Inventory 2019

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

Date Enrolled: September 2016
Date of Graduation: May 2020
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
Leadership Inventory Revised 08/22/2017 1

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

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

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

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

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

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

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

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

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

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

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a HDF 414 Alternative Spring Break (ASB) In HDF 414, I learned how to demonstrate autonomy and minimize the need for approval. Autonomy
minimized need for approval Baltimore refers to independence as of the will or one's actions. It is being able to grow a sense of freedom and
self-sufficiency. Therefore, through this autonomy one is able to explore outside of their comfort zone
and taking on new challenges and experiences. Once we began our semester long project of
Leadership for Activism and Social Change, I saw how my independence grew. Our professor gave us
a loose framework that gave us a lot of wiggle room to make our own choices and direct our project
according to our wishes. I decided to pick a target group that I did not have much previous knowledge
of, which were young minority males, and have the freedom to do things at my own pace in my own
direction. Through much of what I learned I then decided to apply for an Alternative Spring Break trip
that dealt with similar topics. The reason I include my ASB trip to Baltimore as an example of learning
how to demonstrate autonomy because my parents wanted me to apply for a different one that had to
do with a different concentration. But knowing where I stand in my independence, I did not need their
approval on whether I went to Baltimore or not. (See Evidence #1)
2. Student will demonstrate personal, HIS 115G Church In HIS 115G, I was faced with the challenge last semester of learning how to have self-discipline. Self-
organizational, and academic examples of discipline is defined as having the ability to control one's feelings and overcome one's weaknesses.
self-discipline This class credit was a history grand course focusing on sex in western society. Through this class we
were presented with scholarly opinions tracing back to the Old Testament in the Bible. I learned how
keep the class teachings aside without losing my personal conviction of what I believed. In this class, I
learned how to manage the large course reading while planning time aside to read the Bible and come
to my own interpretation and conclusions. Therefore, I came up with an organized schedule that kept
me on track. Wednesday’s I read the course readings and Friday’s the Bible so that when Monday
came I would already be head and know what the lecture would focus on. This kept me organized and
on time with my assignments leading to my academic example of self-discipline. I learned to put aside
my Christian values and succeed in the class regardless of the fact that I did not agree with the
teachings, but understood what the scholars and authors we read spoke about. (See Evidence #2)
3. Student will demonstrate the ability to HDF 190 FLITE Retreat In HDF 190, we were required to attend a retreat, which led us all to presenting “I Am” collage. The
manage emotions collage could be something or anything that represented us and who we are, and gave insight to our
background. During our presentations every member of the group shared something intimate about
themselves that brought us closer and connected. Some of the stories were not as easy to hear so
being able to really keep control and listen actively was a learning experience. In one instance; a
classmate shared a story which was similar to something I had also previously gone through. Although
I felt uncomfortable for that second and thought about retreating from the room, I decided to stay and
lend my support to them. I let them know that they’re not the only ones that were facing that problem,
but also that they were strong enough to overcome it. I was capable of keeping myself composed, yet
also to feel in a safe manner. (See Evidence 3)
4. Student will demonstrate knowledge of URI 101 SOC 100 In my URI 101 class, my mentors believed it was key for us to develop good habits as incoming
stress management methods freshman that would help with stress management. Different techniques were presented to us and we
used them as we saw fit. For example, one of the main classes that caused me stress was SOC 100
because I always felt like I was falling behind. So one of the methods that helped me was managing
my time. Being able to create a timetable and stick by it was beneficial to me in that class. Also in URI
101, an important method that was successful and was closely related with time management was to
stop procrastinating, being organized, and taking things one step at a time. This ultimately prevented
me from having the stress of falling behind. In addition we were encouraged to exercise and relieve our
tension in that manner and to do something we love so that we can take our minds away from all the
stress and enjoy. (See Evidence #4)
5. Student will demonstrate the ability to SOC 100 Work/ Clubs In my SOC 100 class, I, for the first time was pushed to work harder academically. In this class I
manage stress learned how to, not only, manage stress but embrace it. During high school the coursework was easy, I
knew how to do things last minute and pass with a 100. However, that routine did not work here at URI.
Dealing with classes, work, and extracurricular activities became too much. I was forced to come up
with an effective plan of action that will ensure a balance between my academics and social life. I
bought myself a planner and wrote down absolutely everything I needed to do and planned at what
time each task would get started and finished. I became really particular with my time and what I
wanted to spend it on. This meant cutting back on things that I didn’t have to do such as clubs and my
hours at work, while also learning how to work well under pressure and excel. Eventually I learned how
to balance everything and accept the stress that comes with college classes. (See Evidence #4)
6. Student will express a personal code of HDF 190 Church In HDF 190, we were introduced to what it meant to be ethical in leadership. In this we developed our
leadership / membership ethics own personal code of what our core values are. Therefore, my personal leadership and membership
code of ethics is having value-driven goals, and having the means justify the ends due to integrity. I
see this play out in church when as a youth leader, honesty is most important. Being effective means
being able to be trusted upon and having goals that others are inspired and encouraged to follow. (See
Evidence #6)
7. Student will demonstrate practice of the HDF 190 During class in HDF 190, we put into play what exactly it means to be an ethical leader in action. In a
personal code of ethics class activity we were told that Earth had been attacked and only four people were allowed to take a
spacecraft and survive. We, as a group, had to make crucial decisions of who was worthy of getting
saved and who was not. For example, although I wished everyone could continue to live, the person
who that got a for sure seat was someone that could provide future advancements for the new planet
such as a young female that was pregnant, a male that she could reproduce with, a doctor, and an
astronaut. Personally I made this decision based on my ethical values of being goal driven and trying to
keep the bigger picture in mind. (See Evidence #7)
8. Student will express a personal values HDF 190 FLITE Retreat During the FLITE Retreat we were required to attend due to HDF 190, a section was dedicated to our
statement (Sources = VIA, values individual values. Along with my other classmates, I had to share and really consider what I held most
clarification exercises, etc.) important to me. As well as things that defined me in our society like my socioeconomic class, race and
gender. In this process I learned honesty, hard work, and integrity mattered most to me. This meant
that regardless of the way I was viewed by society, as a first-generation Latina, I was capable of
defying the odds and living up to what I value and live by. (See evidence #8)
9. Student will demonstrate practice of the HDF 190 FLITE Retreat In HDF 190, we were asked to take the VIA survey which listed in ranking style which values we
personal values statement VIA identified most with. For me it was honesty, spirituality, kindness, perspective, and teamwork. I took
these values and incorporated them into my “I Am” statement during the FLITE Retreat. By this I mean
that I valued honesty and spirituality due to me speaking the truth regardless of whether my beliefs
were unpopular as a Christian female that does not engage in many of the activities my peers do or
whether my opinion was not wished for due to me being of a minority background. Yet, I spoke about
how kindness was something I try to put into practice daily since I love doing good deeds. In addition,
my ability to have different perspectives, when the situation calls for it, allowing me to find meaning in
different viewpoints facilitating me in working well in a team because I wish to understand others and
let them know that what they have to say is important, regardless of how big or small their input may
be. (See Evidence #9).
10. Student will demonstrate the ability to HDF 414 J-Term of Soc 497 at Ocean Tides In HDF 414, I was able to demonstrate my ability to lead a project from start to finish. From September
lead a project from start to finish (follow- to December, students were expected to work independently on a social justice project. This project
through) had many intricate factors such as researching, interviewing, and creating a new program to bring
advocacy and awareness to a particular target group. Guidelines were given at the beginning and the
student was expected to follow them and be on top their work all throughout the semester. Therefore,
for my project I found scholarly articles and professionals that could give me better knowledge in my
topic, in which I then constructed an action plan that called for reform and help. At the end I presented
and created a poster board with all the work I had completed in the semester. Lastly, I am able to show
follow-through since I have kept in contact with one of the facilities that do work with my target group
and during J-term I am planning on visiting and doing an internship with one of Ocean Tides schools in
Narragansett.
(See Evidence #10)
11. Student will describe goals and objective HDF 180 Youth leader at church and Latin In HDF 180, I was able to establish goals and objectives regarding personal, career, and community
statements regarding personal issues, American Student Association issues. Through this class I spent a lot of time reflecting on my goals and what I hoped to accomplish in
career issues, and community issues (LASA) various aspects of my life since it focused mainly on personal and career development. As a double
major, in Sociology and Human Development of Families, one of my goals or objectives with regards to
career issues is to one day be a counselor. I hope to work with youth, which influences my personal
goals. As a youth leader at church a lot of what I believe and do there represents what I value and
hope to accomplish. Therefore, I try to live up to my goal of giving the best of me and empowering
other. Which this ties into my goals and objectives in community issues. I am passionate about giving
back and helping others. So as a community service representative for the Latin American Student
Association (LASA), I aim to do food drives, volunteer in shelters, and other things through the
semester with our members in hopes that it benefits the community.
(See Evidence #11)
12. Student will show evidence of goals and HDF 414 URI 101 For HDF 414, Leadership for Activism and Social Change, from the very beginning I listed a set of
objectives that were planned and goals and objectives that I planned and hoped to achieve. My goal was to end the semester with an A,
achieved but in addition end the semester feeling like I have been able to make a change and educate others on
a topic that they may not have otherwise known or heard of. Therefore, I took my assignments very
seriously and tried my best on all of them. I kept a strict schedule of when I wanted to have things by
which would allow me to revise and perfect. I learned how to maintain organize and plan my schedule
ahead of time in my URI 101 class. That class showed me the importance of having a planner. So for
HDF 414 I was always keeping track of my planner and completing all I had to do to achieve my
planner. (See Evidence #12)
13. Student will show knowledge of the
“Hierarchy of Needs” theory by Maslow
14. Student will show application of Maslow’s
theory to own life
15. Student will show knowledge of the theory
of Superleadership by Manz & Sims
16. Student will show application of Manz &
Sim’s theory to own life
17. Student will describe StrengthsQuest HDF 190 HDF 412 Required Class In HDF 190, we were asked to take the GallUp strengths test. At first I did not exactly agree with my
Signature Themes, shadow side of HDF 412 Experience results. However, after reading through the explanations and being able to see what they all meant it
Strengths and/or weaknesses, and became easier to identify them in my leadership style. When we shared our “I Am” speeches I shared
examples of application (Source = that everything that has once happened to me has happened for a reason and that it's part of a much
Gallup)
larger scheme in life. It explained how my strength of connectedness played out and demonstrated that
I am caring, accepting and considerate of those around me. This then overlapped with my strength of
belief, that is one of the most important strengths since it keeps me family oriented and allows me to be
viewed as a trusting person. With this strength I am able to have high ethics in everything I do and say.
After we shared our speeches I saw how my relator strength played an immense role since I love
knowing people on a deeper and more intimate level, I'm intrigued with why and how my classmates
are. In addition to seeing how my strengths played out in the small groups, they did during the ice
breakers. One in particular was when we had to get our entire team across to the other side. My sense
of responsibility forced me make sure that everyone's voice was getting heard and that we were all
coming up with the best solutions to get the task done effectively. Lastly the developer in me made
sure that when one person had a good idea I pushed them to keep going and motivated them from
start to finish. (See Evidence #17)
REVISED: According to the Clifton Strengths, my signature themes fall mainly within the
relationship building and executing domain; they are connectedness, belief, developer,
responsibility, and relator. During HDF 412, I had the option of retaking the Strength Quest
survey. All of my strengths remained within the same, just in a different order. However, during
our first class retreat I realized just how much my utilization of my strengths had changed and
tied into my future career. Connectedness refers to a heightened sense of unity and connection
with others due to everything for a greater purpose (GallUp, 2019). Identifying connectedness
as strength has been an asset for me in my future career. The feeling of connectedness is an
asset because as a future adolescent counselor, I believe that it is necessary to be aware of
others and their needs. This sense of awareness for others and myself holds me accountable in
the manner that I am inclined to continuously be considerate, empathetic, and thoughtful.
Furthermore, this strength of connectedness can be challenging too. As a counselor I am
expected, if not required, to be in tune with my clients and their feelings and needs. I fear that
as someone who believes everything and everyone is connected in it will be hard to
compartmentalize, and my work will affect my personal relationships
My strength of belief is an advantage to me because due to it I have strong, unwavering values.
I am motivated by high ethics and having a family-oriented mentality which is how I set
standards for myself, and others (GallUp, 2019). As a counselor for many of my clients will
come from at-risk backgrounds, one of my main goals is to be consistent. Due to the history
and past trauma, it is increasingly difficult for them to trust and depend on anyone, but my core
belief is that this is fundamental in every relationship, which serves as an asset.
Developer is also within my top strengths. As a developer this is an asset as an adolescent
counselor because I am constantly aiming to see potential in others. My mantra is that there is
always space and opportunity to grow, and no growth is too small. Therefore, in my future
clients I know I will be able to pay attention to details, whether big or small, to motivate and
encourage. Nonetheless, being a developer also challenges. Often people relapse or backslide,
and this worries me since I sometimes consider regression as a sign of failure for everyone
involved making me frustrated.

In addition, responsibility is within my top five strengths. This is beneficial for me, within my
career, because I become attached and fully invested in the task that I take on. I know that my
clients will get the best of me because if I cannot be of perfect service, I will not take on their
case. As someone who takes responsibility so serious and necessary, there is rarely any
excuse that is valid (GallUp, 2019). Unfortunately, this is not always beneficial because I always
have my plate full taking care and serving those around me without stopping and considering
myself. My fear is that my sense of responsibility will cause for me to burnout in the future.
Lastly, relator is my final dominant strength. This strength is an asset in my career because I
am keen on developing strong, meaningful, and intimate relationships with others. I make it a
point to understand others, and as a counselor, I know I will make it a point to get to know my
clients and colleagues really well. But it can also be challenging, since for me it is tough to
make superficial relationships, so I hope that as a counselor with my own private clinic, I do
make the necessary connections and relationships with others for the wellbeing of my clients.
GallUp. (2019). Clifton Strengths. Retrieved from:

https://www.gallup.com/cliftonstrengths/en/252137/home.aspx
See Evidence 17
18. Student will describe personal leadership
style and/or personality style including
strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., Type Focus
(MBTI), LAMP, DISC, and other career
inventories, etc.)
Outcome Category: Leadership Theories
“Authority and Bureaucracy” theory of
leadership Weber
20. Student will describe personal application
of the above theory (Weber)
“Scientific Management” theory of
leadership by Taylor
of the above theory (Taylor)
“Management by Objectives” theory of
leadership by Drucker
of the above theory (Drucker)
25. Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
MacGregor
of the above theory (MacGregor)
27. Student will show knowledge of the HDF 190 In HDF 190, we learned about Robert Greenleaf model on Servant Leadership. This model was
“Servant Leadership” theory of leadership described as a leader whose first goal or mission was to serve others and it came naturally. For a
by Greenleaf Servant Leader it has to do with impacting someone’s life that after their service that person has grown
and is in a better place. In order to further expand our understanding a panel of students that identified
as servant leaders came to speak with us in class. According to them Servant Leadership deals with
understanding and knowing that the leader is not leading with the intention of helping when the help is
not desired or trying to fix them. Rather it is sharing their power so said person can also reach success
(Greenleaf, 1977). (See Evidence #27)
28. Student will describe personal application HDF 190 Community Service Chair for LASA In HDF 190, for an assessment we were asked to present a two and a half minute speech that was
of the above theory (Greenleaf) and Sociology Major explained Servant Leadership and how it applied to our life. For me Servant Leadership without a
doubt is tied into my majors and what my dream career is. As a Sociology and Human Development
and Families double major, I hope one day I am a counselor or work for a non-profit organization that
focuses on helping or guiding youth of minority backgrounds that may be disadvantaged. Therefore, as
Community Service Chair for LASA one of my goals is going to high schools and middle schools in
order to start building the students with the idea that college is not a far distant dream, but something
that they can achieve and lead them into what steps they need to take in order to reach that. (See
Evidence #28).
“Principle Centered Leadership” theory by
Covey
of the above theory (Covey)
31. Student will show knowledge of the “14
Points / TQM” theory of leadership by
Deming
of the above theory (Deming)
“Visionary Leadership” (now often cited
as “Transformational Leadership”) theory
by Sashkin
of the above theory (Sashkin)
“Individuals in Organizations” leadership
theory by Argyris
of the above theory (Argyris)
37. Students will demonstrate knowledge of HDF 190 In HDF 190, we were introduced to the 4V Model of Ethical Leadership by Dr. Bill Grace. In this model
the “4 V’s” theory of leadership by Grace internal beliefs and values are aligned with external behaviors and actions for the common good
(Center for Ethical Leadership) (Grace, 1991). The first of the four V’s is values. In this category, everything that is unique to an
individual in how they base their decisions and what they believe in is included, according to Dr. Grace
it is essential for one to know their core values first and then they can lead. This forms base for the
next V, which is vision. Vision is being able to picture actions that are realistic and in service to others.
Thirdly there is voice, being able to articulate the vision in such an authentic manner that others are
encouraged, motivated, convinced, and animated. Virtue is the last concept that ties in this theory
together explaining that we become what we practice, meaning we strive to do what is right and good.
(See Evidence #37)
38. Student will describe personal application HDF 190 Latin American Student Association In HDF 190, as explained above, we were taught how ethical leadership involved values, vision, voice
of the above theory (Grace) (LASA) and virtue. Therefore, now that election for the multicultural organization LASA is coming up I want to
be on the board as a community service chair member. In order to do this, I first examined my values
and what I was passionate about. I recognized that I have a love for giving back to the community and
being able to impact someone’s life. From there I started planning and envisioning all the plans we
could possible do as a Latin American group of students, such as going to high schools that have
predominantly students of minority backgrounds and being there to mentor them. I believed that using
my voice and expressing this to other members of LASA would be something that animated them and
motivated them to do since a lot of us did not have mentors during the college process. Lastly, my
testimony among my peers in this organization is one of high virtue, since they know that I am what I
practice and at all time I try to do what is the right thing to do. (See Evidence #37)
“Situational Leadership” theory by Hersey
& Blanchard
of the above theory (Hersey & Blanchard)
41. Student will show knowledge of the HDF 190 In HDF 190, the model of Relational Leadership was introduced to us. Through this model we learned
“Relational Leadership” model by the importance of relationships among participants in the process of purposeful change. For this to
Komives, McMahon & Lucas happen leaders need to have five specific components such as being inclusive, empowering, process
oriented, ethical and purposefulness. One has to know, be, and have certain skills within each
component. In order to this one must be in tune with their self and create a healthy relationship that can
then allow one to appreciate and respect others. Therefore being inclusive means including all
students, staff, and their diverse point of views through citizenship, knowing everyone can make a
difference so listening is key. Empowering deals with one’s self, group members, and others involved
feeling empowered and knowing they have something to offer, in order to do so one has to be
encouraging and affirming. Next is purposeful sharing a commitment with the mission and vision of the
group that creates a hopeful, optimistic attitude. In addition, process-oriented focuses on building and
maintaining the group. Lastly, the component of ethical is driven by values and standards of leadership
which are good in nature meaning one has to be reliable and trustworthy (Komives, 1974). (Evidence
#41)
42. Student will describe personal application HDF 190 High school psychology class Relationship Leadership is a style necessary in many different areas, therefore when done wrong it
of the above theory (Komives et al) becomes extremely obvious and that is what happened when rumors about cheating in my psychology
class circulated. The rumors of cheating quickly spread like they would in any high school. However,
my high school proved to be as segregated by race as it was always speculated. Only the students of
color were suspected of cheating, which included me, even when there was little evidence to back up
the claim. Regardless of our denials and bad test grade, proving that we did not cheat they continued
to harass us into confessing to then proceed in punishing us. This in my opinion was not inclusive, it
did not take into account all of its diverse students and our multiple realities that we were trying to
explain. As leaders of such an important place in our district, they should have valued the importance
of fairness and equality to help fit the Relational Leadership frame. Instead they denied listening to
what we had to say thus automatically shutting down any chance we had of engaging in civil discourse.
If we would have been able to talk and explain, maybe an understanding could've been reached. In
addition, while my peers and I were in this meeting the feeling of empowerment was not at all
presented to us. In no moment did this incident help with our self-esteems as students in an already
highly competitive environment. Our principals directly told us that we had nothing to offer and we were
disposable from the schools since they had to find answers and make an example of the incident at
hand. If they would of taking into account our previously history of no bad behavior and shared what
the exact accusations were then maybe we wouldn't have felt as powerless as we did in that moment.
At no time we were affirmed for being the hardworking and honest students we were, rather our
capacity and efforts were undermined.
In additional, through this experience I believe that holding their ethical values at a higher standard
would have prevented us being in such an uncomfortable and terrible situation. Our principals were not
driven by values and standards that were “good” in nature. They were not trying to solve a cheating
issue, rather find someone to pin it on to hold their perfect high school image. This clouded their
decision making when trying to pick the students who, according to them, were us. If they would have
held us at equally high standards of behavior as our white classmates than it would have not turned
into the huge problem that it did, and it could have helped actually find the students responsible. They
did not trust us without having sufficient motive, hindering the trust any student of colored had on them.
(Evidence #42
43. Student will show knowledge of the HDF 414 N/A In HDF 414, the theory of constructivism was taught. This theory is centered on the way people learn.
concept of constructivism But it focuses on allowing and asking people to construct, or formulate, their how understanding and
knowledge of the world. The theory states that this can be achieved through experiences and
reflections. Therefore, when we learn something new the manner in which we process this information
is put into schemes of what we already know from our past experiences. In order to continue
constructivism an individual needs to learn, explore, and re-assess the information they have acquired.
http://www.thirteen.org/edonline/concept2class/constructivism/
(See Evidence #43
44. Students will describe personal examples SOC 240 HDF 414 In SOC 240, a course on Race and Ethnic Relations, I was able to see how the concept of
of implementing constructivism constructivism was utilized. We had two assignments, one at the beginning of the semester and
another towards the end, called Digestion and Dialogues. For this assignment we were given very
loose instructions as to what we had to do, but the goal was to demonstrate to the class how we
internalize and digest the material presented in the course. There was no one to do it, it was depending
on the student and how they learned through their own understanding and experiences. This
assignment was very reflective into how we fit new information and explore continuously the materials
presented in a course. When I was assigned this assignment I thought of HDF 414 since constructivist
classrooms follow an interactive and dynamic structure.
(See Evidence #44
45. Student will demonstrate knowledge of
the Experiential Learning Model (Kolb)
of the Experiential Learning Model (Kolb)
47. Student will show knowledge of the HDF 190 In HDF 190, the model of Social Change was presented. This model was based upon one having a
“Social Change Model of Leadership deep connection to the issue at hand and deriving satisfaction from making a difference. This
Development” by Astin et al difference had a long lasting impact that is positive, inclusive, and promotes equality. There are three
different levels, individual, group, and society that encapsulates all 7 C’s of Social Change. Beginning

with consciousness of self, congruence, commitment that deals with one’s own values, beliefs, and
sense of responsibility. Then it goes into collaboration, a common purpose and controversy with civility
that ties all aspects of a group combined. Lastly, citizenship is the societal factor meaning one’s
involvement in their community. (See Evidence #47
48. Student will describe personal application HDF 190 The Bully Project In HDF 190, in our home groups we were given the task of attending an event which tied into what
of the above theory (Astin et al) Social Change was and then lead a presentation. Our group, attended a movie screening of The Bully
Project, in this movie we learned how We were all able to personally connect to the model and the
workshop by using all of our strengths that helped us better understand the enormity of the effect
bullying had on the students that shared their story. Through The Bully Project we were able see how
each of the C’s applied to the anti-bullying movement. In addition, to coming up with proposal plans
that would call for awareness and prevention throughout the campus. We observed and were
empathetic to the plight of victims, and also saw how this affected us as individuals. We now
understand how we possess the potential to impact the world around us. The Bully Project in
combination with the Social Change Model taught us way we can bring about change as individuals, a
group, and as a society. (See Evidence #48
49. Students will demonstrate knowledge of
the “Leadership Identity Development
Model” by Komives et al
50. Students will describe personal
application of the above theory. (Komives
et al)
51. Students will demonstrate knowledge of
the Strengths-Development Model by
Hulme et al
of the above theory (Hulme et al)
behavior theories of leadership from
Michigan and Ohio State
of the above theories (Michigan & Ohio
State)
Charismatic leadership
of the above theory
contingency approach to leadership by
Fiedler
of the above theory (Fiedler)
Path-Goal theory by House
of the above theory (House)
Leader Member Exchange (LMX) theory
by Dansereau, Graen & Haga; Graen &
Cashman; Graen
of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)
Leadership Substitutes Theory
of the above theory
Models of leader emergence
66. Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
of the above theory (Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69. Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
70. Student will describe personal example
of using cultural anthropology /
paradigms as a leader
71. Student will demonstrate knowledge HDF 414 HDF 412 In HDF 414, one of the main theories discussed was Harro’s theory of “Cycles of Socialization.”
of the “Cycles of Socialization” Through this theory I learned that we are born into a specific set of social identities and that they
(Harro) theory and its uses in predispose us to unequal roles in the system of oppression. This cycle happens in different stages.
leadership
Birth, is known as the first stage, in this stage children are born into a society where previous
constructs are already established which are limit the information and knowledge they have and are
accessible to them. The lack of information within societies causes the rise of prejudices and
stereotypes. These biases continue to be perpetuated when there are past generations reinforcing
them. Sometimes they are enforced either consciously or unconsciously. But once individuals grow
either they are faced with the decision of maintaining their stereotypes knowingly or making a call for
action to change. In leadership this is highly important since it teaches how one can break from certain
beliefs and understandings to empower others that are being oppressed.
B. Harro (1982). Referenced in Adams, et al. 1997. Teaching for Diversity and Social Justice
REVISED: In HDF 412, this theory was also analyzed to its connection to leadership. This theory
follows interrupting what we have been socialized to believe and take charge of our own life.
Therefore the beginning is the first circle of what we have been born into and the social
identities ascribe to us at birth. From here it is the first arrow, which is the first socialization,
referring back to the messages given to us by those closest to us such as family, friends, and
teachers. In order for these messages to be perpetuated it moves into the second circle of
socialization. Within this circle, it is where institutions and culture on a conscious or
unconscious level reinforce messages. The second arrow is enforced stigmatized messages,
this demonstrates there is either a reward or consequence for the perpetuation of said message
resulting in it being continued or causing people to conform to this norm. The third circle is the
results; this is where the lens of experiences those who have been socialized take on. For
example, there are results of feeling angry, dehumanized, guilty, and self-hatred. Through these
feelings is that the core at the center of the cycle is confronted. The core is made up of fear,
ignorance, confusion, and insecurity. The last arrow then signifies a direction for change. Here
the individual whom had bee socialized had the opportunity to change by taking a stand,
becoming educated, and raise consciousness or to do nothing and continue with the status
quo.
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 #71

72. Students will demonstrate personal HDF 414 Activism Project In HDF 414, the entire semester revolved around creating an activism project calling for action for a
application of the “Cycles of HDF 412 group that has previously been neglected and oppressed throughout society. Thus I choose young
Socialization” (Harro) minority males that fall victim to the school-to-prison pipeline. As a part of the cycle I focused on the
dismantling the stage that reinforces stereotypes that cause this injustice. Aspects such as the
messages that stigmatizes minorities as being troublesome and need strict and harsh punishments
leading to persecution and discrimination. I researched what were the causes of such messages and I
found that they aligned with those that were listed in the Cycle of Socialization (Harro, 1982).
Therefore, my action project tried to establish open dialogue, awareness, and prevention.
REVISED: Revisiting this model in HDF 412, I was able to unpack the early messages I received
about the social identity of ability as well. Through this I was able to realize how I was
socialized to maintain an oppressive system, one way or the other, has made me come to
various realizations. The first circle, known as the beginning, speaks exactly about this (Harro,
1997). For example, some of the early messages I realized was to not look, ask, or pay attention
to anyone’s disability. I had little to no information on those that had a disability. So, I was to
act as those it was not there, or sadly even ignore the person if needed.
This then moved in to the first socialization. In this arrow, it addresses what we have been
taught and what has been reinforced through our parents and families (Harro, 1997). This
influence, for me, impacted how I saw the world and those around me. I remember as a child
being told that it was a blessing that I was not differently able, but with that came the
assumption that those who were somehow had been cursed. This belief caused me as a child to
always be distant and wary of differently abled people because of what was being reinforced. In
addition, the next part of the cycle is institutional and cultural socialization. Believing that those
who were differently able was because of some sort of punishment is a message that is
reinforced by the institution of church (Harro, 1997). Those that are ignorant to disabilities will
reinforce these messages. An experience I had was when my grandmother would take us to a
Catholic Church for mass and there was no wheelchair accessibility, because the inherent and
unspoken message at this parish was that people with disabilities did not belong. Institutional
and cultural socialization reinforced these messages to me through media, and the lack of
portray that there was.
That leads into the next arrow of this cycle, which is enforcement. Through the enforcement of
these messages it was easy and expected to continue this norm. There were continuous
moments when the decision of maintaining the cycle and getting rewarded occurred, or going
against the norm (Harro, 1997). One particular incident was when I was around 7 years old, my
mother had a daycare, and one of the children had autism. As the other kids and I played, he
was always excluded. Yet, my older sister made it a point to go and be with him. She did not
care about anyone’s reaction, however she was bullied, made fun of, and sometimes ostracized
by some of the children. In that moment it established an understanding of the reward and
punishment that would come from not adhering to the enforced messages and beliefs.
That experience moved me into the part of results within this cycle. Through this I was able to
understand the impact with a targeted individual. I begin to see the feelings of dehumanization,

anger, guilt, and possible self-hatred that occurred. For me as a member of the dominant
identity and began feeling guilty, well also feeling like I needed to protect my reasoning for not
being welcoming of differently abled people. Thus, leaving me with two options within the cycle
of action and direction to change. Within this was the choice of doing nothing and maintaining
the status quo or creating individual action (Harro, 1997).
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
Routledge.
B. Harro (1982). Referenced in Adams, et al. 1997. Teaching for Diversity and Social Justice
See Evidence #72

73. Student will demonstrate knowledge HDF 414 HDF 412 In HDF 414, an important theory discussed was Harro’s “Cycle of Liberation.” In this theory the focus is
of the “Cycles of Liberation” (Harro) placed on knowing how to play our roles in oppression, and by this what is meant is to think about how
theory and its uses in leadership individuals are responsible for reshaping their thinking. This is achieved through several stages
beginning with calling attention to incidents that demonstrate the need for change, also known as
“wake up.” The next step is dismantling beliefs by raising consciousness, bringing up new experiences
and taking stands. That part is the “get ready” stage. Then it becomes deeper in which the next steps
call for interpersonal change of perspectives and values. It can include building communities to find
support and make action plans. This is used in leaderships since it is a never-ending framework of
working to leave oppression and be liberated enough to achieve goals and dreams.
REVISED: Through HDF 412, my knowledge of this theory expanded in terms of understanding
its uses in leadership. This is beginning with its first arrow of waking up, in this phase an
incident has occurred that has created cognitive dissonance; this changes what people believe
for them. This is then moved to the first circle of getting ready. In this stage there is the
development of analysis and tools to dismantle the internalized oppression and becoming more
introspected. The second arrow is reaching out, where there is a seeking of experiences and
exposure causing once to name the injustices and take a stand. The second circle is building a
community. In this phase, there is the understanding of working with others that are apart of the
group or that are different from us with the hopes of building coalitions and gaining support.
The third arrow refers to coalescing, within this stage is when action planning occurs and is
presented by fundraising, lobbying, being an ally and more. The third circle is creating change
meaning critical transformations of institutions are established by a new set culture. The fourth
arrow is maintaining meaning that there is the spread of hope, authenticity, and self-care is
happening. The Cycle of Liberation is made up from the core of self-love, self-esteem, support,
security, and balance.
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
Routledge.

See Evidence 73
74. Student will demonstrate personal HDF 414 Activism Project My activism project, in HDF 414, directly called for me to apply Harro’s theory of the “Cycles of
application of the “Cycles of HDF 412 Liberation.” From the beginning of just simply selecting our target groups it had to do with selecting a
Liberation” (Harro) group that needed liberation per say. One essential part of this project was that we were expected to
become that target group, which personally changed my thoughts and regards afterwards when
researching them and creating my action plan. I went through the wake up, get ready, and
interpersonal stages of the theory. This came through a class when we were speaking of the
stereotypes and biases that deal with our target groups, for me it was people believing that all Black
males are dangerous and criminals. After that I really wanted to educate others and stop these
messages from being continued.
REVISED: in HDF 412, I was also able to expand and demonstrate my personal application of
the “Cycle of Liberation,” since being able to unpack the early messages I received about ability
and how I was socialized to maintain an oppressive system, one way or the other, has made me
come to various realizations. The first circle, known as the beginning, speaks exactly about this
(Harro, 1997). For example, some of the early messages I realized was to not look, ask, or pay
attention to anyone’s disability. I had little to no information on those that had a disability. So, I
was to act as those it was not there, or sadly even ignore the person if needed.
This then moved in to the first socialization. In this arrow, it addresses what we have been
taught and what has been reinforced through our parents and families (Harro, 1997). This
influence, for me, impacted how I saw the world and those around me. I remember as a child
being told that it was a blessing that I was not differently able, causing me as a child to always
be distant and wary of differently abled people because of what was being reinforced. In
addition, the next part of the cycle is institutional and cultural socialization. Believing that those
who were differently able were because of some sort of punishment is a message that is
reinforced by the institution of church (Harro, 1997). Those that are ignorant to disabilities will
reinforce these messages. Institutional and cultural socialization reinforced these messages to
me through media, and the lack of portray that there was.
That leads into the next arrow of this cycle, which is enforcement. Through the enforcement of
these messages it was easy and expected to continue this norm. There were continuous
moments when the decision of maintaining the cycle and getting rewarded occurred, or going
against the norm (Harro, 1997). I begin to see the feelings of dehumanization, anger, guilt, and
possible self-hatred that occurred. For me as a member of the dominant identity and began
feeling guilty, while also feeling like I needed to protect my reasoning for not being welcoming
of differently abled people. Thus, leaving me with two options within the cycle of action and
direction to change. Within this was the choice of doing nothing and maintaining the status quo
or creating individual action (Harro, 1997).
In spite of the messages received, I have been working on progressing through the Cycle of
Liberation. The first part within this cycle is the waking up stage, described by Harro (2000). In
this stage, I had to experience a critical incident that created within me cognitive dissonance. It
was about two years ago, a new family began coming to my church; they were a family of five.
The older son, who is now 23, has cerebral palsy. Our senior pastor at the church works in a
school with children that have special needs. Therefore, when she saw the mother coming in

and having a wheelchair, she instantly went to help. In such a graceful way, she removed rows
of chairs to make space in the church hallways and rows for their family. I watched as she
greeted and welcomed them, with so much love, attention, and respect. She accommodated in a
way that impressed and impacted me. Since then, they have rarely missed a service and have
become an integral part of our church. Kevin is part of the youth group; he participates with us,
sings, plays the guira, and has the sweetest personality. This was my waking up moment, of
questioning all the inconsistent and ignoring beliefs I have received about differently abled
people (Harro, 2000).
My cognitive dissonance came about realizing why would I not expect my pastor to
accommodate them, when all visitors are always welcomed with love at our church. In addition,
questioning what I witnessed as a child at the catholic mass, it made me reevaluated why would
his family not be welcomed. The core, according to Harro’s Cycle of Socialization, is what
blocks us from action because it contains fear, ignorance, confusion, and insecurity. All of
which are things that caused me to further distance myself (Harro, 1997). Yet, through the Cycle
of Liberation the core is made up of joy, support and security (Harro, 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
Routledge.
See Evidence 74
75. Student will demonstrate knowledge HDF 412 S0C 497 Within my HDF 412 and SOC 497 class, the theory of Configuration of Power has been
of the “Configuration of Power” discussed. In both of these courses the conversation of whom holds influence on the greater
(Franklin) and its relationship to scale has occurred. Therefore, through this theory there are four major sphere relating to power
leadership which are economics, politics, bureaucratic management, and controllers of symbols.
Beginning with economics, which is at the core, this is in reference to who controls the wealth
of the people. In this sphere there is the power of employment, production, businesses, and
ownership. The second sphere is politics. This layer is in reference to budget cuts, and
economic interest. The third sphere is the bureaucratic management, which is the management
of law enforcing, and responsible for protecting politicians. The last sphere is the controller of
symbols. Within this there is the maintaining of power by messages reinforced in popular
culture, media, education, and religion.
Franklin, R. (n.d.). Franklin’s configuration of power [PDF document]. Retrieved from Sakai
Resources.
See Evidence 75
76. Student will demonstrate personal HDF 412 S0C 497 As I reviewed the theory of Configuration of Power in HDF 412, I began reviewing my
application of the “Configuration of introduction to it in SOC 497, which was J-Term course on Juvenile Justice Immersion.
Power” (Franklin) Throughout the course of the J-Term we analyzed who held power to make executive decisions
on the grander scale. For example, the first sphere is economics. This is who controls wealth,
employment and ownership. Therefore, when analyzing juvenile justice there is
disproportionality in terms of who gets arrested beginning at a young age. There is more
juveniles that are of color and come from a low socioeconomic status that are affected by not
having access to resources, their parents not being employed, and living in subsidized
housing. The second sphere is politics; public schools in urban neighborhoods have a lot of

fewer resources due to budget cuts leading to students not getting the best education. The
third sphere is the bureaucratic management. In relation to juvenile justice, a holder of power in
this sphere is law enforcement. Adolescents and young adults whom are of color are more
likely to get into trouble and be incarcerated as oppose to someone who is white, thus
protecting those who have power. The last sphere is the controller of symbols, through the
portrayal of people of color as dangerous, criminals, and less than in media and popular culture
there is a maintainance of power.
Franklin, R. (n.d.). Franklin’s configuration of power [PDF document]. Retrieved from Sakai
Resources.
See Evidence 75
77. Student will demonstrate knowledge HDF 412 SOC 240 In SOC 240, a topic that was discussed was the different racial identities that exist and the
of racial identity development (Cross theories that explain each. One of them was also discussed in HDF 412, which was the Model of
& Fhagen-Smith; Rowe, Bennett & Latina and Latino Ethno-racial Orientations by Fedrdman and Gellegos; through this theory an
Atkinson; Ferdman & Gallegos; Kim; emphasis is placed on different orientations Latinos develop through their experiences (Patton,
Horse; Renn etc.) Renn, Guido, & Quaye, 2016). It focuses on experiences acquired through the exposure or lack
of exposure of their heritage due to family, education, and beliefs. Understanding this theory
requires to be informed of how race is not fitting for many Latinos; this is because there is no
individual skin color for Latinos leaving them to self-impose (Patton, 2016). There are six
different orientations that Latinos are able to identify and move through as they explore their
ethno-racial identity. The first is the white-identified, whom has very limited association with
other Latinos due to believing stereotypes and viewing them as inferior because of their skin
color and culture. The second is the undifferentiated; those in this group take on a color-blind
ideology where there is ambivalence towards Latinos. The third is Latino as other, here is a lack
of belonging within the Latino community so they view race as it is socially constructed. The
fourth is the sub-group identified category, in which there is an exclusive view by Latinos to
their own nationality and they remain to themselves. The fifth orientation is the Latino-identified
where there is a greater awareness of other Latino groups and move for unity and synchrony
between groups. The last is the Latino-integrated; this person has a well-rounded perception of
their racial identity and integrated them with other identities.
Patton, L. D. , Renn, K. A., Guido, F.M., & Quaye, S. J.(2016). Student development in college:
Theory, research and practice (3rded.). San Francisco: Jossey-Bass.
See Evidence 77
78. Student will demonstrate personal HDF 412 LASA As a Latinx woman I was able to identify with this model in relation to my personal journey and
application of model(s) of racial development. Some orientations are congruent with my experiences, or experiences of my
identity development above loved ones, while others could be rewritten to be inclusive of other areas when addressing this
minority identity. One of these orientations is the sub-group identified within the model (Patton,
Renn, Guido, & Quaye, 2016). Growing up in a very diverse home and community I was exposed
to the Latino culture, such as music, food, language, and more. However, Dominicans
predominantly populated the area I lived in. Mostly everyone around me was or had parents that
were born and raised in Dominican Republic; therefore engaging with my peers from a similar
background was easy and known. Our nationality, as Dominicans, is largely built on a sense of
pride and honor. Yet, over the years that was translated in me viewing other Latino subgroups
as inferior. As a child in school, I would believe we had the best music, artist, food, attractions,
dances, and art. This explains my journey with the subgroup-identified orientation, since there
was little to no engagement with other Latinos (Patton, 2016). As a result, as I grew older and
not until senior year of high school did I begin to move from this “narrow and exclusive view of
groupness,” (Patton, 2016).
Furthermore, through understanding other Latino cultures I was able to move into a Latino-
identified orientation within my personal journey (Patton, 2016). When I got to college I joined
the Latin American Student Association (LASA) and through this I began learning, studying,
and speaking to other Latinos about their heritage and culture. This raised my awareness for
the sub groups, while also making me realize that there is much more that brings us together
then what differentiates us (Patton, 2016). In this process and journey I have learned about the
similar struggles and hardships that come with being Latino bringing the realization that group
unity and solidarity will help us accomplish more than being divided (Patton, 2016).
Patton, L. D., Renn, K. A., Guido, F.M., & Quaye, S. J.(2016). Student development in college:
See Evidence 78
79. Student will demonstrate knowledge HDF 412 GWS 150 One model of gender identity, I learned in HDF 412 and GWS 150 is the Social Cognitive Theory
of models related to gender / identity / of Gender Identity Development. Under this model there are three main and fluid aspects that
gender identity development (Lev; influence gender identity. These three components work in an interacting manner, which are in
Bussey; Bussey & Bandura; Bilodeau; the personal, behavioral, and environmental. For example, this model states under the personal
Gilligan; Belenky et al; etc.) that biological characteristics, self-concept, and perception. The next component is behavioral,
referring to the gender related activities and patterns an individual chooses to engage in. The
third component is environmental focusing on the interaction with families, peers, and media.
See Evidence 79
80. Student will demonstrate personal HDF 412 LASA I have been able to see my own personal gender identity be expressed through the Social
application of model(s) of gender Cognitive Theory. In terms of the personal sphere where self-concept has been because of how
identity above I have presented myself. For example, when I moved on campus my freshman year I decided to
cut my hair to a very short afro to embrace my natural curls, which is a biological characteristic
of mine. My expression of my hair at first provoked a negative reaction from my family member.
This in some ways discouraged me from wanting to cut my hair in the future along with making
me second-guess my choice. This personal choice of mine, created me to focus on the second
component of behavioral. Behavioral refers to gender-related activity and patterns. Since I had
cut my hair so short, and my family categorized that with a “male” action, I began purposefully
altering my behavior to appear more feminine around them. Whether it was through the
conversations I engaged in, the choices of hobbies I decided to partake in, and more. For me
environmental was a huge component since my family played a part in my gender expression.
Yet, as time went on through social media and seeing other Afro-Latinas begin their natural hair
journey, I began feeling empowered and changed my self-perception. This was something
largely discussed with other females in the multicultural organization, LASA, that I was a part
of. We were relearning how fluid gender identity was while how rigid our culture remained.
See Evidence 80
81. Student will demonstrate knowledge HDF 412 My Redeemer Lives Church Throughout HDF 412 and my home church, the Faith and Spirituality from Fowler has been a
of additional social identity model I have learned more about. The first stage is known as the pre-stage, it is the primal faith.
development model(s): Sexual ID, This is built from the relationship infants have with their caregivers forming their first images
Faith & Spirituality, Disability, Social and thoughts of God, leading to a paralinguistic manifestation of faith. The next stage of faith is
Class (Dillon et al; Fowler; Parks; the mythic-literal faith, which is identified by children beginning to see the perspective of
Astin et al; Peek; Smith; Johnstone; others, and form an understanding of stories told by parents or significant others, a sort of
Gibson; Forber-Pratt & Aragon; etc.) basis for their belief. The third stage of faith is the synthetic-conventional faith, this stage takes
place during early adolescents, in which one develops the ability to think abstractly and
combine ideas. In this stage faith does not hold much meaning to the person but their faith is
viewed critically and requires validation. Individuate-reflective faith is the next stage of faith,
characterized by our self-definition, and the development of a coherent and explicit meaning-
making system that evolves from beliefs, values, and commitments. The fifth stage of faith is
Conjunctive faith, which takes place at midlife or beyond. A person during this stage has a
increasing awareness of the complexities of life and unconscious influences that affects a
persons behavior, while also having greater understanding of symbolism and other faith
traditions. Lastly, the sixth stage of faith is the Universalizing faith. In this stage individuals
have a “radical decentration form self” and hold a higher value for God and others, coming
from the love for the Creator. This stage s the end of natural progression of development, which
any person can experience.
See Evidence 81
82 Student will demonstrate personal HDF 412 My Redeemer Lives Church An addition social identity I have been able to explore more through HDF 412 and my home
application of additional social church is my faith and spirituality, and the development throughout my life. The model that best
identity development model(s) above fits is Fowler’s six stages of faith. An addition social identity I have been able to explore more
through HDF 412 and my home church is my faith and spirituality, and the development
throughout my life. The model that best fits is Fowler’s six stages of faith. Throughout my time
in leadership at My Redeemer Lives church, I have been able to grow in my Individuate-
reflective stage of faith. Developing a self-definition, completely self-authored has dramatically
shifted my perspective on many aspects of life. In this stage I have been also able to develop a
meaning-making system that has enabled me to make decisions throughout the course of my
young adult life.
See Evidence 82
83. Students will demonstrate knowledge HDF 412 GWS 150 Through GWS 150 and HDF 412, I have been able to learn about McIntosh’s theory of privilege,
of McIntosh’s theory of privilege and and its relation to leadership. Through this theory it is discussed how people have an invisible
its relationship to leadership package of unearned assets that translates into privilege. In other words, these privileges the
many times go on the orders need to be addressed and pointed out for there to be every design
of the spheres of dominance. These unearned strengths are perpetuated by systematic and
institutional reinforcements. Analyzing these privileges ensure that a person accesses their
own in a way that will result in accountability. Many times individuals are oblivious to the
unearned privileges they receive, causing for them to take advantage or take them for granted
instead of using this platform.
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 83
84. Student will demonstrate personal HDF 412 GWS 150: Action Project McIntonsh, the author of this theory, shares daily effects of white privilege in her life, some of
application of McIntosh’s theory these conditions are based upon race, class, religion, ethnic status, and location. For both
courses I reviewed the 50-item checklist and reviewed my privilege. For GWS 150, I took the
checklist my first year as I was completely my Action Project, and for HDF 412 it was as a
senior. Both times it surprised me to acknowledge the unearned assets I had that I did not have
to think about on everyday basis. For example, I am not differently able meaning when I go out
to eat, or with I’m out with my friends and families I never have to calculate how a disability may
impact our time spent together. That has been a privilege I have taken for granted, and now
when I am out I am attentive to releasing which places have accommodations. This has helped
me be vigilant of my voice and being an ally in situations where I do have privilege and can
educate others and take a stand.
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 84
85. Student will describe the differences HDF 412 In HDF 412, we studied the Three Dimensional Matrix of Oppression, which demonstrated the
and similarities of individual and differences, and similarities that exist at the individual and institutional level of oppression. In
institutional oppression and this model captures how these two levels are influenced by attitudes and behaviors at the
relationships to leadership (Source = unconscious and conscious level. At the individual the attitude refers to maintain oppression,
Three Dimensional Matrix of intentionally or unintentionally, through bias and prejudice. The difference with the individual is
Oppression) that these are unexamined stereotypical attitudes that manifest themselves in behaviors such
as discrimination and micro aggressions. Although both forms of oppression have these
factors, that difference is that individuals form horizontal oppression. It is when individuals
focus their rage at other marginalized groups instead of those in power. While institutional
oppression is produced, reproduced, and maintained by policies and practices of institutions.
These oppressive actions are difficult to notice sometimes because they are hidden behind
workplace schedules, dress codes, health insurances, etc. Institutional oppression reinforces
individual oppression.
Adams, M. & Zúñiga, X. (2016). Getting started: Core concepts for social justice education. In M.
Adams, L. A. Bell, D. J. Goodman, & K. Y. Joshi (Eds.), Teachings for diversity and social justice
(3rd ed., pp. 95-130). New York: Routledge.
See Evidence 85
86 Student will demonstrate knowledge of
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87. Student will show knowledge of effective
leadership as it relates to change agency
88. Student will describe personal examples HDF 190 The Bully Project In HDF 190, we had to complete a Social Change project that focused on taking an issue that we could
of being a change agent connect with, and then being able to make a difference. This allowed for us to be a social change agent
by watching a movie screening, The Bully Project, that focused on raising awareness and preventing
students from being bullying. Through this practice, I was educated on what could be done to help in
this situation as well as possible movements. For example, as a group we thought it would be a good
idea to create an event across campus that shed light into bullying and using social media as a
platform to cause change.
See Evidence #47
89 Student will demonstrate knowledge HDF 412 In HDF 412, we studied the stages within the Intercultural Sensitivity Model, which is on a scale
of the “Model of Intercultural of ethnocentric, and ethno relative processes. In the ethnocentric stage there is the denial stage
Sensitivity” by Bennett and its uses in that focuses on individuals who are unable to understand cultural difference. This then results
leadership on isolation and separation with other cultures. The second stage is defense representing the
feeling of one’s own culture being the only good one. Third there is minimization where
differences are noticed yet deemed unimportant in comparison. On the other end there are the
ethnorelative stages, this begins with acceptance; in this stage there is appreciation of cultural

differences in behavior and values. This then moves into adaptation where a person expands
their views to fit others in there. Lastly, there is integration and is when a person is able to
internalize multiple frames of reference.
See Evidence #89

90. Students will demonstrate personal HDF 412 The Model of Intercultural Sensitivity is a model that I can demonstrate personal application
application of the “Model of because throughout my development I have been able to identify with three of the six stages.
Intercultural Sensitivity” by Bennett For example, beginning with denial. In my experience as a Latina I have seen many people that
are unable to understand cultural differences. In many occasions cultural ideals morals have
created a separation between others and me. There is a denial of the credibility and importance
my cultural background, such as family traditions and parenting styles, carry. This occurs even
within the other Latino subgroups communities. Also, I believe this led to the stage of defense
since being born and raised in the United States, many Dominicans feel superior to other Latino
groups. People to feel as though they are more connected to their roots than the other, an
assumption that is not always true. Another stage that I have experience is minimization, this
has occurred to me when people label me as Mexican or Puerto Rican because it is within the
Latino roots. My ethnicity is being acknowledged, but at the same it is unimportant to get the
nationality correct.
See Evidence #89

91. Student will demonstrate knowledge HDF 412 HDF 481 In HDF 412 and HDF 481, the theory of Action Continuum by Griffin and Harro was presented to
of the ally Action Continuum by Griffin us. Through this theory the examination of allies is analyzed, placing individuals on a scale of
& Harro either supporting or confronting oppression with eight identifiable subgroups. Beginning with
the supporting oppression, the first level of the action continuum is actively participating.
Under this there is those who make oppressive jokes, intentionally avoid target group
members, and discriminate and harass targeted group members. From here the next group in
the continuum is denying, within this category it is those who enable oppression by denying
the experiences of the oppressed. The third is the recognition, but with no action. Within this
group, individuals are aware of oppressive actions but there is no move to stop behaviors. This
can be due to lack of information, education, or fear. The fourth group moves into the beginning
stages of confronting oppression, which is recognizing with action. In this group individuals are
aware of oppressive actions by them and those around them and move to stop it. The next is
educating self, through this individuals learn more about the oppression and experiences of
this target group. Following this is educating others, through this conversations are centered
on having conversations with others to express why oppressive actions and comments need to
be stopped. The seventh group focuses on supporting and encouraging, meaning extending
support to those who speak out against oppression and call for inclusivity. The last group is
initiating and preventing, here the work is focused on changing individual and institutional
actions that discriminate against a target group.
Griffin, P. & Harro, B. (1997). Action continuum. In M. Adams, L. A. Bell, & P. Griffin (Eds.),
Teaching for diversity and social justice: A sourcebook (p. 109). New York: Routledge.
See Evidence 91
92 Student will demonstrate personal HDF 412 Internship at Tides Family In HDF 412, I was able to identify a social identity group, that I belong to, that is within the
application of the Action Continuum Services dominant. This would be my as a Christian, the most largely recognized religion in the United
by Griffin & Harro States and thus giving me privileges. One of these privileges that I’ve received as a member in
the social identity group is the fact that as a child I never had to worry about whether I would
have an important and major holiday off at school or work.
Considering the same social identity group, and utilizing the Action Continuum by Harro and
Griffin I have been able to place myself on the side of confronting oppression (Griffin & Harro,
1997). Within this side of the continuum, I am just beginning and fall under educating self. The
reason I say that I am under educating self is because I have over the course of the last two
years become the least self-aware of my role is there in situations. Educating self entails taking
steps to learn more about the oppression within religion and the experiences of those who are
being targeted (Griffin & Harro, 1997). A specific example of why I feel as if I am there is
because recently I have been exposed to many diverse households through my internship. My
internship focuses on home based services, being in the homes of people from a different
religion and seeing some of their struggles have been an eye opener. Some of the adolescents
that I work with do not get time off for their religious holidays and are marked absent. The issue
with this is that our services are in place due to truancy; therefore for the adolescent to take
time off they have to speak to their probation officer or notify the court as to why they will be
absent and get that day excused. It is a lot of extra and time-consuming steps that need to be
taken in order for this to occur, which is something I never thought of prior or had to do. A
specific and tangible strategy I am committed to making is working with the probation officers
on the cases at my internship for them to already have marked and set apart the days our
clients will be absent because of religious reasons. The initiative already began in terms of
having this discussion and figuring out ways to implement.
Another example of why I feel I am in this stage of the action continuum is because recently I
have been attending workshops and discussions centered on education and diversity. Through
these workshops I have learned how to become more aware of what needs to be done before
hand to accommodate (Griffin & Harro, 1997).
Griffin, P. & Harro, B. (1997). Action continuum. In M. Adams, L. A. Bell, & P. Griffin (Eds.),
Teaching for diversity and social justice: A sourcebook (p. 109). New York: Routledge.
See Evidence 92
Multicultural Organizational Development
Model (Jackson)
94. Student will show personal application of
the Multicultural Organizational
Development Model (Jackson)
95. Student will show knowledge of the HDF 412 In HDF 412, one of the theories explored was the Multicultural Change Intervention Matix by
Multicultural Change Intervention Matrix Pope. Within this theory there are two dimensions of change, one with three levels of target
(Pope) change and the second with two levels of intervention; thus making a 2x3 matrix. The first
dimension refers to the targets of change which refer to the individual, group, and institutional
levels. Furthermore, the second dimension related to the type of change being caused whether
it is first or second-order change. First-order change refers to a change in the structure, yet it
does not change the overarching system in either of the three target areas (individual, group, or
institutional). Due to this, is why there is the necessity of second-order change, which produces
a difference in the structure of the system in a transformative manner in al three target spheres.
Pope, R. L. (1993). Multicultural organization development in student affairs: An introduction.

Journal of College Student Development, 34,201-205.
See Evidence 95
96. Student will show personal HDF 412 Campus Ministry Using the Multicultural Change Intervention Matrix, there are specific first order and second
application of the Multicultural order changes that can be made at the group or institutional level at a multicultural organization
Change Intervention Matrix on campus that I was a part of (Pope, 1993). This particular organization meet on campus on a
weekly basis, focusing on creating a community where Christian faith can grow and be
practiced, while receiving many resources and support for those of a similar faith. However, a
group first order change focuses on membership (Pope, 1993). I believe that something specific
that can be done to create a more inclusive list of members is to work in unity with other
organizations from different religions. This can be as a way of fellowship that will move also
into the Action Continuum of support and encouragement (Griffin & Harro, 1997). The second
order change at the group level good focus on restructuring (Pope, 1993). The hope is through
the fellowship to restructure some of the beliefs and mentality that have kept Christianity
central. Addressing the disparities and lack of funding or support given to other religious
groups will be a start.
Furthermore creating change at the institutional level in the first order has to do with the
programmatic (Pope, 1993). The programmatic focuses on providing educational experiences
that lead to positive change in the context of improving community life through diversity; what
this would mean for other religious organizations on campus is having funded workshops
leaders of different and needed faith to come and share valuable information according to the
group of students (Pope, 1993). It would be a moment of learning, encouragement, and
instruction while that person serves also as a resource. This could move onto second order
change once it is systemic. The end goal for the university would be to have various religious
groups equally acknowledged, funded, and supported (Pope, 1993).
Pope, R. L. (1993). Multicultural organization development in student affairs: An introduction.

Journal of College Student Development, 34,201-205.
See Evidence #96

97. Student will create a personal code of HDF 412 Tides Family Services Internship As I have read and studies various theories, through HDF 412, about inclusivity I have been able
inclusive leadership to attached that and apply it to my own life. I have been interning at Tides Family Services with
the Outreach and Tracking team. Within this internship, I have been exposed and worked with
many different clients from various diverse populations. It has ranged from socioeconomic
status, racial identity, gender identity, sexual orientation, physical and mental disabilities, and
religion. A personal code that I have developed has been to further my education on these
topics. I have become extremely self-aware of the language I use, while educating others and
myself. My personal code is that inclusivity does not seem like a privilege but a right to have
one’s identity respected and honored.
See Evidence #97
Outcome Category: Critical Thinking
98. Student will show knowledge of HDF 412 COM 100 In order to deliver a persuasive argument there needs to be logic applied that shares the
principles of critical thinking and principles of critical thinking and fallacies, through the course of HDF 412 and COM 100, eight
fallacies (logic is used in this minor) of them were presented. The first fallacy to avoid is making a hasty generalization, in which a
conclusion that is reached is not logically justified by sufficient or unbiased evidence. The
second one is begging the question, which assumes that whatever one is trying to prove, is
true without any evidence other than the argument itself. The third is fallacy is that of a
complex question in which the answer to a given question presupposes a prior answer to a
prior question. Next fallacy to avoid is an ad hominem in which a response to a person’s
argument is by attacking the other person’s character rather than the logic or content of the
argument. The fifth is a false analogy where it applies to inductive arguments. It is an informal
fallacy because the error is about what the argument is about, and not the argument itself. A
sixth fallacy studies was that of a slippery slope, where an idea or course of action occurs
which will lead to something unacceptable, wrong, or disastrous. Also making a prejudice, this
is an unjustified attitude or opinion, usually a negative one, directed toward an individual for
something the individual cannot control. Lastly, group·think the practice of thinking or making
decisions as a group in a way that discourages creativity or individual responsibility. All of
these fallacies hinder the progress of critical thinking.
See Evidence 98
99. Student will demonstrate proficiency of HDF 190 FLITE Retreat In HDF 190, one of the instances we were required to think critically was during our mandatory retreat.
critical thinking HDF 412 In this retreat we had various activities that were focused on relationship building and forming groups.
One of them was getting our group, of twelve members, from one side of the room to the next while
only being able to step on six circles. It was a challenge at first, and many times we had to start over.
However, with each trial and error we became more comfortable with each other and voicing our
opinions. At the end we came up with the best strategy, which was dragging our feet in the circles one
at a time with another person that transported the circles back and forth. This activity called for us to
think outside of the box, or circle, and really combine ideas.
See Evidence #99, Part 1
REVISED: Another example of proficiently thinking critically occurred in HDF 412. Throughout
the course of the year we discussed contemporary leadership issues. One of which was
regarding the recent activisms of youth around the globe in response to climate change
concerns have varied. One issue in particular that had been gaining momentum was a speech
delivered. This all began when Swedish activist, Greta Thunberg, appeared before the world
leaders at the United Nations Conference (Byrne, Bowman, & Buckley, 2019). Some news
articles that have been posted regarding Thunberg’s address at the conference contain
fallacies, in particular one of them addressing the comments of Michael Knowles on Fox News.
In an attempt to discredit Thunberg, Knowles attacked her mental health by saying, “she is
mentally ill. She has autism. She has obsessive-compulsive disorder. She has selective
mutism. She had depression, (Chiu, 2019). This is a clear example of an ad hominem and
prejudice. This will be considered ad hominem since he put her personally under attack rather
than the issue (Caputo, Hazel, & McMahon, 1994). Knowles decided to question her mental
state instead of addressing the climate crisis she was speaking out against. By doing this he
shifted the conversation from what the primary issue and problem was into making her seem
incompetent.
This also could fall under prejudice because he formulates a previous conceived notion
preventing him from thinking critically and reasoning (Caputo, Hazel, & McMahon, 1994).
Knowles attempted to disregard Thunberg by placing the rational opinion that those that have
suffered from a mentally ill from a mental illness are not credible. Therefore, there needs to be
a way to rewrite this example of the fallacy to make it into a more credible statement when
communicating across diverse individuals and groups. Meaning instead of calling her out by
saying that she was a mentally ill he could have addressed the issues at hand by saying,
“although there might be speculation of Thunberg mental health, that is not what is being
considered, the goal is to show how facts that she presents about climate crisis are or are not

truthful.” Another fallacy committed in this news article was Knowles false analogy. Knowles
stated, “If it were about science, it would be led by scientists rather than by politicians and a
mentally ill Swedish child,” (Chiu, 2019). This is a form of begging the question; Knowles is
proving the very point Thunberg was trying to make of why did this responsibility have to fall
upon her and her generation. (Byrne, Bowman, & Buckley, 2019). He was arguing in a circle
since part of the argument was scientist not doing enough due to the politics regarding
climate change. Knowles reframing his argument in a more effective way could have avoided
this fallacy. For example, he could have addressed the now growing need of wanting to hear
from scientist to prove or disprove Thunberg’s argument.
Byrne, E., Bowman, B., Buckley, C.G. (2019). Climate change: children are carving out a place
in politics- now adults must listen and act, The Conversation.
Caputo, J. S., Hazel, H. C., & McMahon, C. (1994). Interpersonal communication: Competency
through critical thinking. Needham Heights, MA: Allyn and Bacon.
Chiu, A. (2019). A Fox News guest called Greta Thunberg “mentally ill.” The network apoligzed
for the disgraceful comment, Washington Post. Retrieved from
https://www.washingtonpost.com/nation/2019/09/24/fox-news-greta-thunberg-mentally-ill-
michael-knowles/
See Evidence #99 part 2

100. Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
101. Student will demonstrate proficiency of
metaphorical analysis to critically analyze
self and leadership situations
102. Student will show knowledge of at least five
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
having used five problem solving / conflict
management
106. Student will demonstrate the ability
to synthesize multiple knowledge
perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
107. Student will demonstrate knowledge of HDF 412 Module III Presentation In HDF 412, we were able to study and present upon our knowledge of leadership that is used
leadership that is used in crisis (i.e., in crisis. Crisis situations are categorized by a brief, yet intense and threatening, precipitating
James & Wooten; Garvin; Covey; event. It is a turning point, and their usually inadequate initial coping efforts. One crisis

Frohman; Lalonde; Schoenberg; Joni; leadership model that this applies to is “What it means to lead during a crisis,” by Schoenberg.
Braden et al; etc.) In this model key characteristics focus on demonstrating the right touch, being effecting,
having a clear direction, and adapting to change. This is accomplished by utilizing external
influences of although a crisis occurring there is experience and a sense of preparation. The
way that the preparation can be achieved is by receiving clear and timely information. This
then has to do to with the pillars of authenticity and influence. Within these pillars is the leader
having strong morals and ethics, which will cause for others to follow them, thus creating a
positive influence over them. The leaders personal attributes and values play a role in whether
or not they will be effective.
See Evidence 107

108. Student will describe examples of HDF 412 Southwest Flight 1380 For our Module III assessment in HDF 412,we had to complete a group presentation discussing
leadership in crisis situations (i.e., a crisis situation and the leadership that was utilized. The situation we choose was the
application of James & Wooten; Garvin; Southwest Airline Flight 1380. In this situation a passenger passed away after being sucked
Covey; Frohman; Lalonde; Schoenberg; out by a window that was hit after an engine piece broke off. The leadership they used could
Joni; Braden et al; etc.) be connected to Schoenberg because when it happened the leadership provided a clear
direction and take control of crisis by utilizing the pillars of authenticity and influence. In
addition they adapted to change. The Chairman of National Transportation Safety Board,
Robert Sumwalt issued an immediate investigation and inspection, and gave seven new safety
recommendations. He, also, conducted two prompt briefings that gave updated information
about incident. Secondly the Southwest Airlines CEO, Gary Kelly sent out a timely video
message expressing condolences.
See Evidence 108
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109. Student will demonstrate knowledge of COM 100 Church In COM 100, an introduction to communication studies, a concept discussed was the various active
active listening techniques listening techniques. Active listening can be explained as more than just hearing what is being said.
This term is coined to explain being attentive to what someone else is saying, with the goal of
understanding the feelings and views of the person. In order to do this there are certain techniques
given, the number one is paying attention. Giving your speaker undivided attention and acknowledging
their message. Also part of active listening has to deal with showing that you are listening through your
body language. One can do this by physical cues such as nodding, maintaining eye contact. Lastly
another part of actively listening is providing feedback and responding appropriately or asking clarifying
questions. I have learned how to implement being an active listener at church as a youth leader, when I
talk to the youth and I make sure I am following all the techniques such as paying attention intently,
using my body language and asking questions.
See Evidence #109
110. Student will describe examples of using HDF 414 Activism Project In HDF 414, I was able to implement my active listening skills. Part of our action project had to deal
active listening skills with conducting interviews with professionals that could provide additional information and insight into
our target groups. One of the people I interviewed was an East Providence police officer. When
interviewing him I had to come up previously with questions that I believed were essential and he could
expand on. I knew my questions thoroughly since it would help giving him undivided attention and
remaining focused on what he had to share with me. In addition, I made sure I maintained eye contact
and kept a serious yet relaxed posture. Lastly, through the interviews I asked follow up or clarifying
questions to make sure I understood what he meant. At the end of it the interview was very successful
due to my active listening.
See Evidence #110
functions of group communication by
Hirokawa
of functions of group communication
(Hirokawa)
113. Student will show knowledge of techniques SOC 230 N/A In SOC 230, a course on Crime and Delinquency, we learned about a few techniques regarding giving
regarding giving and accepting of feedback and accepting feedback. Feedback is known as information about reactions to a product, a person's
performance of a task, etc., used as a basis for improvement. Therefore, to witness growth and
betterment in our personal lives and career it is necessary to master either giving feedback to those
around us or accepting it from others. Our instructor assigned many forums with the goal of the
students commenting and giving their opinion on other students’ work, whether they were doing good
or needed to improve in other areas. In order to demonstrate this one technique our professor taught
us was the sandwiching method. This refers to first letting the person know what they did correctly,
then what needed to be improved and how they could do so, and lastly what we liked about their forum.
Nonetheless, when providing feedback, it is highly important to be specific so that the person receiving
it knows exactly what they need to work on. I think when I receive feedback this is what truly helps me,
feedback that points me in the best direction is always appreciated because I can see the growth and
change in quality of work. Another point that is essential in learning to give feedback and receive it is
having a balance of negative and positive. This helps the person not be discouraged, which I can
speak to from personal experience. Feedback has the only purpose of being helpful, so when giving
and receiving it is extremely important to remember that. Therefore, when receiving it is important to
listen intently, and when giving it is important to choose encouraging and helpful words.
See Evidence #103)
114. Student will describe examples of giving SOC 230 Youth Leader at church My SOC 230 class helped me a lot when giving and accepting feedback. From an educational
and accepting feedback. standpoint I was able to recognize what other students did exceptionally well in their work and give
them praise for it. An example is when reading an article and seeing how a student connected it to the
course material in a way that never before had it connected in my head like that. In addition, when
giving feedback I learned how to be very specific with them in what they needed to improve. For
example, when they did not cite material properly I would comment on their forum and show them what
the correct way was if I knew. This was helpful and purposeful. I believe when accepting feedback, it
worked the same way, it was nice to receive acknowledgement for what I did correct but also it was
extremely helpful when they helped me improve my work. Due to their feedback and me fixing what
was pointed out as weaknesses I was able to improve my forum grades from a B- at the beginning of
the semester to an A by the end. In addition, I have been able to give and accept feedback at church,
which has helped my personal life. Being a youth leader I am able to mentor 16 other youth that come
from troubled past, and I tell them when they are doing good and what areas they have improved
tremendously in, but also helping them use their personality weaknesses as strengths. The other youth
leaders do the same with me and it helps keep me accountable and never in a standstill in my life.
See Evidence #114
115. Student will show knowledge of the 7D
coaching model (Knott)
116. Student will demonstrate personal
application of the 7D Model (Knott)
117. Student will show knowledge of HDF 412 HDF 481 Due to my current knowledge of the Crucial Conversations content my ability to choose and
elements of a Crucial Conversation and use appropriate communication cells engage in difficult dialogue has improved. Through this
steps to maintain dialogue and move to book many practical skills have been time guiding one to best deal with conversations where
action (Patterson, McMillian & Switzler) the stakes are high, opinions vary, and emotions run high come (Patterson, Grenny, McMillan, &
Switzler, 2012). In both HDF 412 and HDF 481, the steps to maintain dialogue and move to
action. The step to ensure this is first to begin with the heart, meaning to focus on pinpointing a
specific outcome. This leads to the second principle of learn to look. This skill focuses on
analyzing when does the conversation take a crucial point and how to maintain those involved
from not utilizing violent or silent mechanisms. This is done through reaching a mutual
purpose. The next principle is analyzing our stories by actively listening to all of the parties
involved. The last step was to move to action, identifying that only us two were the ones
making decisions for our relationship going forth (Patterson, et al, 2012).
Patterson, K., Grenny, J., McMillian, R. & Switzler, A. (2012). Crucial conversations: Tools for
talking when stakes are high (2nd Ed.). New York: McGraw-Hill.
See Evidence 117

118. Student will describe examples of HDF 412 A crucial conversation that I have recently identified and had was with a colleague, with whom
engaging in a Crucial Conversation due to a misunderstanding we lost communication for almost a year. The results of this
conversation definitely would impact our quality of life since although we did not speak to each
other; we were still very involved in each other’s lives through our work projects being
associated. The conversation going “wrong” could have affected many other people besides us
two. Therefore, this book helped me have a dialogue with someone I was avoiding for ten
months beginning with learning appropriate communication styles. The first thing I refused to
make was the “Fool’s Choice.” Part of the issue I believed that I was going to enter the
conversation with only choosing between two bad ultimatums of making the situation worse or
having to not be truthful to my needs and feelings in order to maintain peace for everyone
else’s sake (Patterson, et al., 2012). This began with the principle of starting with heart,
throughout this skill I had to focus on what my preferred end goal was (Patterson, et al,
2012). This was surprisingly difficult due to how much time had passed; requiring me to go
back and reflect on what I hoped to gain and want, as well as what I really did not want. In other
words it also forced me to make sure I was holding myself accountable with the way I was
expressing myself, verbal and nonverbal, since I had to stay true to what I wished. But in order
to this I had to analyzing when the conversation became crucial, to then maintain the
conversation safe by not resorting to silence or violence. The next step I was able to identify
was making it safe. Once we took a step back, and we decided to find a mutual purpose of
restoring the friendship and addressing the miscommunication. After this was established, it
was a matter of brainstorming how to accomplish that. Something that aided this was
respecting each other’s opinion and perception of the problem that happened so long ago. To
share our opinion and perception we begin analyzing our stories; this one is part of the fourth
principle (Patterson, et al, 2012). Mastering our stories focused on actively listening to each
other and how we both were responsible.
Patterson, K., Grenny, J., McMillian, R. & Switzler, A. (2012). Crucial conversations: Tools for
talking when stakes are high (2nd Ed.). New York: McGraw-Hill.
See Evidence 118

facilitation techniques
facilitation techniques
121. Student will demonstrate knowledge of de-
briefing techniques
122. Student will demonstrate proficiency of de-
briefing techniques
framing based on psychology and its use in
group facilitation
framing based on psychology and its use
in group facilitation
125. Student will demonstrate knowledge the
four frames of organizations, and the
meaning of reframing by Bolman and Deal
of organizational analysis using the four
frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127. Student will show knowledge of organizing HDF 180 Latin American Student Association In HDF 180, a course on personal and career development, I learned how to organize meetings,
meetings / setting agendas / and leading (LASA) setting agendas, and leading meetings. These factors are very important and require a lot of
meetings preparation. One of the top things to consider when preparing to organize a meeting is the time and
place in which it will take place. There needs to be a consensus among the majority of the group
indicating that is an okay time for the goal of the meeting to be met. In addition, this ties into setting
agendas since it helps maintain order and focus as to what the important topics and issues are and
what is hoped to accomplish. This was also taught to me in my e-board meetings for the Latin
American Student Association (LASA). The agendas are set depending on the objectives and goals
that the organization is trying to achieve within the available time frame, so many times it is necessary
to set time tables in relation to each point. All this previous planning is due to the final piece of leading
the meeting. It makes it less troublesome to lead a meeting if it they are organized at a time when
everyone that is there shows up, as well as having an agenda to ease the meeting. While leading a
meeting it is important to be considerate of all that end and having a safe space where open dialogue
can happen.
See Evidence #127
128. Student will describe personal examples of HDF 180 Latin American Student Association In HDF 180, we learned about how to organize meetings, set agendas, and lead meetings. I was able
organizing meetings / setting agendas / (LASA) to learn how put these three concepts into practice during my community service chair representative
leading meetings of the Latin American Student Association (LASA). When organizing our executive board meetings, it
was imperative to make sure it was a time where everyone could attend, this ensured that everyone
would be on the same page and we were setting the objectives for our general member meetings. In
one instance, I was asked to lead a meeting. To do so I set an agenda making sure it was very
organized and everything needed to be discussed fit the time frame of an hour. In addition, setting an
agenda that fit the different personalities and perspectives of everyone. Leading the meeting was fairly
easy since I had guidelines allowing me to be firm and efficient, yet easy going.
See Evidence #127
129. Student will show knowledge of
Parliamentary Procedure
130. Student will show knowledge of techniques HDF 190 N/A In HDF 190, we had several discussions about the necessary techniques for working with difficult
for working with difficult people people. After spending the semester in a group with eight other students it was very obvious that we all
had distinct personalities, strengths, and weaknesses resulting in sometimes clashes. Yet difficult
people are everywhere, therefore as a leader we have to learn how to handle it and move past it. One
of the many techniques is addressing them and establishing a clear communication in which there is
open dialogue allowing the people to express themselves fully, as well as you, with the goal of
understanding each other better. Another key piece is confidentiality, respect, and trust that must exist
between you and that person. The last resort is seeking outside help and having an outside person
work as a mediator.
See Evidence #130
131. Student will describe personal examples of HDF 190 Social Change Project In HDF 190, after being placed in our semester long group we were tasked with the assignment of
using techniques to work effectively with making a social change project. In our groups we had people that were difficult and in order to
difficult people successfully work together and do well we needed everyone's cooperation. This called for me to take
the initiative and talked to the person alone, we discussed what was making them difficult to work with.
This allowed for them to open and due to our mutual respect and built trust we were able to work out a
compromise that would work with everyone involved. However, before I addressed this person
individually I spoke with our group peer leader and sought out help in case mediation would be
necessary.
See Evidence #130
132. Student will show knowledge of the stages HDF 190 In HDF 190, the stages of group development were taught to us. There are five unique stages which all
of group development (Tuckman/Tuckman have different intricacies that contribute to the wholeness of a group’s growth. Beginning with forming,
& Jensen, Bennis or others) a group has yet to establish their mission and the team members are not committed or share a history
therefore there is no trust and they are exchanging formalities. Then it moves into storming, where
individuals are getting more comfortable with sharing their viewpoints, however they think of
themselves as an individual rather than being part of the group. By doing this they resist control of
group leaders and add to the competition, forming cliques within the group and having little team spirit.
The next step is called norming, in this stage team members become more acquainted with each other
so they embrace other viewpoints, building appreciation and trust and adding to the commitment they
have to the group. Here they feel as though they can achieve success. From here they move to the
stage of performing, that includes the team members feeling motivated on the goals of the group so
they are effective in its operations leading to maximum support, openness, pride, and performance.
Thus leading to the final stage of adjourning, here the team recognizes members’ contributions and
begins transitioning of roles and plans. (Tuckman, 1965). (See Evidence #132)
133. Student will describe personal examples of HDF 190 FLITE Retreat In HDF 190, from early on in the semester, we were placed in a group of eight students as well as
group development in use having a peer leader. In this process we had to go through all the phases of the group development
(Tuckman/Tuckman & Jensen, Bennis or stages. We began forming during the FLITE Retreat, here we exchanged who we were in a formal
others).
manner and there was little trust at the beginning, it was more about us as individuals. So during our
storming stage it was trying to express what we thought was important from our viewpoint instead of
understand and sharing each other, some people became closer to others. But quickly we moved into
norming which was recognizing that we were a team, we trusted each other, and were there for one
another throughout the semester when someone needed help and motivation. Perform, thus, came
easy since we are now amazing support system who are open with each other and have pride in being
together. Lastly, adjourning is happening right now as we move into finishing our freshman year and
the next steps as leaders. (See Evidence #130)
134. Student will show knowledge of group roles
and how they contribute to group dynamics
(Johnson & Johnson; Benne & Sheats;
Knowles & Knowles; etc.)
group roles and how they contribute to
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
memberships skills in groups
membership skills in use
Challenge and Support theory by Sanford,
and its relationship to organizations
using the theory of Challenge and Support
(Sanford)
construction / elements of informative and
persuasive speeches
141. Student will demonstrate proficiency in HDF 190 COM 100 In HDF 190, we were asked as part of an assessment to give a two-and-a-half-minute speech. This
informative and persuasive public speaking main goal of this speech was to inform the class on what Servant Leadership was, how it was
applicable through my major, and why it made sense to me in the way I lead in relation to my strengths.
I was able to explain Robert Greenleaf model in terms of it being a natural feeling of wanting to serve
and with being a connector, I believe everything happens for a reason and we are all connected in one
way or another so it is fundamental to be there for one another. In addition, in my communication class
I was able to demonstrate my public speaking skills through a persuasive speech I delivered. In this
speech I presented the main reasons of the benefits of being bilingual and why people should learn a
second language. Motives such as being culturally aware, having a competitive edge in the job market,
and lastly the positive effects it has on the human brain development. (See Evidence #141)
142. Student will show knowledge of planning HDF 414 COM 100 In HDF 414, we were given the task of planning and conducting interviews. This was necessary in
and conducting interviews (as the order to acquire information from a professional that worked with my target group. I focused on young
interviewer) minority males that were victims of the school-to-prison pipeline. During class we were given
instructions and directions that would help raise our success rate. Our professor explained to us that
interviews are highly important and that we need to prepare well in order to show the person that we
are genuinely interested. Therefore, if possible try to figure out the qualifications of the person and
what exactly ties them to our individual project. This tied into us calling them instead of emailing and

having open communication from the beginning. Also in COM 100 we were taught about how crucial it
was to write questions prior to the interview and being familiar with them. In addition, wording the
questions in a way they receive it well. Another factor I learned about planning and conducting an
interview is that you must be open with the person you are trying to interview and make yourself
available according to their schedule. So, showing up on time and making it as convenient as possible
is important. Your presentation is equally as important so sometimes interview require you to dress
professionally and be charismatic. It is essential to demonstrate your preparedness and organization.
See Evidence #142
143. Student will describe personal examples of Hdf 414 COM 100 After learning how to plan interviews in HDF 414, I was able to conduct one. For my social change and
planning and conducting interviews (as the Activism Project activism project I set the goal of interviewing two people that were related to my topic but would share
interviewer) vastly different opinions and views on the same topic. One was an East Providence police officer while
the other was a high school principal. My questions revolved around what we’re their opinions on the
school to prison pipeline and how they saw this correlation between schools and prison play out on a
day to day basis. Just as my COM 100 professor instructed I carefully selected my words with the
hopes of minimizing any potential dead-end during the interview. The hardest part I believe of
conducting the meeting and planning for it was finding a time and place that worked with their
demanding job schedules as well as mine. However once that was achieved the interview was easy to
conduct since I was so familiar and comfortable with the questions it established comfortable
conversation.
See Evidence #143
144. Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
preparing for and being interviewed
collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)
working in collaboratives/coalitions
techniques to communicate and engage in
difficult dialogues related to diversity and
inclusion.
149. Student will demonstrate proficiency in
communicating and engaging in difficult
dialogues related to diversity and inclusion.
150. Student will describe ways to maintain
accountability in leadership / member
relationships
151. Student will describe personal examples
related to maintaining accountability as a
leader
152. Student will describe ways to build
relationships between leaders and
members
building relationships with members as a
leader
154. Student will describe how credibility HDF 412 In HDF 412, a model we studies was Covey’s High Trust Leaders model. Within this model
applies to leadership, as well as the certain characteristics and skills were shared that emphasize how a credible leader should be.
characteristics and skills of a credible Some of these specifically are is has strong credibility by creating and growing trusted with
leader others interpersonally. A skill that ensures this is done is whether or not that leader extends
that trust also. This can be achieved by talking straight and honestly. Secondly, demonstrating
concern when appropriate to symbolize the concern. Third, there is transparency because as a
leader the person is genuine. The last character behaviors are righting wrongs and showing
loyalty. The next sphere is the competence behaviors that refer to results being delivered by
doing things right. Also there is the continuous desire to improve, while also dealing with the
difficulties that arise. A credible leader has clear expectations and practice accountability. In
the sphere of character and competence the leader becomes credible because they actively
listen and understand.
See Evidence #154

building, maintaining, and repairing his/her
own credibility as a leader
156. Student will describe ethical standards in
influence
157. Student will describe influence applies to
leadership
158. Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship
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 examples
related to being a peer leader and being
led by peers

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LEADERSHIP

Name: Jessica Rodriguez

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 08/22/2017 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

 Leadership theory and

Leadership Inventory Revised 08/22/2017 5

Leadership Inventory Revised 08/22/2017 6

Leadership Inventory Revised 08/22/2017 10

GallUp. (2019). Clifton Strengths. Retrieved from:

Outcome Category: Leadership Theories

Leadership Inventory Revised 08/22/2017 14

Leadership Inventory Revised 08/22/2017 16

Harro, B. (1997). The cycle of socialization. In M. Adams, W. J. Blumenfeld, R. Casteneda, H. W.

See Evidence #71

Leadership Inventory Revised 08/22/2017 18

Harro, B. (1997). The cycle of socialization. In M. Adams, W. J. Blumenfeld, R. Casteneda, H. W.

See Evidence #72

Harro, B. (2000.) The cycle of liberation. In M. Adams, W. J. Blumenfeld, R. Casteneda, H. W.

Leadership Inventory Revised 08/22/2017 19

Leadership Inventory Revised 08/22/2017 20

Harro, B. (2000.) The cycle of liberation. In M. Adams, W. J. Blumenfeld, R. Casteneda, H. W.

Leadership Inventory Revised 08/22/2017 21

McIntosh, P. (2004). White privilege: Unpacking the invisible knapsack. In P. S. Rothenberg

McIntosh, P. (2004). White privilege: Unpacking the invisible knapsack. In P. S. Rothenberg

Leadership Inventory Revised 08/22/2017 25

See Evidence #89

See Evidence #89

Pope, R. L. (1993). Multicultural organization development in student affairs: An introduction.

Pope, R. L. (1993). Multicultural organization development in student affairs: An introduction.

See Evidence #96

See Evidence #97

Outcome Category: Critical Thinking

Leadership Inventory Revised 08/22/2017 29

See Evidence #99 part 2

Leadership Inventory Revised 08/22/2017 30

See Evidence 107

See Evidence 108

Outcome Category: Interpersonal and Organizational Concepts & Skills

See Evidence 117

See Evidence 118

119. Student will demonstrate knowledge of

Leadership Inventory Revised 08/22/2017 36

See Evidence #154

Leadership Inventory Revised 08/22/2017 38

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