Trump is denying the examination of any alternative solutions towards this issues
with the cost of suppressing disagreement. That his actions represent the entire
American population yet most of these actions only represent a small portion of the
population. What Trump is doing in this tweet is representing the Americans who
feel it is a personal attack on not only themselves but their country. The message of
this movement is that one can peacefully protest the inequality that is currently
crippling the nation. There are two sides to every story. And Trump is only
allowing himself to hammer down the side that this action of peaceful protest is a
direct threat to the country. President Trump can address the issue that he
understands that this demonstration is not a target as America as a whole but rather
than bringing the attention to an audience of a national pastime that racism has a
way of getting "codified in America...[and] the ways it is expanded from a personal
evil into a societal one" (Garber, 2017). President Trump needs to communicate
ethically and logically - understanding that his reasoning behind the way he feels
he and also the country has been disrespected does not mean that it is the truth.
Former NFL coach Tony Dungy tweeted a direct tweet towards President Trump
stating that "Leaders don’t just complain, they look for solutions" (@TonyDungy,
2017). The fallacy that Dungy is committing is that of ad hominem. Dungy is
attacking President Trump rather than the issue of social inequality throughout the
nation. The discussion that President Trump is failing to have is because of his lack
of or his ignorance that this discussion has varying opinions, deep-seated emotions
related to inequality, and that the stakes are very high for the progress of the nation
forwards. The power of social media allows Trump to respond to any issue
immediately. Learning to look, or to a step back to see what is going on and why is
the first step of having and maintaining a crucial. If Trump learned more about
how to be aware of this situation would allow a more credible statement when
trying to communicating across the nation.
Caputo, J. S., Hazel, H. C., & McMahon, C. (1994). Interpersonal communication:

Competency through critical thinking. Needham Heights, MA: Allyn and Bacon.
Boyd-Colvin, M. A. & Camba-Kelsay, M. J. (2018). Crucial conversations [Slides

1-32]. Retrieved from (https://sakai.uri.edu/access/content/group/40ac15a0-8cde-
4303-9b1f-ff782f31ff4d/Module%20I%3A%20Critical%20Thinking/412-
Crucial%20Conversations.pptx)
realDonaldTrump. (2017, October 18) "The NFL has decided that it will not force
players to stand for the playing of our National Anthem. Total disrespect for our
great country!" [Twitter Post]. Retrieved from
https://twitter.com/realdonaldtrump/status/920606910109356032?lang=en
TonyDungy. (2017, October 18). "Leaders don’t just complain they look for
solutions."
SEE EVIDENCE #71
100 Student will show knowledge of

. metaphorical analysis to critically
analyze self and leadership
situations
. proficiency of metaphorical
analysis to critically analyze self
and leadership situations
102 Student will show knowledge of at
. least five decision making methods
103 Student will describe personal
. examples of having used five
decision making methods

104 Student will show knowledge of at
. least five problem solving / conflict
management methods, as well as
understanding the roots of conflicts
105 Student will describe personal
. examples of having used five
problem solving / conflict
management
106 Student will demonstrate the ability
. to synthesize multiple knowledge
perspectives (course work),
competencies (communication,
writing, information literacy or
mathematical/statistical skills) and
responsibilities (global, diversity &
inclusion or civic knowledge)
107 Student will demonstrate HDF 412 In HDF 412, we discussed several models relating to crisis leadership. One of
. knowledge of leadership that is these models, the 13 Behaviors of a High Trust Leader by Stephen Covey,
used in crisis (i.e., James & interested me. A thought that stuck with me with Module 3 was how so much of
Wooten; Garvin; Covey; Frohman; the outcome, relating to the crisis, is determined within a few seconds after a crisis.
Lalonde; Schoenberg; Joni; Braden That is why this model interests me as the focus is on the leader itself rather than
et al; etc.) the stages of the crisis. The first behavior is to ‘talk straight’ meaning always to be
honest and speak the truth. The leader should hold true to their integrity with
themselves as well as in the presence of others. The second behavior is to
‘demonstrate concern.’ There is genuine care for others as each role is understood,
respected, and appreciated at the fullest. The leader ‘creates transparency’ as they
lead without hidden agendas. During a crisis, this transparency will reassure those
involved that actions are being taken. As a leader who ‘right wrongs’ they admit
their mistakes or failures. Mistakes are owned up to as there are the motivation and
path towards looking in the future. One ‘shows loyalty’ by giving credit to a
theory who deserve it. Loyalty, from all aspects of it, will separate the individuals
who do not obtain that loyalty. The remaining behaviors are considered
competence behaviors. These are separate from the character behaviors. These
behaviors are delivered results, get better, confront reality, clarify expectations,
practice accountability, listen first, keep commitments, and extend trust. The
character behaviors lead to these competence behaviors because there is a level of
respect that is given to those involved. There is a clear objective that everybody
understands as they trust the process. The best way that a leader can handle a crisis
is to build loyal followers.
THE 13 BEHAVIORS OF A HIGH TRUST LEADER Handout – HDF 412
SEE EVIDENCE #72

108 Student will describe examples of HDF 412 Responding to a Car In HDF 412, we learned that the outcome of a crisis relies on the leader to respond
. leadership in crisis situations (i.e., Accident to that situation. Ironically I was heading to the library in the evening to work on
application of James & Wooten; an assignment for HDF 412. I witnessed the immediate aftermath of an automobile
Garvin; Covey; Frohman; Lalonde; accident. As I drove by I noticed the two cars involved. As I got out of my car, I
Schoenberg; Joni; Braden et al; realized a group of people on the side of the road. After the brief encounter I had
etc.) with them it was apparent that there was no action being taken place. I assigned
roles to individuals who were present ranging from who was going to call
emergency services as well as checking up on other individuals involved in the
accident. I approached the car that drove into the back of a truck at a stoplight.
Thankfully, there were no significant injuries. This situation shook me to my core.
How would an accident that involved a car going 35-40 miles per hour that struck
a truck stopped at a red light have so little injuries? Different scenarios went
through my head about this. What I noted was how, when the situation arose, I was
able to handle a situation like this. I assigned roles, applied my knowledge of basic
first aid and CPR, and took a step back when trained personnel arrived. If there
were significant injuries and there wasn’t somebody there to asset the situation and
act how would the case be different? The ability to adapt and overcome led me to
serve within seconds to act upon the best outcome for those involved. The day
after this situation we started the module on crisis leadership in HDF 412.
SEE EVIDENCE #
Outcome Category: Interpersonal and Organizational Concepts & Skills
109. Student will demonstrate HDF 190 COM 100 In COM 100, the skill of active listening is a crucial aspect of communication.
knowledge of active listening Listening is the process of receiving, construction meeting from, and responding to
techniques and/or nonverbal messages. There are several factors that influences listening each
individual. The attitudes, beliefs, and predispositions differ among others
preference to receive oral information. Using active listening allowed me to not
only listen to what another is saying but to try to understand the complete message
being sent from sender to receiver (thinking back to many communication issues
emerging by the receiver misinterpreting that senders message being sent or vice
versa). One must get accustomed fairly quickly to focus only on the sender and
blocking any noise or distractions from getting ones’ mind off of the sender to
really seem interested in what the sender is communicating about. Forming bridges
to the sender of each problem that is interpreted, allows oneself to use their
empathy to understanding what the sender is trying to convey. The feedback of me
nodding my head and reflecting some of the information back to the sender
reinforces the information that is being sent to me is what I am interpreting the sent
information as. My desire in learning how to learn to people-oriented listener
involved the concept of active listening. I’ve always had an interest in hearing
about others’ experiences, thoughts, and feelings but didn't have the patience to sit
and listen. I am a people-oriented listener because I used my strengths of
adaptability and empathy and values of fairness and kindness that surfaced in
FLITE to imagine myself in the other person’s situation as if they were
communicating with me.
SEE EVIDENCE #20
110. Student will describe examples of HDF 190 Personal Experience While tediously studying interpersonal communication skills in HDF 190 and also
using active listening skills SOLC in COM 100 the action of active listening was a skill that much of the younger
generation either has little to no skills with or little to no patience in dealing with.
My professor stressed the important role that active listening has on the
communicator. Trying to communicate anything to anybody who is showing little
to no interest to what you are putting into words can be hurtful or even offensive. I
strongly believe that when a listener is not paying attention to the speaker as an
offensive act, I take all actions to avoid showing disrespect to the communicator.
Regardless of time constraints I might have during that moment interacting with the
communicator, I give him or her the respect that they are taking out of their time for
by nodding in agreement to what is being said, asking questions at appropriate
times when I’m unsure about what is said, or repeating the main gist of the
information back to the the to make sure that bridge between us is solid – that the
message sent is the message received making myself a people-oriented listener.
After communicating to a student about his work in a protein molecular software he
developed, I noticed that he had a slight speech impediment. Having a speech
impediment, I had a strong interest in bringing it up very respectfully. Talking
about techniques and influential mentor at the university who have helped or are
currently helping the both of us at tackling this now insignificant setback in our
lives. Without using my people-oriented and active listening skills with Zach the he
would not have given the time that people who have a stutter need to confidently
communicate. Nothing is worse than being rushed when you have no control on
how to fluently communicate in a high pressure situation.
SEE EVIDENCE #21
REVISTED: My role in the Student Senate retreat was an active shadow. The
requirement for this retreat was that the facilitators had to have at least two
semesters experience due to complex problems that are associated with
organizations likewise. Connor, the lead facilitator asked if the shadows, Abby,
Chris, and myself were comfortable taking a step up with this challenging retreat.
As an active shadow if I felt comfortable co-facilitating an activity yet lacked the
confidence to de-brief. This would be going out of my comfort zone yet having
another active shadow who mutually knew our comfort levels this was possible.
Abby and myself facilitated an energizer called Snowball Fight which welcomed
the newer members in terms of sharing personal experiences. Along with Chris and
Abby, we debrief the activity called Helium Hoop. Student Senate was a high
functioning group who was committed to completely the activity with the
handicaps/limitations we threw at them. Chris and Abby were the ones who
primarily asked the guiding questions or discussions on how this related back to
their program and purpose. By taking a step back to first hand understand and
comprehend how these debriefs are structured allowed myself to become familiar
and ultimately a better facilitator. Through this process I had to not only listen and
understand how Abby and Chris are sequencing this debrief but to comprehend
how the group was reacting to the debriefing technique. If the technique isn’t going
as planned, then measures have to be taken in order to compensate with that lack of
involvement.
SEE EVIDENCE #42 – Student Senate Retreat

knowledge of functions of group
communication by Hirokawa
application of functions of group
communication (Hirokawa)
techniques regarding giving and
accepting of feedback
114. Student will describe examples of HDF 190 Servant Leadership Speech One example that I can use for giving and receiving feedback is this semester in
giving and accepting feedback. Team Feedback FLITE. Preparing a concise two-and-a-half-minute speech on Servant Leadership
GEO 103 had its difficulties. To leave out unnecessary information while only talking about
requirement to the core of the model. I wrote constant feedback and positive
criticism with each of my teammates. While I spoke about the feedback I wrote
down I specifically chose my words so it would not sound discouraging or
disrespectful. This is because the speech they prepared fulfilled the requirements
but as with every individual nobody is perfect at anything they do. Public speaking
is an amazing way to build a bridge to the audience to persuade, motivate, or
inform them about a topic one is passionate about. Discouraging someone to stop
public speaking due to the way they are critiqued is shameful. As I critiqued others
on this presentation so was I. I am always looking to better myself especially in
public speaking. Most people try to use positive criticism some individuals while
critiquing others are harsher with their words. This is why I take nothing personal.
In order for myself to grow I cannot assume what others say has anything to do
with my personally unless specially told otherwise. My teammates listed off
improvements to better build that bridge to my audience by while listing my
improvement to also list my strengths. This was a great way to also enforce my
strengths while presenting as working on my improvements.
SEE EVIDENCE #22

the 7D coaching model (Knott)
116. Student will demonstrate personal
application of the 7D Model
(Knott)
117. Student will show knowledge of HDF 412 A crucial conversation is "a discussion between two or more people where [the]
elements of a Crucial Conversation steaks are high, opinions vary, and emotions run strong". These crucial
and steps to maintain dialogue and conversations can dramatically improve or, if handled poorly, have the ability of
move to action (Patterson, the consequences. The approach is critical to maintaining a crucial conversation.
McMillian & Switzler) The reason that these crucial conversations can have such a dramatic effect on our
lives is due to the fundamental truth that the key skill of effective relationships is
the capacity to address emotionally and politically risky issues skillfully. A typical
situation where there is miscommunication is during moments of strong emotions.
Effective communication during these moments are critical as they can fail to take
control of our stories, and they control us. Dialogue is the free flow of meaning
between two or more people. The first step to managing these crucial conversations
is to start with the heart. The speaker should realize what they truly want from this
dialogue and understand that their needs come before the whom they are speaking
to. With the focus on what and why they are holding this crucial conversation will
aid in its communicative success between both parties. One must learn to look
when safety is at risk. The environment of the conversations can become unsafe
through physical, emotional, and behavioral cues. The action of stepping out of the
conversation (apologize when appropriate, contrast to fix the misunderstanding, and
rethink a mutual purpose), making it safe again, then stepping back in will create a
safe environment where the emotions of the conversation have a chance to calm
down. Mastering the story allows the continuation of dialogue when the difficulty
of emotions of anger and scared are present. These emotions of anger or being
scared can control the speaker when allowed. Paths have to be traced, watch for
"victim" and "helpless" stories, and to tell the rest of the story will lead to a
mutually respected mastered story. Stating the path allows the speaker to speak
persuasively rather than abrasively. Sharing the facts, tell a story, ask for other
paths, talk tentatively, and encouragement creates an environment where the
speaker creates and maintains a safe atmosphere during that dialogue. There are
two perspectives to these crucial conversations. Keeping a sincere, genuine
curiosity and patient mindset will allow the exploration of others' paths. This
genuine curiosity encourages in the agreement, building and comparing
individuals’ thoughts and ideas. Move the crucial conversation into action and
results. Putting these decisions into action requires the commanding (who cares
about this subject), consulting (who knows), voting (who must agree), and
consensus (how many people should be worth involving) of the party. Mastering
the content through discussion and teaching of the material will create a domino
effect to learn these skills. Through the practice of these scenarios will turns ideas
and words in a book into habits... these habits can change lives.
Patterson, K., Grenny, J., McMillian, R. & Switzler, A. (2012). Crucial

conversations: Tools for talking when stakes are high (2nd Ed.). New York:
McGraw-Hill.
Boyd-Colvin, M. A. & Camba-Kelsay, M. J. (2018). Crucial conversations [Slides

1-32]. Retrieved from (https://sakai.uri.edu/access/content/group/40ac15a0-8cde-

4303-9b1f-ff782f31ff4d/Module%20I%3A%20Critical%20Thinking/412-
Crucial%20Conversations.pptx)
SEE EVIDENCE #73
118. Student will describe examples of HDF 412 Personal Experience My personal experience with engaging in a crucial conversation involved when I
engaging in a Crucial drove down a residential road near URI’s campus. I was shocked to see what
Conversation seemed to be an older man throwing up his arms in my direction. I immediately
pulled over to ask if the man was okay. His facial expressions registered after the
fact that I pulled over that he must have been angry with my driving. Kevin stated
that I was speeding at an unsafe speed based on the noise that my car was making. I
coached myself through this next crucial conversation I am going to have. I started
with the first principle - Start with Heart. I focused on that mans strong emotions. I
immediately stated that my name was Josh and that my reason for speaking to him
is to understand why he threw his hands up when I drove by. This crucial question
of why am I pulled over allowed the man - Kevin, that I am not looking for a
confrontation. Principle 2 - Learn to Look was noted as I wanted to have a calming
conversation with what seemed to be an angry man. I am not heading towards
silence nor violence while the man was heading towards destruction as he was
shaking his hands at me. I noticed that when I explained why I had pulled over
allowed him to realize that I am not wanting to attack his emotions or feelings
related to me driving by. I apologized that I was making him upset when I drove
my car down the road (Principle 3 - Make it Safe). Principle 4 – the stage of Master
My Stories immediately underwent when I told him where I was coming from,
where I was going, and why the common misunderstanding that I receive might
originate. I never insisted that Kevin that he was either right or wrong. I told him
that I was in a shorter gear (2nd gear) paired with my cars larger exhaust that going
the speed limit at that gear resulted in louder exhaust notes. Luckily Kevin
understood this concept and Principle 5 - STATE My Path has been completed. I
was genuinely interested in following this man's emotion towards me. I believe
Kevin understood my curiosity towards this conversation. Stage 6 - Explore Others'
Paths was only completed when Kevin explained that he has several kids in the
yard only feet away. I do not have kids nor that my loud car might be a nuisance
that is notable when I drive through a neighborhood. This realization made Kevin
smile. He visually saw my sigh and the face of regret towards how I made him feel.
I promptly told him that I put the word out towards my car community to take note
of their loud cars and speed limits in neighborhoods. I put myself in Kevin's shoes -
and the last thing I want is cars 'speeding' through my neighborhood. Principle 7 -
Move to Action was completed.
SEE EVIDENCE #71

knowledge of facilitation
techniques

120. Student will demonstrate HDF 413 SOLC My first experience with practicing facilitation and de-briefing techniques was
proficiency of facilitation during my time as a URI 101 mentor with students in my major. My time in SOLC
techniques was a later experience where I demonstrated my proficiency of facilitation
techniques. As Musically Inclined was my first co-facilitation experience, I had the
opportunity to share it with my friend and co-facilitator Bridget. I believe an
important role for facilitating is know where you are comfortable with yourself and
what you are capable of. Bridget and I voiced our concerns and opinions with each
other. This is useful in the circumstance if either one of us becomes uncomfortable
during the facilitation. Before we start Mass Pass we asked to use their thumbs as
thermometers as how they’re feeling. Thumbs up means they’re feeling great,
thumbs down signifies not so well, and in-between is torn between both feelings.
There were most members with thumbs up yet some had their thumbs to the side.
We used this to gauge their group dynamic. As we facilitated the initiate, Mass
Pass, we noticed each of the four teams were competing with one another to see
who would rack up the most points. Each team discussed techniques they would
use for 30 seconds before each round. A technique that Bridget and I were
purposefully broad with our directions. We never said that the teams were
competing. After each round we tallied the total score. Each time we put emphasis
to what the TOTAL score added up to be not the individual. We learned to not lead
the members to the activities goal but to purposely direct the group towards the
goal if needed. Once they understood the objective we allowed 1-1.5 minutes for
the group to discuss a game plan. They found loopholes in the directions which
allowed them to complete the activity in about a minute. The understood that this
activity required to unite as a team.
SEE EVIDENCE #43 – Musically Inclined Retreat Agenda

knowledge of de-briefing
techniques
122. Student will demonstrate HDF 413 SOLC My co-facilitator Bridget and I facilitated an activity called Mass Pass during the
proficiency of de-briefing Student Senate retreat. A debriefing technique Bridget and I used immediately after
techniques the activity was the thumb thermometer. This was successful as we used this
technique earlier on in order to gauge how they’re feelings. Afterwards every
thumb was pointed up. We asked questions to why did every team compete at first?
Why did that happen? Can you see this behavior in your organization? Who were
the main voices in this activity? Did every member voice their opinions when
discuss a game pace? These questions steered the group to answering and voicing
each of their concerns or comments during the activity.
SEE EVIDENCE #43 - Musically Inclined Retreat Agenda

knowledge of framing based on

psychology and its use in group
facilitation
proficiency of framing based on
psychology and its use in group
facilitation
knowledge the four frames of
organizations, and the meaning of
reframing by Bolman and Deal
application of organizational
analysis using the four frames of
organizations, and breaking the
frame / reframing (Bolman and
Deal)
organizing meetings / setting
agendas / and leading meetings
128. Student will describe personal HDF 413 SOLC In SOLC, we are taught as facilitators that in order to meet the values, goals, and
examples of organizing meetings / mission of that organization that with us that we must plan accordingly. For the
setting agendas / leading meetings Musically Inclined retreat, lead facilitator, Megan, asked for all of the facilitators
and shadows to meet after the weekly SOLC meeting in order to gather everyone’s
phone numbers to set up a meeting time to plan out the retreat. Lead Megan was
able to plan a time where everyone could meet in order to discuss the sequencing of
activities (having a low number of facilitators helped with this). The sequencing of
this organization was based around its organizations goals or mission of this retreat
which was to primarily to get to know/integrate the new group members. Proper
sequencing is needed to acclimate the new members into their organization and to
create an atmosphere where they can share their opinion. All who was involved in
the retreat understood why the sequencing was designed the way it was which will
lead to greater efficiency while facilitating as we filled in the blank agenda. Chris, a
member of Musically Inclined and SOLC brought up to our attention that there are
cliques, or small social groups, were forming with new and older members. Having
knowledge of this in the meeting when discussing the agenda, we implemented
common techniques like (peanut butter or jelly, chocolate or vanilla) in order to
split apart friends. Along with name games we sequenced the initiatives in such a
way where teamwork was the main focus of the activity. Each member, old and
new, had to work with each other in order to accomplish the overall goal of the
activity. Megan noticed that this retreat team had more new SOLC members then
veteran members so she helped in the process of the reason of sequencing a certain
way through the goals of the organization. This was made apparent after we had a
successful retreat as seen through the overall group mentality afterwards.
SEE EVIDENCE #45 – Group Chat with Facilitation Staff

Parliamentary Procedure
techniques for working with
difficult people
examples of using techniques to
work effectively with difficult
people
132. Student will show knowledge of HDF 413 SOLC In HDF 190, we learned about the five stages of group development. The 5 stags of
the stages of group development HDF 412 group development are forming, storming, norming, performing and adjourning.
(Tuckman/Tuckman & Jensen, The first phase is forming. In the beginning, This is where the group members
Bennis or others) become familiar with one another. the team forms by orientating their goals.
Ground rules that are established, individuals discuss their personal strengths that
will aid in their journey to their goal, and roles are given and clarified. This process
is called forming. The next phase is storming. This is characterized as members
effectively communicating their emotional responses to their journey to
accomplishing the goal. The team mentality is not reached yet as members are
either anxious, nervous, or ignorant of others. The next phase is norming which is
characterized when the members feel welcomed onto the team. Through the
reflection and negotiation of ideas in the storming phase they are able to accept
others viewpoints. As trial and error occurs the team must try different approaches
of other team members in order to achieve this particular phase while maintaining
their communication in the storming phase. In order to perform, as they fail the
team must have an open and trusting atmosphere where their failures are not seen
as losses. The team must have their process planned as this is their executing phase
as they carry out their ultimate goal to success. Through reflection, the team
acknowledges how they successfully accomplished their goal. As the team
adjourns, an assessment is taking in order for a plan for transitions roles and
recognizing individual members roles as they contributed to their overall success.
Reflection is an important tool that allows this stage to complete the experiences
learned in this group process.
Tuckman, B. (1965) Developmental Sequence in Small Groups. Psychological

Bulletin, 63, 384-399.
Tuckman, B. & Jensen, M. (1977) Stages of Small Group Development. Group and
Organizational Studies, 2, 419-427.
SEE EVIDENCE #46 – Tuckman Stages with Tools Visual
133. Student will describe personal HDF 190 Marshmallow Challenge in In FLITE, I was able to notice the group development that Tuckman and Bennis
examples of group development in FLITE proposed. In order to have effective teamwork there must be group interaction. The
use (Tuckman/Tuckman & Jensen, HDF 413 more involved every teammate is the more beneficial it is to group dynamic. These
Bennis or others). phases are forming, storming, norming, performing, and adjourning. These are

necessary in order for a team to grow as they face challenges, find solutions, and
plan together to work towards a common goal. During FLITE, we were tasked with
the challenge is based around using a piece of string, tape, some pasta, and a
marshmallow to complete the tallest structure competing again three other teams in
our class. The forming stage was seen was we, our group, were introduced to each
other during the Day or Discovery in early February. The storming stage was
reached as we were tasked with this marshmallow challenge. As to how we went
about this challenge was when everyone was throwing out ideas for consideration.
Using logic and a strategy we were about to settle to an agreed plan of action which
is the norming stage. As we performed out our plan of action several unexpected
situations arose. There were tackled as were were friendly towards one another, had
confidence that each unique strength that each teammate brought to the table would
help us, and our pride in our amazing team as a whole. Each person in the
performing stage was unspoken designated a role to aid in the building of this
marshmallow tower. These roles were a direct representation of our strengths. The
adjourning stage was when we offered our opinion on was went right and what
could be improved for our overall success and communication. Our success in
building the tallest tower we relished in the sweet sense of accomplishment. We
achieved more as a team than individually by contributing to our individual
strengths and communication throughout the process.
SEE EVIDENCE #7
REVISITIED: A few weeks into the HDF 413 class we were given an activity to
complete along without fellow classmates. Our group function is relatively high as
we all have a niche for SOLC. The activity we had to complete was called the
Magic Carpet. The end goal of Magic Carpet is to all stand on a large blanket or
tarp and flip it completely over to the other side while not being able to touch the
floor surrounding the carpet. The forming phase was not necessary due to everyone
being familiar with one another. As the activity started we approached the storming
phase. There was a bit of chaos as we all had great ideas to how to complete this
goal. I noticed the chaos that was increasing as the time limit to start performing
approached. I limited what I had to say in for the greater good. I believe others had
more of a strategic strength as I do not. At first we skipped the norming phase due
to the amounts of ideas everyone was throwing around. The performing phase was
reached yet we feel back to the storming phase within a few minutes due to a lack
of a strategy. As we reach a consensus to how to approach this we finally
completed the norming phase. We were not able to physically flip the carpet over.
Going through these phases solidified how a group will approach a task/mission/ or
goal. Our firsthand experience with this developmental model taught us that our
knowledge of why or how a new or establish organization will approach a task will
help us better create that harmony.
SEE EVIDENCE #47 – Magic Carpet Picture

134. Student will show knowledge of HDF 190 BIO 102 Throughout the semester in FLITE the concept of group roles and how we, as a
group roles and how they team and/or group function, is a critical aspect that must be understood. For the
contribute to group dynamics 58? individual, we know how ourselves work or function within a group. One teammate
(Johnson & Johnson; Benne & might have outstanding communication skills so for several assignments they
Sheats; Knowles & Knowles; etc.) helped other teammates develop a stronger strength in communication. This
therefor affects the group dynamic. How we all function as a unit depends on each
individual reflects our ability to efficiently complete an assignment. The
assignment itself has the ability to change how the group dynamic is by giving the
opportunity for different teammates to rise or fall to the task at hand. Leading to
different approaches in the task, etc. Working together towards a designated goal
with the group gives way to an important group dynamic. This could be seen in my
BIO 102 class where we had designated roles for four different positions within the
team. R1 is the reporter who conteys group responses to questions during the class
discussions (the spokesperson of the group). R2 is the reader who reads questions
out loud to the group. R3 records responses to questions like filling out handouts
for class activates. L is the learner who keeps groups on task. They encourage full
participation for every member. This enforced that each member of the team had an
equal yet important role just in a different perspective of helping the group. Each
week all of the roles cycle through resulting in each member having the ability to
use their strengths in a different role for the group which affected how the group
dynamic is.
SEE EVIDENCE #23
examples of group roles and how
they contribute to group dynamics
(Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)
effective memberships skills in
groups
examples of membership skills in
use
138. Student will show knowledge of HDF 413 This theory states that in order for growth to occur there needs to be an equal
the Challenge and Support theory amount of challenge and support. An individual who is too challenged and not
by Sanford, and its relationship to shown enough support will not grow due to the lack of progress or success that the
organizations individual is experiencing. This might cause them to not care enough. On the other
side, when an individual has too much support and not enough challenge there is no
growth from not understanding the concepts that were presented to them. This
growth aids the individual having the self motivation to challenges their selves
without the support they would have in other situations. In 1966, Sanford added
another factor to add along to challenge and support. The element of readiness is
the individual’s personal willingness to grow. This is an interesting concept. Before
this readiness factor was added the model shows an individual who was challenged

too much as failing due to lack of support when it could have been they weren’t
ready or didn’t have the self motivation for their personal growth.
SEE EVIDENCE #48 – Challenge and Support Chart
139. Student will describe personal HDF 413 SOLC My first facilitation experience was with a group on campus called Musically
examples of using the theory of Inclined. Bridget and I co-facilitated an activity called Mass Pass. Bridget and I
Challenge and Support (Sanford) planned this activity so each would have an equal contribution. As we bounced the
rules off of one another we understood the complexity of this game. Without the
groups knowledge of how they worked in a team with their newer members this
game would pose as a challenge. The level of support has to accompany the groups
functionality. Bridget and I sensed that this group had the readiness factor, or their
willingness to grow. Their eagerness and attentiveness was a sign that they are open
to new ideals. The premise of this activity is that even though there are four ‘teams’
not once in the rules said there should be any competition with one another. As the
third round came to an end. Bridget and I stressed the component, even more than
the round before, that the TOTAL score added up to X. I emphasized this in such a
way where I wouldn’t lead them directly to the answer yet just enough to grab their
attention. Once the group had enough support to accompany the challenge they
were able to successfully complete the activity. Just because there are different
teams within a task does not imply that there is any competition that should be
involved.
SEE EVIDENCE #43 – Musically Inclined Retreat Agenda

the construction / elements of
informative and persuasive
speeches
141. Student will demonstrate HDF 190 COM 100 The challenge of presenting information in front of various groups is a skill that I
proficiency in informative and will use throughout my professional and personal career. The goal of me, the
persuasive public speaking presenter, is to connect or rather build a bridge to the audience to influence them
about what I’m going to be informing them about. Using Aristotle’s three Proofs of
Persuasion I am able to proper use of ethos (creditability or trustworthiness), logos
(logic, proper reasoning), and pathos (emotions or passion) correctly in my speech
to best build that bridge to my audience. My professor, Robert E. Burns, taught me
the 7 Principles To Focus On For Informative Speechmaking Success. These
principles include: 1) Ideally, information should answer some state question or
questions of the audience 2) Information should be new or presented with some
originality that surprised the audience’s knowledge 3) The Information should be
relevant to my audience – there should be personally value of what you’re saying to
the audience 4) Repeat the information so it will resonate and sink in – stress
important points at least three times in a ten to fifteen minute speech 5) There
should be organization in the information – intro, body, conclusion 6) With that
bridge that is built, try to have some emotional impact to the audience with your

information and 7) Use information that can be associated with something relatable
to the audience. With all of this information in my arsenal I was able to present the
informative speech for my COM 100 class about childhood communicative
disorders. Having countless hours or research and and interview with a speech –
language pathologist here at URI I was able to fulfill the element of persuasion on
ethos. Logos was reached when I dressed in an appropriate manner to that occasion.
Pathos for the speech was reached when I was able to drive the passion I have
about communicative disorders into the audiences minds. The principles were
executed when I based the speech around ‘What is childhood apraxia of speech and
a stutter? What does that mean for me?’. Using those questions allowed me to have
my speech formed around describing the disorders while giving advice what actions
one should take if they come in contact with somebody with a speech disorder. For
the audience wanting to know more about communicative disorders while learning
the respectful manner one should approach someone with a disorder is the message
I spoke with passion that the bridge was built off of. Using these skills allows
future speech making to become second nature to me.
SEE EVIDENCE #24

planning and conducting
interviews (as the interviewer)
examples of planning and
conducting interviews (as the
interviewer)
144. Student will show knowledge of HDF 190 2016 URI 101 Mentor Round In FLITE I am learning that preparation is a key component in completing the task
preparing for and effective 2 of Interviews at hand. Having been invited to the second round of interviews as to become a URI
answers in interviews (as the 101 mentor for the upcoming 2016 – 2017 school year for the incoming first year
interviewee) students the pressure was beyond belief. The email that was sent to the remaining
individuals stressed what to expect, tips for the interview, and important interview
reminders. I believe that only the prepared deserve to be confident. Under the
‘What to expect’ paragraph, I should know myself, URI Academics, URI Social
Life, and the understanding of the URI 101 mentor role. I know how my Gallup
Strengths and my VIA values interconnect with each other and how they define
how I approach each situation in my own unique way more than filled the category
of answering any question about myself. Actively participating in several URI
clubs and organizations fulfills my responses to what social life URI has to offer.
Researching what the URI 101 mentor position entails and the responsibilities they
have again and again became second nature to me. Under the ‘Tips for the
interview’ it states to be yourself while answering questions honestly. Even though
honestly is my third value, it’s a value I hold true to myself while knowing that if
someone lies about certain questions about their experience, etc. that it will
eventually come to the surface. Writing down what I thought the critical
information on an index card to memorize even more was more than useful when

the information on that card I used in conjunction with different answers. Without
the preparation and precautions that I took the interview would have displayed my
actions and goals as a future URI 101 mentor as someone who has no drive to help
incoming first year students prosper with their transition from high school to
college life.
SEE EVIDENCE #25
145. Student will describe personal HDF 190 2016 Leadership Institute Through Gallup’s StregnthFinders Inventory I was able to find my top five
examples of preparing for and Peer Leader Interview Round strengths which are adaptability, communication, includer, woo, and empathy. With
being interviewed One this knowledge that I am adapt well to most situations, I find it easy to put thoughts
into words, I make it a point to include every individual in a situation with the
challenge of winning an individual over, and sensing the feelings of others put me
into a great opportunity to explain how I would be a potential candidate for the
2016 Leadership Institute Peer Leader position. In an interview setting, I am going
to sell myself to the interviewer. I am able to do this because through preparing of
applying leadership theories to everyday life with my conscious knowledge of how
my strengths describe why I act the way I do in certain situations. Using the
examples on the application itself, I was able to get a feel for what the interviewers
were going to ask. I can only prepare so much questions that should be answered
honestly with my full integrity. With this knowledge I mainly focused on applying
the examples to my real life and analyze them to how I was able to have that
outcome. Answering the questions the interviewer asked me, I thought about how
my strengths and values would play a role in my actions. Through my value of
fairness and my strength of communication I was able to describe a hypothetical
situation where there’s illegal substances involved at the institute and as a peer
leader what I would do in that situation. The actions I would take is rising
awareness to the head planner of the institute while approaching the individual in a
cool, calm, and collected manner benefitting both parties.
SEE EVIDENCE #26

effective collaboration / coalition
building (Sources:
Cilente/Komives et al; NCBI; etc.)
examples of working in
collaboratives/coalitions
knowledge of techniques to
communicate and engage in
difficult dialogues related to
diversity and inclusion.

proficiency in communicating and
engaging in difficult dialogues
related to diversity and inclusion.
150. Student will describe ways to
maintain accountability in
leadership / member relationships
examples related to maintaining
accountability as a leader
152. Student will describe ways to build
relationships between leaders and
members
examples of building relationships
with members as a leader
154. Student will describe how
credibility applies to leadership, as
well as the characteristics and
skills of a credible leader
examples of building, maintaining,
and repairing his/her own
credibility as a leader
156. Student will describe ethical
standards in influence
157. Student will describe influence HDF 492 COM 100 Influence has a profound application to leadership. As a first year student, my
applies to leadership communications 100 professor, Robert E. Burns, resonated with me. His personal
work towards speech anxiety reduction inspired me to use my speech impediment
as tool. The mindset that I learned through Robert’s work influenced how I
perceive my disability. Without his guidance, I would not be in the position I am in
today. Ironically the people you most admire have the most faith in you. I share
Robert’s work that influenced me to those who wants to take the step forward to
build that
bridge to their audience. The ability to influence others towards making the steps of
bettering yourself and while in the process bettering other is guiding leadership
principle. This application of influence is known in the leadership identity
development model by Komives et al as one becomes aware how others lead
through the influence they have on others. The influence application to leadership is
seen everywhere in theories and personal examples.
SEE EVIDENCE #84
158. Student will describe principles of

effective mentoring, as well as
problems particular to the
mentoring relationship
examples of mentoring and being
mentored
160. Student will describe principles of
effective peer leadership, as well
as problems particular to peer
leadership
161. Student will describe personal HDF 413 NRS 492 To be an effective peer leader I believe that you should have that connection with
examples related to being a peer SOLC the group you are with. During the Elementary Outdoor Science Adventure
leader and being led by peers (EOSA) or SMILE weekend during April of 2016 I became such a peer leader,
mentor, or teacher due to my immersion and passion with not only the environment
but to the students. The students were fifth graders throughout Rhode Island
individually picked from their underprivileged backgrounds in order to fulfill a
weekend full of environmental studies. Before the weekend began I had trouble
envisioning how I would interact with these students. Should I be a friend? Should I
be a mentor? What is that middle ground? Little did I know after the weekend
started that these students had a natural inclination to look up to me. I asked myself
why this was happening. I knew that I knew my environmental lesson plan in and
out. The plan was just the right amount of ‘fun’ that I knew a student their age
would want. As I spent the weekend interacting with these children not only
sharing our passion of environmental studies but through eating meals, de-briefing
the day at night time cabin talk, and channeling my energy into my inner child
opened my eyes to what potential we all have. During meals, as I gave the respect
to them I received it right back. The questions that were constantly asked
throughout the weekend ranging from adoring environmental questions, to personal
questions on both mentor and student sides, to sharing my story to the students and
staff of personal struggles growing up to learning their struggles that they’re facing
every day. We acted sort of as an ecosystem. The environment that we all created
allowed for learning, asking questions, reflection, to pursue our passions, and to
motivate others.
SEE EVIDENCE #50 – EOSA Weekend Reflection from a Student
REVISITED: My first experience with facilitation occurred during my active

shadow role with a retreat with Student Senate. Abby and I, both active
shadows, felt we were more than capable of handling this name game.
Establishing my credibility early on in the retreat by giving the member of the
organization the respect that I wish to receive. My fellow peer leaders and I
collaborate to create an inclusive environment where everyone has the ability
to share their ideas. Even though this name game has little involvement with
the facilitators we are setting the expectation for the following retreat. My
fellow active shadow peer Abby led a debrief for an initiate. Chris, another
active shadow, and I participated in this debrief. I feel I can improve on my

debriefing skills so I took this opportunity to gain more knowledge. Student
Senate was a high functioning group who was committed to completely the
activity with the handicaps we threw at them. Chris and Abby were the ones
who primarily asked the guiding questions or discussions on how this related
back to their program and purpose. I do need to reinforce a few strategies on
how to tie the activities back into the organization (I might be overthinking
this by making it more complicated then it really has to be). This experience
opened the door to the potential to learn from my fellow peers therefor
becoming a strong facilitator.
SEE EVIDENCE #51 – Snowball Activity

Leadership Inventory Update With HDF 412 1

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LEADERSHIP

Name: Joshua Dera

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 Inventory Revised 08/22/2017 4

Leadership Inventory Revised 08/22/2017 5

Leadership Inventory Revised 08/22/2017 6

Leadership Inventory Revised 08/22/2017 7

REVISITIED: Controlling your feelings is as easy as taking control of your

SEE EVIDENCE #27 –Tara Card that Robert Gave Me.

SEE EVIDENCE #28 –

Leadership Inventory Revised 08/22/2017 9

SEE EVIDENCE #5 (Practice jersey has the number 29 but am 12 or 13 on the

Leadership Inventory Revised 08/22/2017 11

The VIA Survey. (n.d.). Retrieved from

SEE EVIDENCE #53

Leadership Inventory Revised 08/22/2017 14

REVISITED: As mentors in the SMILE Program we were given goals and

Leadership Inventory Revised 08/22/2017 15

REVISITED: The facilitation team is responsible for creating an agenda of the

SEE EVIDENCE #10

SEE EVIDENCE #11

15. Student will show knowledge of

Leadership Inventory Revised 08/22/2017 17

SEE EVIDENCE #12

I retook my Gallup’s StrengthFinders Inventory in HDF 412 I saw how my

Clifton. (n.d.). CliftonStrengths | Gallup. Retrieved from

SEE EVIDENCE #54

Outcome Category: Leadership Theories

SEE EVIDENCE #75

Leadership Inventory Revised 08/22/2017 19

22. Student will describe personal

Leadership Inventory Revised 08/22/2017 20

SEE EVIDENCE #74

24. Student will describe personal

NetMBA.com (2002) Theory X and theory Y. Available at:

SEE EVIDENCE #77

26. Student will describe personal

Leadership Inventory Revised 08/22/2017 21

Greenleaf, R. K. (1991). The servant as leader. Indianapolis, IN: Robert K.

SEE EVIDENCE #13

SEE EVIDENCE #14

Leadership Inventory Revised 08/22/2017 23

SEE EVIDENCE #55

30. Student will describe personal

Leadership Inventory Revised 08/22/2017 24

SEE EVIDENCE #78

32. Student will describe personal

Tarabishy, A., Solomon, G., Fernald, L. and Sashkin, M. (2005) ‘The

SEE EVIDENCE #79

34. Student will describe personal

SEE EVIDENCE #15

SEE EVIDENCE #15

SEE EVIDENCE #16

SEE EVIDENCE #35 – Facilitator Post Evaluations

Hersey, P. and Blanchard, K. The Situational leadership model (adapted