Outcomes & Evidence Progress Inventory : Leadership Development

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

Date Enrolled: Spring 2017
Date of Graduation: Spring 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 objectives
R o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
RE-EVALUATE R
S
former stages E
as you progress S
4. Develop and Refine
Skills S
 Leadership theory and

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

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
minimized need for approval
2. Student will demonstrate personal, HDF 190 Best Buddies In HDF 190 and my other classes, such as BIO 242 and CHM 103, I found that organization works the
organizational, and academic examples of APO same way for me. I have to take handwritten notes. If I take notes on a laptop I will not remember the
self-discipline BIO 242 information. I also record lectures so that while I am rereading my notes I can listen to them and add
CHM 103 any missed details. I also have to have different folders and notebooks for every subject so that no
papers get lost. To assure that I get the grades I want I do a little of every subject every day to make
sure I am retaining the information. I also do this so when there is a test or quiz, I will not stress out the
night before because I haven’t been studying the material. To hold my self-accountable for this I put
charts on my wall to check off each day after I completed that subject. The charts are on top of folders
so that If I have any confusions or questions after I finished a subject for the day I can put it inside and
start from there the next day. I also make weekly to do list that keep me on track of all the school work
and other activities I have to do during the week.
For Best Buddies, an organization that connects adults with disabilities and college students, and Alpha
Phi Omega (APO), a national service fraternity, I keep track of the activities that are always happening,
along with due dates by putting them in my phone and on a calendar in my room so I will know when I
am available to things. I found that it was helpful to have a google calendar so that all of my calendars
are synced and in one place.
See Evidence 1
3. Student will demonstrate the ability to HDF 190 Day of Discovery, CHM 103, BIO In HDF 190 we did a lot of activities that involved our small groups. In each activity we had to listen to
manage emotions 242, APO Best Buddies each person’s reasoning in order to get the same goal. In doing this I had to learn how to control my
own emotions in order to actually hear what someone was saying. One example of this is when we had
to build a house out of spaghetti and marshmallows. Each person had a different idea as to what to do
and I was very focused on doing it the way I thought was best to the point I was really angry it wasn’t
happening. I then took a breath realizing that being angry wouldn’t do anything. At the Day of
Discovery, a retreat for HDF 190, our small group talked some deep topics and instead if shutting down
out of fear of being shut out by my peers. I decided just to take a deep breath and say the things I
wanted to. Between dealing with classes, such as CHM 103 and BIO 242, and different organizations,
such as best buddies, an organization that connects adults with disabilities and college students, and
APO (Alpha Phi Omega a national service fraternity), my schedule can get very overwhelming, but
instead of just breaking down I tend to take a break for a few minutes. In these breaks I normally take
deep breathes and listen to music in order to clear my mind and look at everything from a new
prospective.
I realize talking out my emotions is very helpful. Sometimes this is to other people, or sometime just to
myself. I realized that one thing that really helps me is thirty second rants. This gives me a time limit on
how long I am complaining about things and also helps me distress. Normally these rants calm me
down enough to focus.
See Evidence 2
4. Student will demonstrate knowledge of NUR 100 Best buddies, APO, URI 101, URI In Nursing 100 we discussed different stressors and different ways to manage stress in a work setting.
stress management methods Service corps Such as keeping journals, exercising, watching movies or reading books. In the class we had
PowerPoint slides introducing the topic then we all had to take stress test survey, to see how stressed
we actually are. After we took this survey we then discussed how we can use this stress relievers.
In URI 101 we talked about how to avoid getting over stressed, such not studying too long in a row and
to take breaks when it starts to get rough, or asking for help.

Best Buddies, an organization that connects adults with disabilities and college students, can get really
stressful at times, the executive board of best buddies had told us about this and that its best to take
deep breathes and look at the situation from a new view.
Alpha Phi Omega (APO), a national service fraternity, can also be stressful with planning events and
rides to the events, from talking to people that had already have been in the club I now know to just
take a pause and everything will fall into place if you remain calm.
My favorite way of distressing that was able to be implanted throughout my entire UR Service corps
experience is by laying on the floor. This just allows for some time to think and fully relax my body.
See Evidence 3
5. Student will demonstrate the ability to HDF 190 Best Buddies APO, CSV 302, CELS In HDF 190 we talked about the importance of managing stress in order to be the
manage stress best version of yourself you can be. On the first day of HDF 190 I copied the
schedule into my calendar in order to know all dates and keep away from stressing
over last minute things. Also when we had to give our speeches for HDF 190 I was
very stressed out beforehand. I finished my speech a couple days before the class,
in order to assure I had time to practice it. When I would get stressed practicing I
would write down why I was nervous for the speech and try to fix it the next time I
practiced. Before class I read those notes as a reminder of what to do during my
speech and then I used slow breathing techniques while waiting to go. In Best
Buddies college students are paired up with people in the community who have a
disability, once you are paired you have to talk to your buddy once a week and do an
activity with them once a month outside of the club event. I have had a lot of trouble
getting in contact with my buddy, so instead of just freaking out that I can’t talk to
him I reached out to the executive board and they are all helping me reach out to
him. I get really worried at times because I always feel like I am not doing what is
expected of me, when this happens now I take a piece of paper and write all that
times I have tried to contact him so I don’t have to stress that I am doing something
wrong.
In Alpha Phi Omega (APO), a national service fraternity, when I have to help plan
events I get nervous too so I again seek guidance and I write down what I can do to
make it better to get it all out of my head.
When I am stressed for a test or any things that it would be harder to seek guidance
for I go to the gym to clear my mind, I will also get a full eight hours of sleep because
I won’t retain anything in my head at that point. Sometimes if I need a little break I
will just watch a movie or TV show episode to get my mind off of things.
In CSV 302 for being a trip leader we discussed stress management techniques for
being on the trip. First it is important to know where you gain your energy from
because this will help calm you down in stressful situations. For me it is beneficial for
sit by myself for a bit, or take a walk to clear my head.
While being a civic engagement leader one event we had was Fresh check day. This
is a mental health awareness day for students. It has all different booths that are
stress relieving. There are spots where you can make stress balls, express yourself
with art, and others. I feel that after going to fresh check day it has helped me learn
new techniques for managing stress. I realized that when I have something in my
hands I am not as stressed. Now I always keep playdough in my bag to take out
when I feel a bit stress. I also learned the importance of taking breaks. If I am
stressed out from school work I walk away from it, knowing that doing it while stress
I will not do my best. I also try to have one day every semester that I do not have
classes to assure I have time to take care of my mental health.
See Evidence 4

6. Student will express a personal code of HDF 412 Mexico Service Trip After completing HDF 412 and talking about all the intense topics throughout the course of the
leadership / membership ethics semester I was finally able to make my code of leadership ethics. Topics that shaped this code are
identities, management, strengths, and values. I think it is important to understand who people are,
yourself and others. The way the people respond to conflict, crises or other crazy events tells a lot
about that person. When completing a task it is essential to know your strengths how they can better
your outcome. Values are another essential part that put a leader’s uniqueness into play. I was able to
practice all these qualities while on a service trip to Mexico. I had originally signed up to go with an
organization called Hope Sports to build a house in Mexico with different athletes. The goal of that
organization is to help athletes find identities outside of their sport through service work. I was super
excited to see how these “new” identities would help the athletes in the future, knowing that service has
changed my outlook on myself. However about a week before the trip I received a call saying that the
athletes cancelled due to them not thinking the area was safe. I was given the option if I still wanted to
go. This was me having to quickly use decision making skills, for this minor crisis situation. I had made
a commitment to build a house for a family and therefore I felt like it was my responsibility to see that
through. It was also fair to the family to be there for them still. I told the person that I would still love to
go and meet the incredible family. I went to Mexico and ended up working with another group that was
there for a build. I was the only person that travelled with Hope Sports, and knew absolutely no one but
my curiously and genuine interest in the community of Rosarita kept me going. I was able to learn so
many things on that trip that I was able to bring back to friends and family there. By keeping that in
mind I can proudly say that this is my code of leadership. Have a desire to get to know yourself and
others truthfully, while managing every obstacle that gets in your way and to keep sane in doing this
stay in tune with your strengths and values because they will take you far.
See Evidence 62
7. Student will demonstrate practice of the HDF 412 ASB Denver After reviewing and learning about identities, management skills, strengths and values in HDF 412, I
personal code of ethics was able to confidently make my personal code of leader ship ethics. That is have a desire to get to
know yourself and others truthfully, while managing every obstacle that gets in your way and to keep
sane in doing this stay in tune with your strengths and values because they will take you far.
While on my alternative spring break trip in Denver I was able to practice this personal code, after
finally having one. I was at a point in my life where I understood my important identities and what
makes me, me. For probably the first service trip I was not afraid to show this identities from the
beginning. Our theme inclusivity really was about understanding overlooked populations, rather that be
people experiencing homelessness or members of the LGBTQ+ community. This theme proved hard to
find service sites to volunteer at. We also had trouble finding places to stay once we mentioned a focus
on the LGBTQ+ community, considering for these trips we typically stay in churches. We overcame all
of those obstacles. I was really able to use my strengths of adaptability and arranger to make it all
happen, and with the help of my co-leaders. As we got to less than twelve hours before our trip I
learned about the possibility of our trip getting cancelled, even though I wasn’t supposed hear it.
Sticking true to my honesty value I had to tell my co leaders of the possibility. We decided that no
matter what happened we were going to find a way to understand the overlooked populations and get
the information to our participants. We finally got on the plane and were so happy have made it that far
when we faced another problem, it was still able to be managed and we got to the Church. With the
rising of the COVID-19 pandemic emotions were high on our trip, and more obstacles were put in our
way. Some of them were conflict and decision making, which were the easy ones. It was a crucial time
for me to be using my strength of empathy to assure everyone was getting what they needed on the
trip. We finally came to the crisis moments of having to inform participants on the Rhode Island state of
emergency and school closing then going remote. We were able to get through all of that and
successfully complete all of the goals of our trip. My co-leaders and I each used our individual
strengths and had such an incredible connection, that it spread to every member. The success of this
trip would not have been possible without the honestly we had with each other, our gratitude for making
it each step of the way, by being kind and fair to each other and making awesome connections, which I
view spirituality as. It was our responsibility to overcome these crazy curve balls that were thrown at us
and we did. Our desire to get to know others was completed by successfully managing our way through
struggles, while staying true to our strengths and values.
See Evidence 63
8. Student will express a personal values HDF 190 Day of discovery In HDF 190 we took the VIA Institute on Character survey to see the order of our values. My top five in
statement (Sources = VIA, values order were Honest, Kindness, Fairness, Gratitude, and Spirituality. To me honesty is being true to
clarification exercises, etc.) yourself and others, kindness is respecting everyone, fairness is giving each person an opportunity,
gratitude is having and showing appreciation, and spirituality is being able to connect. I feel like each of
these values describe my life spot on. I feel really bad if am not honest to someone and am hurt when I
am lied to. I treat everyone the same no matter who they are. I am very appreciative of everything I
have in my life and even though I don’t always physically show it I am always thinking it. And I love
being connected to things and people. I feel that connectedness makes us whole. During the Day of
Discovery retreat for HDF 190 we were asked to bring in an item of value to us. I brought in my bucket
list journal. I take my bucket list very seriously and am determined to complete everything on it. My
bucket list isn’t liked the typical one though. Things on my bucket list include experience cultures
around the world, save someone’s life, and make a difference. I feel that these desires in my life reflect
my values. For example, experiencing cultures around the world, it’s because I want to feel a
connection with people I meet and culture is a great place for that. Also because I feel like in the US we
take our culture for granted, and although I am appreciative that my culture is well known I think that
everyone deserves the chance for their culture to be known and accepted. I incorporate these values
into every aspect of my life. I believe it is important to be honest, thankful, kind, fair, and to make
connections.
See Evidence 5
9. Student will demonstrate practice of the HDF 413 VESA During my time in HDF 413 I realized that my personal values statement is the same
personal values statement as it was before, which is do everything with each of my values in mind. It means to
be honest, kind, fair in everything I do, while being grateful and feeling connected to
what I do and who I am with. I for things because I enjoy it and see a need for it.
While being in HDF 413 it reminded me how much my values mean to me.
Sometimes my values cause me to go outside of my comfort zone. For example
when I went to Ecuador on a service trip. I went without anyone I knew, which is
something I typically do not like to do. However my values for kind and fair were
coming our because I knew that the village I would be serving did not have a
majority of the resources I am beyond grateful for here in the United states. While on
the trip I saw my spirituality value come out because, I wanted to feel connected to
the people I was serving in the village, and also the people I was serving with. I
wanted to fully emerge myself in this little village’s culture. My honesty value was
always there by being true to myself and doing what I love.
See Evidence 21
10 Student will demonstrate the ability to HDF 413 CELS In HDF 413 we focused on being able to plan and execute retreats that will benefit
lead a project from start to finish (follow- the goal of the organization that comes to us. I only had the opportunity to shadow
. through) one of these retreats. In that time I saw the pre retreat meeting and the thought
process that goes into planning retreats. I also saw on the retreats were ran the day
of, some accommodations need to be made to ensure that the best outcome is
reached. Lastly I was there for the post retreat meeting, where there was a
discussion on how things went and tips that will be beneficial for the future.
During my time as a civic engagement leader (CEL), I was able to lead a project
from start to finish. I was the lead CEL for the penguin run at Mystic Aquarium.
Before the day of the event I used the CEL guide to come up with a name game and
an ice breaker to start the day with. I also found a reflection activity to do after the
event was over. I was in charge of the logistics of the day, such as taking
attendance, assuring forms were signed, and giving the bus driver directions. We did
our name game while waiting for the bus at URI. I had planned to do picnic, but the
day of there were too many students to do that activity, so we just had each member
go around and say their name. Once we got to the Mystic Aquarium I checked in
with at the volunteer tent, they were not ready for us, so we did our ice breaker while
we waited. We did screaming toes, although we divided the group into three smaller
groups. After the ice breaker the program told us what needed to be done, so I
helped them decide who would go where. Once the event was over we came back
together as a big group to thank everyone for coming and before we got back on the
bus we divided into three groups again for reflection. With my group I did a one word
whip with some people describing their word. I then gave the group evaluations and
candy. We got on the bus and had to do attendance again. After we got back to URI
I had to bring all the supplies back to the clearing house and read the evaluations.
See Evidence 22
11 Student will describe goals and objective HDF 412 Future, year of service outcomes In HDF 412, for our first assessment we had to write about how our strengths will be beneficial in our
statements regarding personal issues, future career. It was at this time I realized I did not really have a set goal for the future. I then accessed
. career issues, and community issues what I really enjoyed doing and made a goal to access those activities and try to figure out how to
incorporate them into my future. I made it a goal that by the end of November 2019 I will have an idea
of to do this. I wanted to have a set date so I did not forget about it. I then did this throughout October
and November. I realized the times when I am most happy is while doing service, working with kids,
and just being with people. I looked up jobs where I would be able to do this. Such as a school
counselor and I could incorporate the service work with the students. I also could work for a non-profit.
Because I am not sure what work I want to do in the future I decided to take a gap year. During that
time my goal will be to decide if I want to go to grad school, or get a job after that. Another goal I have
set for myself besides future career paths, are to become more educated on different communities and
groups of people because I do not know where I will be working.
I have officially committed to a year of service with the Jesuit volunteer corps, with an organization
called IMPACTO. I have been asked by my future supervisor to create a list of at least for learning out
comes I want to accomplish during my year. I know for sure one of them is how to take what I am
learning and put it into a career.
See Evidence 32
12 Student will show evidence of goals and HDF 412 JVC application, Camp southern After our first paper in HDF 412 I made a goal to figure out my interest and how to apply them to my
objectives that were planned and ground future. I decided I was going to do a job year, and narrowed it down to year. I applied to be a Jesuit
. achieved Volunteer and had my first interview and discernment session. I feel like this program will bring me to
different opportunities and organizations that fit my interests. It also will be with a community where I
will be able to learn and serve with. The goal was for me to get accepted to be able to do a year of
service, now that I have committed my goals are changing for what exactly I want out of this
experience. I also applied to be an inclusive counselor at an all ability summer camp. They have
children ages 5-17 with all different physical, mental, social, and developmental abilities. They also
allow children from all financial abilities come, they find a way to pay for it. Although I did not get this
job, it connected to my goal of trying to find jobs based on my interests. My bigger goal is figuring out a
career after my year of service.
See Evidence 33
13 Student will show knowledge of the PSY 113 Casa de esperanza In PSY 113 we learned about Maslow’s hierarchy of needs. The Diagram for this is a triangle, where
“Hierarchy of Needs” theory by Maslow one’s needs start from the bottom and move up to the point of the triangle. There are five levels of
. needs. The bottom of the triangle is the physiological needs such as air, water, food, shelter, sleep,
clothing, and reproduction. The next level is the safety needs, such as personal security employment,
resources, health, and property. The middle level is love and belonging, including friendships, intimacy,
family, and sense of connection. Then there is the level of esteem, involving respect, self-esteem,
status, recognition, strength, and freedom. The top and final level is self-actualization, the desire to
become the most that one can be. The lower level needs have to be satisfied before the higher up
needs. I had the chance to go on a mission trip to Mexico to build a house for a family with Casa de
esperanza. The family had owned a plot of land, but the only shelter they had were tarps. They had a
very small amount of food, that the mother barely ate. When we got there the family was very timid,
and it was evident that they were always on guard. They did not have the physiological needs of
shelter, food, and they probably were not sleeping by the looks of it. It made sense why they were
unable to feel safe on their land. After the build and a surprise shopping spree was over their looks
changed. They were more eager to talk to us and once they were handed the keys, it was evident they
felt safer already.
Mcleod, S. (2018, May 21). Maslow’s hierarchy of needs. Retrieved from
htt://www.simplypsychology.org/maslow.html.
See Evidence 34
14 Student will show application of Maslow’s HDF 412 Working at a Daycare In HDF 412 we briefly reviewed Maslow’s “Hierarchy of Needs” and how you cannot focus on the top
theory to own life level needs without having the basic needs. The hierarchical levels are physiological, safety, love and
. belonging, esteem, and finally self-actualization. While working in a daycare I have seen Maslow’s
theory in action. There was this kid who was always having trouble making friends, spending time with
people, and showing affection. I noticed this behavior for a few days and then decided to ask the
teacher about it. I then found out that child did not have a safe family structure at home. There was a
lot going on for that child, and school was the only safe place they had, but it still didn’t feel safe to
them. Therefore, without successfully having the safety needs met, they love and belonging needs of
friendship and sense of connection couldn’t be met. I then tried to do as much as I could to help that
child feel safe at school. Every day when I saw them I would assure I went straight up to them and
gave them a greeting, I then would sit and do an activity with just that child, most of the time it was
reading a book because it was a quit and independent activity. After a few weeks, of knowing where
they were, that the teachers were always the same, and the routines were the same, the child began to
do better.
Mcleod, S. (2018, May 21). Maslow’s hierarchy of needs. Retrieved from
htt://www.simplypsychology.org/maslow.html.
See Evidence 35
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 Day of discovery, ASB In HDF 190 we took the Strengthquest test to learn what our top 5 strengths were.
Signature Themes, shadow side of HDF 413 According Gallup Strengths, my top five were responsibility, developer, empathy,
. Strengths and/or weaknesses, and belief, and relator. I found that these strengths really relate to me. To me my
examples of application (Source = Gallup) strengths mean responsibility as in taking a stand, owning up to what you do, and
not always relying on others, Developer as in seeing the possibilities and making
them happen, mostly in within people, Empathy is being able to feel how others feel
and put myself in the middle of their situation, belief is having the ability to know that
things are going to work out and helping others see it that way too, and relator
meaning relationships are valuable and important, I take pride in each one I make
and make them close relationships.
During the Day of Discovery, a retreat for HDF 190, we were able to use our
strengths in a team builder exercise, where we had to make it across the room with
only stepping on dots. I found that my responsibility strength came out when were
would make a mistake and have to start again. My empathy came out when my
teammates would mess-up and get stuck, I would feel bad for them and try to figure
out how I would get out of the situation. Developer came into play when we needed
to figure out how we were going to get across. And lastly belief was in play
throughout the whole activity knowing that my team would make it across no matter
what.
ASB was an alternative trip during spring break. I went to Louisiana and I saw my
strengths coming through at all different parts of the trip. One example of this is
while we were serving with a family to fix up their house after it was destroyed by the
flooding. There was this little 7-year-old boy that was very shy and scared with
twenty-five strangers in his house. I was able to emphasize with him when I saw him
staying close to his brothers and barely talking. My responsibility strength kicked in
when I got down on his level to talk to him and just find out more about him. That
one moment also showed belief with me knowing he would eventually talk to us and
developer because I was able to see that he wanted to know us and be a part of this
project with is. By the end of the day he was following me around like a shadow and
was willing to talk to anyone. As a realtor I was able to value this new relationship I
made because it wasn’t just a natural process.
In HDF 413 I saw my strengths come out many times. My empathy was useful when
we were doing the activity with the stickers and how comfortable we were about
different aspects of life. I was able to understand where the people in my group were
coming from and why they put their sticker where they did. My developer along with
relator strengths was used throughout the whole semester, making relationships with
classmates. I saw my strength of belief whenever we did an task that was
challenging, knowing that it can be done. Responsibility was beneficial in getting all
my work done.
These strengths are beneficial in being a leadership consultant. Responsibility
ensures that I will have the information needed for the organization to succeed. This
could be figuring out the best activities to do on a retreat, communicating with
participants, or just assuring all materials that will be used are there. Developer
helps me to be able to make a relationship with the organization that we are working
with, I will be able to see the possibilities they can tackle and assure they do.
Empathy is useful because I can understand the way behind some the things that
participants may be doing or saying. With having a strength of belief I will know that
the group will be able to accomplish their goals, even if they do not. Finally the
relator strength will help me take pride in my role as a consultant and the relations I
make with people through it.
See Evidence 6
18 Student will describe personal leadership URI 101 CSV 302, Trip leader In URI 101 we took the Typefocus quiz, my result was ENFP which stands for
style and/or personality style including extraversion, intuition, feeling, and perceiving. I relate to most of these, I always
. strengths and weaknesses and examples want to know for about people and can feel what others feel. I am flexible with things
of application (Sources = Leadership style and feel that new approaches make for new adventures.
inventories, the L.P.I., Type Focus In CSV 302 for being a trip leader I took the 16 personalities quiz and my results
(MBTI), LAMP, DISC, and other career were INFP-T. This stands for Introverted, intuitive, feeling prospecting, and turbulent.
inventories, etc.) This personality is known as the mediator and I feel that fits me well. I like to guide
my friends in solving their problems and just get happy when they are happy. I find it
interesting that between freshman and junior year I have become for introverted. I
feel that I am in the middle of introversion and extraversion. It depends what
situation I am in. By being an alternative spring break trip leader this year I have
noticed that once a meeting starts I get really into talking to the participants, even
when we were doing interviews. However before it starts I get really nervous and just
need to be by myself for a while to be able to lead the meetings. On the 16
personalities website it says that mediators are always looking for the good in every
situation, I feel that I do that for most situation and it is useful when leading a group
of people, because I can see the potential the group has and I want them to get
there, no matter how it goes.
https://www.16personalities.com/infp-personality
See Evidence 23
Outcome Category: Leadership Theories
19. Student will show knowledge of the
“Authority and Bureaucracy” theory of
leadership Weber
20. Student will describe personal application
of the above theory (Weber)
“Scientific Management” theory of
leadership by Taylor
of the above theory (Taylor)
“Management by Objectives” theory of
leadership by Drucker
of the above theory (Drucker)
25. Student will show knowledge of “Theory HDF 412 Kiddie Academy In HDF 412 we reviewed what Theory X and Y are. McGregor made these two models to describe the
X and Theory Y” theory of leadership by way that people work. For the most part there are two different type of people. People who are theory
MacGregor X are unmotivated, hate their work and tend to use an authoritarian form of management. Theory Y
people are people that take pride in their work they participate in what needs to be done. There is no
need for control and punishment tactics because motivation comes from the job. I am personally a
theory Y person for most things ad just get the motivation from doing things. I have experience working
with people who are theory X people at Kiddie Academy. These are the people that come to work
every day complaining that they have to be there, and try to find any way to leave early or not show up.
It makes for a hard time working with them because others tend to have to fill in for the work they are
slacking on.
Accel-Team. (2010). Human relations contributors: Douglas McGregor. Retrieved http://www.accel-
team.com/human_relations/hrels_03_mcgregor.html
See Evidence 36
26. Student will describe personal application HDF 412 URI Service corps In HDF 412 we reviewed that Theory X people tend to be unmotivated and hate what they are doing,
of the above theory (MacGregor) while Theory Y people take pride in what they are doing. In URI Service corps I have known trip
leaders who were both types of people. One of my leaders on my second alternative spring break trip
was a theory X. It was super annoying, because he would be complaining about the service sites we
were going to, and rushing through activities. Although he was good at getting plans made and calling
sites, even if he claim to not like them. It made me as a participant not want to be around him and
hesitant to try things. Luckily this year my co-leaders and I all seem to be theory Y people right now.
WE are extremely motivated by the excitement of the trip, and we never have to remind each other to
do something, it just all gets done. We are also almost always on the same page, and have creative
ways to solve the problems that arise.
Accel-Team. (2010). Human relations contributors: Douglas McGregor. Retrieved http://www.accel-
team.com/human_relations/hrels_03_mcgregor.html
See Evidence 37
27. Student will show knowledge of the HDF 190 Best Buddies In HDF 190 we learned what a servant leader was. According to Robert Greenleaf a servant leader is
“Servant Leadership” theory of leadership a person that is first a servant and is a servant by choice. In class we had a power point that had
by Greenleaf taught us about this model. It started off with Robert Greenleaf’s definition then went on to discussing
the ten characteristics that correspond with the servant leadership theory. This are the characteristics;
Listening, meaning the other person is felt like they are being heard. Empathy is having the ability to
see where others are coming from. Healing is being able to make one whole. Awareness of what is
going on in whatever situation you are dealing with. Persuasion is when the leader is able to convince
others that what they are doing the right. Conceptualization meaning, they good look at problems ad
find different ways to “fix” them. Foresight is having the ability to use knowledge of the present and
past to benefit the future. Stewardship according to Peter Block is holding something in trust for
another. The final two characteristics are Commitment to the growth of people and building a
community.
In Best Buddies, an organization that connects adults with disabilities and college students, we are
servant leaders because naturally we all want the community with disabilities to feel accepted in the
world. We use empathy to understand where each person with a disability is coming from in order to
give them what they need. We also are committed to the growth of each buddy and the whole
community of people with disabilities to improve.
What Is Servant Leadership?
https://www.greenleaf.org/what-is-servant-leadership/
See Evidence 7
28. Student will describe personal application HDF 190 ASB, APO, HDF 413, SOLC, In HDF 190 we had a student panel come in and tell how they are each servant
of the above theory (Greenleaf) Working at the CDC leaders. Each of them had a different example of how they serve, but it was shown
how each of them had a natural desire to serve and therefore they have benefited
the people around them, which is Robert Greenleaf’s definition of a servant leader. I
believe I have been a servant leader in the organizations I am part of. For Alpha Phi
Omega (APO), a national service fraternity, we do different service projects, most
weekends. This year I was on service committee so I was able to try to serve in
areas I thought were necessary. Some of the service trips this year were the Habitat
for humanity Restore, campus clean up, and a hike path clean up. I also have the
opportunity to go on an Alternative Spring Break (ASB) trip this year. We went to
Louisiana to serve the areas of the state that were affected by the recent floods. We
were able to serve families personally and also the public areas that were affected.
We planted trees because many of them were destroyed from the floods. One of
most memorable service opportunities I was given on this trip was while we were
serving this family of twelve get their house ready to paint. As we were working the
family came by and there was a seven-year-old boy that was very shy and scared
that we were all there. I saw this in his face and explained everything we were doing
to him and by the end of the day he wasn’t shy anymore and wanted to be a part of
everything.
In HDF 413 we practiced servant leadership. I had a desire to take the class and
therefor wanted to be of service to others. In SOLC we are servant leaders by
assisting organizations in reaching their goals. We dedicate our time by choice to be
there for other organizations, thinking of the best plan to have these organizations
grow. We contact them to get a good understanding of where they stand, to know
what task we can give them
Other experience I had with servant leadership is working at the Child development
center. I work there by choice and love to watch the children grow each day.
Each service experience I do, I do because I have a strong desire to do. From doing littler things for
people to building houses I just really love doing service work. I honestly never feel as whole and
connected to something as I do, than when I am doing service.
What Is Servant Leadership?
https://www.greenleaf.org/what-is-servant-leadership/
See Evidence 8
“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)
33. Student will show knowledge of the HDF 412 ASB Local 2019 In HDF 412 we reviewed the Transformational Leadership theory. This is when a person is driven to do
“Visionary Leadership” (now often cited something based on a vision that they have. They then use their values and resources around them to
as “Transformational Leadership”) theory make that vision possible. Their commit to this vision is so strong that it leads others to have the same
by Sashkin desire to complete it. Leaders that practice this theory are influential, inspire motivation, they promote
intellectual stimulation, and treat people as individuals. Leaders and members work together to
complete the final product that they all feel comfortable with.
During my alternative spring break trip in 2019, while being a leader for the Rhode Island local trip,
many people did not want to attend this trip. They saw it as just staying in the state and not getting the
same experience as other trips. I saw that as a need to change the view of in state service trips. My
co-leader and I decided to make the theme of our trip what makes Rhode Island Rhode Island and
focus on all the amazing things there are all over the state. We became very passionate about this trip
and assuring we got a full feel for the entire state. Once we had our participants we wanted them to be
just as excited. We opened the floor to them for suggestions of organizations to serve, and had open
communication with them throughout the whole process and aspects of our trip. As time went by it was
visibility noticeable how the excitement and motivation for staying on an instate service trip incased for
each person. It even stayed as positive after the trip when informing people about what we did. I can
see now that the motivation and dedication we all had is slowly changing the view that URI service
corps as a whole has on in state trips.
Sashkin, M., & Sashkin, M. (2003). Leadership that matters: The critical factors for making a difference
in people’s lives and organization’s success. San Francisco: Berrett-Koehler.
See Evidence 64
34. Student will describe personal application HDF 412 ASB Denver As Reviewed in HDF 412 the Transformational leadership theory is when leaders can use their own
of the above theory (Sashkin) power and influence to accomplish goals that benefit a group. It is done with inspiration and vison in
mind.
During my alternative spring break trip in Denver I would say that I had practice with transformational
leadership. One of my goals for the trip was to spread the idea of inclusivity of overlooked populations
to our group of participants. From the beginning of the school year I was dedicated to this. Prior to
having our full group of participants I did my research to know what this met to me. I also met with my
co-leaders to broaden my knowledge and assure we all had the same goal. Once we had our team of
participants, we assured they each felt heard from our first meeting. To keep up with my goal I used
inclusive language from the beginning, not saying guys, using people first language, and finding out
the right way to pronounce everyone’s names. I felt as though I created a welcoming environment at
each of our pre-trip in meetings that set the space for having tough conversations. I was always open
to ideas from my co-leaders and participants. If they had a population they wanted to work with we
tried our hardest to make it work. Once on the trip I encouraged each an everyone on the trip to get out
of their comfort zone, and gave them praise when they did. By starting conversations with community
members I feel as though this gave participants the desire to do the same. Lastly by being vulnerable
in in reflections and bringing up this topics, tt demonstrated to others that it was a safe place and a
place for growth. We talked about all the populations that we worked with, and about the struggles they
go through. Within in post meetings we came up with ideas on how to continue keeping all these

people on our minds. It was amazing to see the transformation in the participants’ willingness and
acceptance of all people over the course of the year.
Sashkin, M., & Sashkin, M. (2003). Leadership that matters: The critical factors for making a difference
in people’s lives and organization’s success. San Francisco: Berrett-Koehler.
See Evidence 65
“Individuals in Organizations” leadership
theory by Argyris
of the above theory (Argyris)
37. Students will demonstrate knowledge of HDF 190 Best buddies, HDF 413, SOLC, Trip In HDF 190 we learned about all the components of the 4V theory. According to
the “4 V’s” theory of leadership by Grace leader Dr. Bill Grace, the four V stand for Value, vision, voice, and virtue. Values are what
(Center for Ethical Leadership) an individual finds important and will hold deeply in every aspect of their life. Vision
is the idea that the individual has for life. Voice is how the person goes about
spreading their message to make their vision happen. And virtue is keeping the
common good or the common trait that is derived from the values, vision, and voice.
In class we did an activity where we started with value and had to pick one of our
top values and write it down in the corresponding box. I choose Kindness. We then
were told to think of a problem that we think has to be fixed in the world and put that
under vision. My problem that I wanted to fix was that everyone should feel safe.
The next direction was to think of a slogan that helped corresponded with our
problem and we put that under voice. My slogan was “safety save lives”. The final
step was to look at the VIA classification of 24 character strengths, and find our
value that we used and write the corresponding category name under Virtues, then
make sure it related to the vision and voice. My word for virtue was humanity and it
fit because the problem I wanted to fix had to do with people.
In Best Buddies, an organization that connects adults with disabilities and college
students, we value kindness, our vision is to make all community members with
disabilities to feel connected, of slogan for our voice is “everyone deserves a friend”,
and the word for virtue that bests our other V’s is humanity because for major
concern is helping people connect.
In HDF 413 I realized how important the 4V theory is. In each SOLC retreat a full
value statement is made for the by the organization we are working with. This is to
assure they know what their values are, how they can achieve their values, what
they want to be known for and as a result of that they develop a virtue. After seeing
the benefits of a full value contract in SOLC, I decided that I want to know where
each of my organizations stand in correlation to the 4V theory. By being a trip leader
for an alternative spring break trip I assure that each participant know our value,
vision, voice, and virtue and were in agreement on it. In order for each of the V’s to
come through in an organization all participants must be in agreement.
Concepts and Philosophies

http://www.ethicalleadership.org/concepts-and-philosophies.html
See Evidence 9
38. Student will describe personal application HDF 190 ASB In HDF 190 we learned the 4-V model and how each of the V’s relate to each other. According to Dr.
of the above theory (Grace) Bill Grace the 4-V model is relating values and beliefs to behaviors and actions. We also determined
how vital each of the V’s, values, vision, voice, and virtue, were. Without one of them the others won’t
proceed. For example, if you have a vision but no voice nothing is going to get accomplished.
For our Alternative Spring Break (ASB) trip, we met together every week leading up to the trip. Our
major value became teamwork. We started planning our vision to bring the community of southern
Louisiana back up after the terrible natural disasters, after learning all that they went through. For voice
we reached out to our friends and families to tell them what we were doing and why. Then once we got
down to Louisiana we told the citizens how we wanted to serve with them to get make their community
whole again. And the virtue that tied all of this together was justice because we wanted to work
together and give people the chance to have a better life.
Concepts and Philosophies
http://www.ethicalleadership.org/concepts-and-philosophies.html
See Evidence 10
“Situational Leadership” theory by Hersey
& Blanchard
of the above theory (Hersey & Blanchard)
41. Student will show knowledge of the HDF 190 APO, HDF 413, URI Service Corps In HDF 190 we discussed the relational leadership grid created by Komives,
“Relational Leadership” model by McMahon and Lucas. It is this five by four block chart that list five different
Komives, McMahon & Lucas components, then in the next three boxes across it list what that component has a
great understanding of, what it believes in, and what skills that component has. The
five components with an example of one thing it knows, believes, and does are:
Inclusive is of all students, staff and diverse points of view, it has an understanding
of self and others, believes that fairness and equality are important and has skills in
listening. Empowering is of self, group members, and other involved constituents, it
has an understanding of power, believes that everyone has something to offer and
is good at promoting self-leadership. Purposeful is having an individual commitment
to the position, students staff, and other constituents, it has an understanding of role
of missions, believes that hopeful, positive attitudes help everyone, and has skills in
identifying goals. Ethical is driven by values and standards of leadership, it
understands decision making, believes that socially responsible behavior is
encouraged in all, and they have skills in acting courageously. The final component
is process-oriented which is how the group goes about building and maintaining a
team, it understands community, believes that the process is as important as the
outcome, and has skills in reflecting.
In Alpha Phi Omega (APO), a national service fraternity, the components that stick
out the most are ethical, and inclusive. Ethical is seen because for each project or
event we participate in we make sure our vales of serving others is being made. We
also have meetings that are a safe place because everyone trusts each other. We
are inclusive because we allow everyone to come to meetings, even if they aren’t
members. We listen to all ideas and try to implant all of them in the things we do and
we believe that fairness and equality should come before everything
In other organizations I am a part of I can see each of these components being used
at different moments during meetings or events. After learning about the model I
believe that an organization cannot be successful without all of these components.
In HDF 413 we reviewed the Relational leadership model. It is way to view how
organizations or communities run. “It is the process of how the purpose of an
organization influences the components of being inclusive, empowering, and
ethical.” (Komives, 2013, p.96) When comparing this model to organizations it is
important to know their purpose, to then access the process of how the other
components are met. One way that I reviewed the relational Leadership model was
when comparing it to community building. The Inclusive trait in community building
is be committed, be unconditionally accepting so that all people feel welcomed.
Empowering is demonstrated by being understanding and concern for oneself and
others. This allows it to be a safe place. When building a community it is important
to be ethical both with words and actions, so people receive the right message. The
purposeful trait is seen when everyone participates. The final train of being process
oriented is demonstrated when everyone and mindful and peaceful to assure
everyone is respected.
Relational Leadership Model
https://edld350group1.wikispaces.com/Relational+Leadership+Model
See Evidence 11
42. Student will describe personal application HDF 190 Best buddies ASB In HDF 190 we learned and studied the relational leadership model created by Komives, that details
of the above theory (Komives et al) the components inclusive, empowering, purposeful, ethical, and process-oriented. By the end of
studying this model we knew what each component understands, believes, and has skills in.
In Best buddies, an organization that connects adults with disabilities and college students, we are
inclusive because we open the club to everyone, at school, and in the community. We listen to ideas to
make the events more fun, and everyone is treated the same way rather they are a college buddy or a
buddy with a disability. Best Buddies is purposeful because their goal is to make the buddies with
disabilities feel accepted and loved in their community. We are reminded of this at every meeting and
we have ways to identify that our goals are being made.
During my Alternative Spring Break (ASB) trip to Louisiana I saw each component come out over the
week. We were inclusive when we allowed everyone to open up and tell their story, we listen to each
person we talked to over the week, rather or not they were from our school. For example, after a day of
service we welcomed all the neighborhood kids in the area we were serving in to come and play
games with us. We were empowering when we would cheer each other one, when one of us didn’t feel
comfortable about doing something. There were always moments that we were assuring that all of us
were getting something out of the trip. We were purposeful because we went on the trip with the
mission to serve a community that was effected by a disaster and with optimism and positivity we stuck
with our mission. The ethical component was shown when we would all participate in activities and we
could relay of everyone that they would do their part, so there was never any worry. Finally, ASB was
process-oriented with the fact that even though we were there to serve the flood problems, we knew it
would only be beneficial if we talked to the victims and understood what we were helping, rather than
just getting the job done.
If organizations do not have one of the components of this model, they will have problems. Each
component brings out a different important skill but coincides with the other components.
While being a trip leader for URI service corps it was important to remember all of
the traits of the relational leadership model. This was especially important during the
recruitment process. We wanted to portray the image of what URI service corps
really is. This organization is inclusive of all students, so we had to assure that what
we were staying and who we were choosing resembled that. We also wanted
everyone to know our purpose for the individual trips, but also the whole
organization. The ethical trait was another trait that stuck out during the recruitment
process because during our interviews and whenever talking to someone about URI
Service corps the information and attitude towards the organization had to stay the
same, so there are no mixed singled. Empowering will start now that we have the
trip teams made because we will truly demonstrate how each person has something
to offer. Process-oriented is another trait that happens behind the scene. After each
interview we would reflect on what happened, we made plus deltas to assure that
next year’s process goes smoother. The relational leadership model is very
prevalent in URI service corps.
Relational Leadership Model

https://edld350group1.wikispaces.com/Relational+Leadership+Model
See Evidence 12
concept of constructivism
44. Students will describe personal examples
of implementing constructivism
45. Student will demonstrate knowledge of HDF 413 CELS In HDF 413 we discussed experiential learning in leadership development. This
the Experiential Learning Model (Kolb) model it starts with new information. According to Kolb this could be done “by doing
an activity and then it would be the concrete experience.” (Komives, 2013, p.32)
Once the concrete experience is completed the information is then processed, as to
what the experience means and how it is important. Kolb then suggest that
something will be done with the information that was discovered. Kolb’s model is
viewed in a circular image, so then it is realized that information keeps being cycled
back into improving life. One easier way to view this model is thinking, what just
happened, So what makes this of value, and now what can I take from this
experience. In class we focused this more on talking about debriefing skills. This is
seen as thinking about what, so what and now what, This topic was first covered in
class after we did our first activity together as a group. We did the activity to see
where our comfort zone was. After the activity one of the TA’s asked us what we just
did, proceeding to ask was why doing that activity at the start of the semester was
important. Finally we ended with her asking what we could do with that information.
I find the experiential learning model beneficial when during service trips. While
being a civic engagement leader used this model a lot in reflections after every
event. It is helpful for participants to understand what they did during a project, then
to be able to realize how what they did made a difference. While being on that
happiness high from serving it is a good time to think of ways that the participants
can attribute to their own community.
See Evidence 24
46. Student will describe personal application CSV 302 ASB, CDC In CSV 302 for being an alternative spring break leader, we talked a lot about why
of the Experiential Learning Model (Kolb) these service trips matter and how we make that known to the group. The best way
we thought to do this was with the Experiential Learning Model. In being a trip
leader our first task to decide what we are going to be doing on our trip. This
includes where we are traveling to and the theme of the trip. After we make that
decision we have to explain our reasoning as to why we picked that. Then we have
to brainstorm how all that information can be beneficial to us and others after the
trip. In class we really just had discussions about the model in relationship to
Alternative breaks, so that we are prepared to put it in action during and after the
trip.
For my Alternative Spring break trip to Denver we went there to understand more
about the resources there are for different communities and the environment. We
served with Denver Parks and Rec by mulching trees, Habitat for Humanity by
volunteering in a Restore and building a house, The Delores project, by cleaning the
shelter, and the Center on Colfax, just by listening to what they do and having an
open discussion about the LGBTQ+ community in Denver. All of these service sites
were of value because it gave us a better understanding of what struggles people go
through every day. We also learned about excellent resources that could even be
brought back to this communities in Rhode Island. By participating in these projects
we showed we care and value the people that may be overlooked, and in reflection

got into deep conversations about these topics. Now that the trip is over it is
important we continue having these conversations and bring others into them, by
sharing the lessons we learned. It also helps that we had such a great connection
with the organizations we served because we can reach out with them with any
question and assist them in any way we can from afar. During times like this
pandemic it is essential to be thinking of these populations and assuring they are
getting the resources they need as well. While cleaning at the Delores project it came
to our attention that the people currently without a home, are extremely terrified in
the pandemic and how they will survive. It is also important to try to find the
resources like the ones in Denver in our home areas because home insecurity,
discrimination and environmental problems happen everywhere.
Another time I use this model is while working at the child development center.
When a child is acting up, or not doing anything in some cases, we examine what
the action is they are doing. For children who are acting up we figure out if they are
at harm to themselves or others. Then we try to discover why they are acting like
that. Were they triggered, are they sick, are they having trouble expressing their
emotions. Once we know the why we can then put a plan in to action on how to
respond to the situation. If the child is acting up, not doing any harm, and seems to
just want to get attention we ignore the situation. If a child is triggered we talk with
them and explain appropriate responses. We also create plans with them once they
are calm and collected on how to respond the next time this happens. We as
teachers also have meetings on how to respond to certain children to assure they are
not getting different directions from every adult.
See Evidence 66
47. Student will show knowledge of the HDF 190 Best buddies, CSV 302, ASB In HDF 190 we learned about the social change model. According to Astin, the
“Social Change Model of Leadership social change model are the seven C’s that need to be accomplished in order to
Development” by Astin et al make things happen. In learning about the seven C’s we did it in a series of
questions with a different amount of people. The first three C’s are individual based
so we grouped up and asked our partners about Conscious of self, congruence, and
commitment. With my partner we came to the conclusion the conscious of self is
important because in order to help other people you need to fully understand
yourself because giving advice to others without fully believing in it doesn’t help
either of you. Congruence is important because it means that you aren’t afraid to
stand up for your beliefs while in the middle of working in a group. And Commitment
is important because it gives you the strength and desire to continue the project at
hand. The next three C’s are group based, so we talked in our small groups of eight
and discussed collaboration, common purpose, and controversy with civility.
Together we thought that collaboration is important because this is the time that
everyone is able to find out what is going on and start to get on the same page. The
common purpose is necessary in order for the group to be getting the same things
out of the project and knowing that they are doing it for a reason. Controversy with
civility is good because people always will have differences in opinions and if one
person just shuts out someone’s’ idea than the group will not work as well together.
The last C has to do with society so the whole class came together and determined
that citizenship is important because it makes you feel connected to what you are
working on and that will be the ultimate change, since it will make you want to keep

talking about it.
In Best Buddies, an organization that connects adults with disabilities and college
students, we must understand each of the C’s in order to help the buddies feel
connected to us. The individual C’s are mostly looked out before you join the club in
order to know that the organization is for you, you will work well with all the
members, and you will be committed to making this change happen. As a group we
collaborate to make ach event the best it could be and we have controversy with
civility whenever there is a complainant that needs to be addressed, and our
common purpose is to make the buddies feel accepted and loved. Finally, with the
community buddies and the college buddies we are able to see the change
occurring with the friendships that have been made.
In CSV 302 we talked about the social change model in order to see after Service
trips. The individual C’s are looked at before leaving for an alternative spring break
trip. You have to be conscious of yourself, and know where you stand in order to
serve others. Congruence is needed to recruit people for your trip, or even let them
understand why you're taking this trip. Commitment is important in the sense of a
service to for committing to go but also being committed to understanding and
helping the cause you are serving. Collaboration is important on an ASB trip
because you are working with other students and community organizations. The
common purpose of the trip allows you to set the focus and be able to find the
organizations you will serve. Controversy is needed for an ASB trip because not
everyone is going to agree with you going there and some people you see will not
want to be helped and you need to respect their choices. The final C of citizenship
this would be the URI students coming together with the area of their trip, and this is
when they will feel connected to the organization and potentially see the change
happen.
Social Change Model of Leadership Development
http://goforward.harpercollege.edu/services/involvement/leadership/model.php
See Evidence 13
48. Student will describe personal application HDF 190 ASB As activity for HDF 190 both of the classes met and we were divided into six different groups. Our first
of the above theory (Astin et al) task was to make a house with a group of people we weren’t used to working with. According to Astin
the Social Change Model breaks the C’s down into three different sub categories; Individual, group,
and community. The individual stages were consciousness of self, we each learned where we stood in
the process and what we could contribute to the building of our house, Congruence was when we each
expressed our thoughts and concerns on the task and we were able to address them, and
Commitment was when we all participated in making the best house that we could. The group stages
of this model were shown by: collaboration we would talk as a group and discuss what the best way to
go about the task were, we listened to each person’s ideas, such as how to make the house creative
or how to actually build the house, then came together as a group to pick the best version of the plan,
Common purpose we all wanted to make the best house and if one person didn’t want this it could
have ruin the all process of making the house, and controversy with civility was when we had different
opinions being stated, for example what shape the base of our house should be, we tired both of the
choices that were said and went with the one that worked best for us. With doing that we didn’t just
belittle the other person’s opinion. At the end of the activity we came together as a class to connect all
of or houses and build a community. This was to demonstrate the each of us representing more than
just ourselves.
During my alternative spring break (ASB) trip to Louisiana, we needed consciousness of self to know
where we stood in how to serve the victims of the floods. Commitment was all of us knowing that we
were there to serve the people of Louisiana and help each other reach our goal. There was
collaboration with each activity we did, for example when we gutted out a house and yard the first day
we collaborated so each person would have a job and we all agreed with what was going on. The
common purpose between all of us was to be there for each other and to serve the community. The
controversy with civility came out whenever we had conflicts. For example, one day we had to build
shelves with no directions and everyone had a different idea of how to do it, so we listen to each
other’s ideas and went along with the one that made the most sense, but in the middle of doing it that
way we had to switch to another way in order for the job to get done. Community came out because of
the way we were all working together all week and seeking advice for each other. Also one of the days
when we had some free time and had the family that we were serving with and their neighbors all
come together to play games.
Social Change Model of Leadership Development
http://goforward.harpercollege.edu/services/involvement/leadership/model.php
See Evidence 14
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 HDF 412 ASB In HDF 412 we reviewed what the Strengths development model is. It is when there is a combination
the Strengths-Development Model by of self-awareness others-awareness, self-management, and collaborative engagement. Self-
Hulme et al awareness is knowing what you need to function in a team. Others-awareness is how you view other
people and what you think they are like based on their actions. Self-management is being able to work
on a team and at times putting your wants behind someone else’s. It is also being able to identify what
skills you need to complete the task. Lastly collaborative engagement is working with other people and
allowing each other’s’ strengths to come out to make the task the best it can be. In leading an
alternative spring break trip we have a team of four leaders this year. I am very adaptable and believe
everything will work out and one other leader is like that too. However the other two leaders like
structure and schedules to know what needs to be done and who is going to do it. I realized the I won’t
be able to do all this planning my way, so we compromised, but having weekly meetings and check
ins. For them the leaders that like schedules make them and they are two that keeps us on track for
the meeting. They write out updates they want to know, even if they were not the ones responsible for
it, just in case us “go with the flow” leaders forget. We have been very successful in this arrangement
thus far, and no one has gotten stress out yet, well over this system.
Henck, A., & Hulme, E. (2007). Building a team through strengths-based leadership in higher
education. The Chair Academy Jacksonville, Florida.
See Evidence 38
52. Student will describe personal application HDF 412 Working at a daycare In HDF 412 we reviewed what the Strengths development model is. It is when there is a combination
of the above theory (Hulme et al) of self-awareness others-awareness, self-management, and collaborative engagement. While working
in a daycare this is needed all the time to assure the best learning environment for the children. This
past summer I had the opportunity to be a led teacher in a toddler classroom for a week. I was in
charge of making the lesson plans and deciding how we were going to spend the day, however there
was also another teacher in the classroom with me. I was aware that I do better engaging with the
children, doing activities with them, rather than explaining. I also get bored if there isn’t a lot to do, so I
wanted to plan more stuff. I was aware the kids are the same way, they are toddlers and when they get
bored trouble starts to happen. However it was not a routine they were used to. I was also aware that
the other teacher in the classroom liked to say neat and organized, and did more of the tedious
activities, like changing diapers, getting meals ready, and other things like that. For the lesson plan
that week I wanted to do “Let’s get Messy” and just allow the kids to make a mess in a educational
way, such as painting with fruit, having jello in the sensory bin, duping out toys, having a dance party in
paint, and stopping on grapes. I decided I had to talk to the other teacher to assure she would be

alright with these activities, because I knew she liked to be clean. To my surprise she was excited
about all the activities, as long as she herself didn’t have to get messy. So she took the pictures for the
parents, and cared for other needed task, while I engaged in the projects with the kids. I was able to
compromise with some things, and work with the other teacher to assure she felt comfortable with the
plans before I implanted them
Henck, A., & Hulme, E. (2007). Building a team through strengths-based leadership in higher
education. The Chair Academy Jacksonville, Florida.
See Evidence 39
53. Student will demonstrate knowledge of
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 HDF 413 retreat
anthropology / paradigms relate to
leadership
70. Student will describe personal example of
using cultural anthropology / paradigms as
a leader
71. Student will demonstrate knowledge of the
“Cycles of Socialization” (Harro) theory
and its uses in leadership
72. Students will demonstrate personal
application of the “Cycles of Socialization”
(Harro)
“Cycles of Liberation” (Harro) theory and
its uses in leadership
74. Student will demonstrate personal
application of the “Cycles of Liberation”
(Harro)
“Configuration of Power” (Franklin) and its
relationship to leadership
application of the “Configuration of Power”
(Franklin)
racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett & Atkinson;
Ferdman & Gallegos; Kim; Horse; Renn
etc.)
application of model(s) of racial identity
development above
79. Student will demonstrate knowledge of HDF 412 ASB LA In HDF 412 we read about Gender Identity development and also reviewed it in class. One gender
models related to gender / identity / identity model that sticks out to me is Lev’s Binary system vs his continuum. The system is based on
gender identity development (Lev; the fact that everything aligns and only goes in one line. While the continuum proves that “in any
Bussey; Bussey & Bandura; Bilodeau; category people can change their behavior presentation or identity and none of these categories
Gilligan; Belenky et al; etc.) represents an immutable entity” (Lev, 2004, p.96). I like this because it breaks the norm, it proves that
any gender can do want they want without it being assumed they are not straight. One example I have
with the binary system was on my first alternative spring break trip in Louisiana. WE were serving Brec
tree farm, and they didn’t something to be done that involved heavy lifting. The volunteer coordinator
asked if any of the guys were available, and at the time we had more girls available. That person did
not want the girls to do the heavy lifting because “it was a job for a man”. Then the girls on out trip
believed the continuum and that gender, didn’t determine strength, so when he walked away to go find
someone else, the girls went to carried the item where it needed to go.

Patton,L.D.,Renn,K.A.,Guido,F.M.,&Quaye,S.J.(2016).Studentdevelopmentincollege:
Theory,researchandpractice(3rded.).SanFrancisco:Jossey-Bass
See Evidence 40
80. Student will demonstrate personal HDF 412 Mountain TOP After learning about the gender identity model in HDF 412, I realized it does in fact relate to me. In the
application of model(s) of gender identity Conceptualization of binary systems of sex, gender identity, gender role and sexual orientation, your
above sex led to everything. I you were male, you are a mand you would do masculine activities, and
females, are woman, and would engage in feminine activities. This model means that female cannot
do masculine activities. However int the relationship among sex, gender, gender role , and sexual
orientation fluid, continuum model there is no definite relation between each of the characteristics and
there is not set side for each. I realized this relates to me because there are activities I engage in that
are typically masculine activities, even though I identify as female and a woman. I love building and
using power tools to complete projects. I also like just getting my hands dirty. I feel accomplished when
I am able to complete one of these projects on my own. One of the mission trips I go on every summer
is to Mountain TOP. During these trips it is assumed that all participants will participant in the use of
power tools, heavy listen, and not caring about appearance. There is no assumption of task you should
be doing based on your sex. If sex did decide that I could only participate in feminine activities, I think I
would be so bored in my life.
Patton,L.D.,Renn,K.A.,Guido,F.M.,&Quaye,S.J.(2016).Studentdevelopmentincollege:
Theory,researchandpractice(3rded.).SanFrancisco:Jossey-Bass
See Evidence 41
81. Student will demonstrate knowledge of HDF 412 Internship with FPCW In HDF 412 we read and discussed Astin, Astin and Lindholm’s constructs on spirituality and religion.
additional social identity development Each topic has points that access the depths of practice in a college student. The five measures of
model(s): Sexual ID, Faith & Spirituality, spirituality are spiritual quest, equanimity, an ethic of caring, charitable involvement, and Ecumenical
Disability, Social Class (Dillon et al; worldview. Spiritual quest is when a student begins to understand their inner peace. This could be
Fowler; Parks; Astin et al; Peek; Smith; done in a variety of ways, but allows for connection between the rest of the constructs (Patton et al.
Johnstone; Gibson; Forber-Pratt & 2016 p.211). Equanimity is the ability to overcome hardships, while staying focused on one’s inner
Aragon; etc.) peace. Ethic of caring is self-explanatory in the fact that it is overall caring about others. Charitable
involvement corresponds with ethics of caring, with it being the act of caring for others (Patton et al.
2016 p.212). “Finally Ecumenical worldview represents a sense of connectedness to all beings”
(Patton et al. 2016 p.212). These measures express a student’s spirituality identity. The five measures
of religiousness are religious commitment, religious engagement, religious/social conservatism,
religious struggle, and religious skepticism. Religious commitment is a student’s dedication to follow
religious teachings. Religious engagement is the involvement of practicing the faith. Religious/Social
conservation is the disagreements students may have based on their faith. Religious struggle is when
beliefs conflict with their new experiences in college (Patton et al. 2016 p. 212). Finally, “religious
skepticism is the antithesis of religious commitment and engagement” (Patton et al. 2016 p. 213).
These are the constructs that measure a student’s religiousness according to Astin, Astin, and
Lindholm.
Over the summer I had an internship with the Frist Presbyterian church of Whippany youth group. I
attended and advised all their summer mission trips. Even through these trips were religious based, I
didn’t feel as connected to the religious measures has I did the spiritual measures. I had an inner
peace on the trips, I was able to overcome all the hardhsips of the internship, and mission trips. I truly
cared for everyone I encountered over the summer, rather it was the people I served, or served with I
wanted to do anything I could for them. Lastly during all the trips and the internship overally I felt really
connected to everything I was doing, it never felt forced.
Patton, L. D. , Renn, K. A., Guido, F.M., & Quaye, S. J. (2016). Student development in
college: Theory, research and practice (3rd ed.). San Francisco: Jossey-Bass.
See Evidence 42
82 Student will demonstrate personal HDF 412 ASB After learning about the Religious and spiritual measures in HDF 412, I believe my spirituality is more
application of additional social identity important to me than my religiousness. I believe I practice all five constructs for spirituality compared to
development model(s) above only one for religious. I practice religious commitment by being open to learning about religion, but I
am not dedicated to one group. When looking back at my college life I started this spirituality journey
freshman year without even knowing it. It relates strongly to my involvement with URI Service Corps
and alternative spring break (ASB) trips.
I started the spiritual quest when I was having a difficult time adjusting to college life my first semester.
I knew I had to do something to understand my purpose for being at URI. I saw the application for ASB
and it reminded me of the involvement I did in high school. I got accepted, but then in December I had
a major falling out with friends, that made me not want to go back to school. All winter break I was
having anxiety attacks about coming back to school, but I really wanted to go to Louisiana for ASB. I
believe me coming back to school despite all the difficulties I was going through would be equanimity
because I was being very positive that this trip would change things. Ethic of caring was evident in my
desire to serve the community of Louisiana after the 2016 flooding’s, but also my involvement after that
ASB trip, and learning about many under looked populations. This still continues for my ASB trip this
year going to Colorado to learn how and why different communities are excluded from many things. My
charitable involvement is me actively participating in these trips, and many other service events. Finally
my Ecumenical worldview is my strong connection I feel while doing all of this work. I feel a spark and
desire to learn and educate myself on all these issues, it is what makes me feel whole.
Patton, L. D. , Renn, K. A., Guido, F.M., & Quaye, S. J. (2016). Student development in
college: Theory, research and practice (3rd ed.). San Francisco: Jossey-Bass.
See Evidence 43
83. Students will demonstrate knowledge of
McIntosh’s theory of privilege and its
relationship to leadership
application of McIntosh’s theory
85. Student will describe the differences and
similarities of individual and institutional
oppression and relationships to leadership
(Source = Three Dimensional Matrix of
Oppression)
86 Student will demonstrate knowledge of
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87. Student will show knowledge of effective HDF 190 M.O.P. In HDF 190 we learned that a change agent was someone who has an understanding, motivation, and
leadership as it relates to change agency skills to create a change. In the course packet there is a group that describes what a change agent
should understand, what they should have, and what they can demonstrate. For example, a change
agent understands strategies for overcoming resistance, they have a positive perception on change
and they can demonstrate the ability to influence systems. I felt like a change agent while participating
in the Multicultural overnight program (M.O.P.). For the M.O.P. URI invited high school seniors who
defined themselves as diverse to come spend the day and night at URI. As a college student I was
able to do a speed dating activity and other activities that got the seniors excited for college. There
were times that the seniors didn’t want to participate in the activity, but we were able to change their
minds by trying new ways. For example, some students didn’t want to talk during the speed dating
because they were shy or nervous about college. But instead of having those people ask me questions
I told them a little about myself and asked them about their interest and related it to something we had
at URI. Throughout the entire day myself and the other college students kept a positive attitude
towards being with the seniors and also about URI to the point we were able to demonstrate how much
we all loved URI. Then the next morning at welcome Day a bunch of those seniors committed to URI,

so we were able to see the change in some of them.
See Evidence 15
88. Student will describe personal examples HDF 190 ASB In HDF 190 we learned what it meant to be a change agent. A change agent
of being a change agent HDF 413, SOLC, Working at the understands change is a process, they have a willingness to step outside of a
CDC comfort zone, and they demonstrate the willingness to take a risk to make a
difference. During my alternative spring break (ASB) trip to Louisiana each of us
were change agents. Before we went on the trip we did research to see how the
floods and other natural disasters have affected Southern Louisiana. Upon Leaving
we knew that we were not going to see all the change happen in the one week we
were there. Once we started the projects as small as they were, cutting vines, we
knew that the task that we were doing was going to make a difference. There many
times each of us had to go outside of our comfort zone to accomplish our task. One
of the times I did was when we were working with two other college groups to clear
out a park. We had to divide into groups up three, and I went off with two people
from other colleges, it was out of my comfort zone because I get really shy around
new people. At times on the trip we had to take small risks. I encountered this when
we were getting a house ready to be painted again after it was destroyed by the
flood. We had minimal supplies to finish this task, so we had to use random items
still left in the house as steps in order to reach the ceiling and high walls. Even
though we had some challenges in the course of our ASB trip we all knew that we
were making a difference to how the community looked after the floods and other
disasters
In HDF 413 we were change agents in a different way than I was used to. Our goal
was to learn how to facilitate, but we mostly did that in terms of SOLC. SOLC vision
of change agents is to make sure that an organization knows how to reach their
goals, through team building, communication, conflict resolution, or other task.
Consultants in SOLC tailor each retreat to meet the needs of the specific
organization. It is also understood that these retreats are not going to better all of
the organizations problems in one day. We give them the resources to know how to
start solving these problems.
Another time I feel that I am a change agent is at the Child development Center
(CDC). When I first started there, it was a different way of teaching than I was used
to. However I learned how they taught. One new thing for me was conflict resolution.
At the CDC we do not tell the children “no”, or tell them the “right way” to do
something, we let them come up with the solutions. We do this by sitting down with
the children that are having a problem and getting both sides of the story, then
rephrasing what they said, and then allowing each child to agree on a solution. In
September I thought this process was crazy, there was no change and the children
were just being crazy. Now in December I can see how doing this process with them
all semester has benefit each child. Now they (some of them) are able to talk over
conflicts without an adult and think of solutions, without any guidance. This is being
a change agent in the children’s lives because it is allowing them to think for
themselves.
See Evidence 16
89 Student will demonstrate knowledge of the HDF 413 HDF 203/working at the CDC In HDF 413 we learned about the Model of Intercultural Sensitivity. The textbook
“Model of Intercultural Sensitivity” by states Developmental Model of Intercultural Sensitivity is made up of six stages that
Bennett and its uses in leadership describe having contact of people that are different from them. Stage one is denial
of difference, stage two is defense against difference, stage three is minimization of
difference, stage four is acceptance of difference, stage five is adaptation to
difference, and stage six is integration of difference. (Komives, 2013, p.203-204). In
class we did an activity where we each had to describe ourselves. We used I am
statements then shared them in small groups. We also did an activity where we
identified how different topics relate to our lives. I feel that by doing this we were
able to understand the differences in our class. This activity helped highlight these
differences to me.
One point in my life where I really notice the stages that I am at is at my work at the
Child Development Center (CDC). Each child has such a unique personality and are
very different from each other. By being at the CDC for a semester I feel that I have
been through each stage of Intercultural Sensitivity. Stage one and two were brief
and in the start of the school year for the kids. This was when each of the kids were
acting out but we just believed it was because of it being a new school year and that
the kids were just not used to the setting yet. Stage three of minimization happened
a few weeks later when we realized that those kids were not just acting out, but we
wanted the behaviors to stop. Stage four happened when the teachers decided to
take on the task of discovering ways to help these children develop. Stage five
started a few weeks ago at the CDC, the classrooms were rearranged in way that
benefits each kid, and changes were made to the schedule. Once the teachers and
kids got in the habit of doing these changes they moved into stage six of integration
because now all of the kids and teachers are working together in the same way.
Although this example did not focus on culture only I feel that his is a great vision of
the intercultural sensitivity model.
See Evidence 25
90. Students will demonstrate personal HDF 413 SOLC, URI Service corps In HDF 413 we discovered that Intercultural Sensitivity is understanding, accepting,
application of the “Model of Intercultural and adapting to the differences in a group, or the world in general. This model is
Sensitivity” by Bennett broken down into six stages, denial, defense, minimization, acceptance, adaptation,
and integration, I personally believe I stand at stage four, acceptance of difference. I
am aware of cultural differences, and accept that all people and/or cultures have
their own values and beliefs but they can still be successful together. I feel that I am
not farther than this stage because even though I am aware of the cultural
differences I do not know much about them. I am not yet able to understand how
different cultures may view different situations. I am only in total understanding of
my own beliefs and values. I believe that some of the organizations I am in help me
move to higher stages.
In SOLC we talk about being aware of difference often, just so that it comes as
second nature to us. We talk about ways we can alter activities during retreat. We
also assure that we are always talking in an inclusive manor, this is because
language is one of the first barriers you can set, so allowing people to feel
comfortable from the start will allow for stronger relations.
Through URI service corps I have seen many different cultures rather it has been
people that we are serving or the students that are part of the service trips. When I
first saw these cultures I would try to just ignore the culture and just talk about other
things. After a while I realized how culture makes each person so unique. I now love
learning about each culture. Each trip I take or person I talk to I learn more about
different cultures, however I am not in total understanding of all these beliefs. In our
weekly meetings for trip leaders for alternative spring break we discuss different
ways we can accommodate different cultures. One way we are starting to do this is
to find different places to stay on the ASB trips. In years past we have always
stayed in churches, but it came to our attention how some people may not feel
comfortable in a church. Not all the trips are at this point, but it is a question we
have asked all of our participants.
See Evidence 26
91. Student will demonstrate knowledge of the HDF 412 Best buddies In HDF 412 we were taught about the Action Continuum, a measure of one’s development in change
ally Action Continuum by Griffin & Harro regarding a certain social group. One side of it would be the supporting oppression side and the other
would be the confronting oppression side. From supporting to confronting it goes actively participating,
denying and ignoring, recognizing and not acting, recognizing and acting, educating self, educating
others, supporting and encouraging, and finally initiating and preventing. Actively participating would
make engaging in discriminating conversations or topics. Denying and ignoring would be hearing those
discriminating comments and not doing anything about it, just act like it didn’t happen. Recognizing
and not acting is when you acknowledge it was bad what was said, but still not trying to stop it. Then
comes recognizing and acting, so something is said or done to the people who were being
discriminating. Educating self is when you learn about the different identities, or issues that may be at
hand, after educate yourself you are able to share that information to educate others. Supporting and
encouraging is to be able to be there for the population being discriminated against and encourage
people to support them as well. Finally initiating and preventing is to engage in activities that will
prevent the discrimination. I would say within my time at Best Buddies I completed the whole action
Continuum in a year. It became evident with using the R word. I heard people saying it on campus, but
just ignored it. Then I got to the spot where I was annoyed by hearing it that eventually led me to
saying something about it. Then within Best Buddies meeting we would have conversations about the
R word and why it was hurtful. I then used that knowledge to the friends who had previously used that
word around me. I feel as though I was supporting and engaging by signing the pledge to not use the
word. Then I was initiating and preventing by working at the Spread the word to end the word booth
and getting others to sign it as well.
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 44
92 Student will demonstrate personal HDF 412 Time with family, ASB In HDF 412 we learned that the Action Continuum is measure to see where one is in making change
application of the Action Continuum by regarding a social group. In regards to socio-economic status, specifically looking at people without
Griffin & Harro homes, I feel that I am in between recognizing and action and educating self. I realize it is an issue and
want to do something about it, but am not entirely sure how. I donate jackets and blankets to shelters
and if I have spare change I will give it to people on the streets, but that is it. I realized I was in
between these spots when I was with my mom picking up my sister from Newark airport at midnight.
My sister was complaining about a homeless person being annoying and sitting in the recharge
station, that is open to anyone. My mom then said something else negative about the situation. It was
when the temperature was dropping really fast. I was really annoyed by them talking like this, but did
not know how to confront them. I started by telling them it probably was not those people’s choice, but
they kept having this conversation. Then by me just being completely aggravated with them saying
“this people are annoying”, while they were also talking about how cold it was, I said “well a handful of
them will probably die tonight in the freezing temperature”. They were shocked at my response, and
said that was said and they didn’t want to think about that. I realize that was the wrong way to handle
the situation because I just stopped the conversation, and did not make it a learning conversation.
I feel that if I am able to educate myself more on reasons people are currently without a home, and
learn of resources I will be able to handle these conversations better. I am attending the senior service
retreat in January, that I am sure will open my eyes more on this topic. My ASB trip also has a focus
on housing issues, so by researching the issues there I will be more informed. I also was to educate
myself on how to have these conversations with people and not just shut them out. I feel that on both
the senior retreat and ASB, I will have the practice doing this in a safe place and also where I can get
feedback on things to say. My hope is that my emerging myself in these safe settings, I will not get as
aggravated when I hear uneducated people talking. I will learn how to use those moments as a time to
calmly educate them on the issue.
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 45
93. Student will show knowledge of the HDF 412 URI Service Corps In HDF 412 we learned about Jackson’s Multicultural Organization Development Model. It first starts
Multicultural Organizational Development off with a continuum, begins with Mon-cultural multicultural and leads to non-discriminating
Model (Jackson) multicultural. In the model below that it is broken into six section an organization goes through to
become non-discriminating multicultural. The first is exclusionary, meaning there is no diversity at all
and all the people are the same. Next is club and this is when people from different backgrounds can
come but are not accepted. Then come compliance, where these people are beginning to be expected
in the organization. Affirmation is where these individuals are fully accepted into the organization, but
he values and mission of the organization are the same as it was in the beginning. The next section is
redefining, this is when the values, mission, and any bylaws are changed to prove that the organization
is inclusive of different cultures. The final section is multicultural. To fulfil this step the organization
needs to actively be accepting, inclusive, and following the mission they have made to include this. I
have had experience with improving an organization in this model with URI Service corps. We are
always saying we want to be more diverse, but previous alternative spring break trips have been
mostly comprise of similar looking people. We have changed application questions on demographics
to be more inclusive, and try to use the best word choice when advertising our trips. This year instead
of just saying we wanted to be more inclusive, we reached out and recruited at organizations that had
diverse backgrounds, especially ones that we thought had similar values to ours. I would say we are
trying to be non-discriminating, but I am not sure if that is what it looks like from an outsider, just
looking at our organization. But it is something we are all aware about, especially in the decision
making process.
Jackson, B. W. (2005). The theory and practice of multicultural organizational development in
education. In M. L. Ouellett (Ed.), Teaching inclusively: Resources for course, department
& institutional change in higher education (pp. 3-20). Stillwater, OK: New Forums.
See Evidence 46
94. Student will show personal application of HDF 412 URI Service Corps, DPHIE After learning about Jackson’s Multicultural organization Development model in HDF 412, I reflected
the Multicultural Organizational on some of the organizations I am in to see where they are in this model. I feel that URI Service corps
Development Model (Jackson) is on the right track, however my sorority DPHIE claims to be, but I think we can do better. I was a
founding member of this chapter and helped write the bylaws. I know that in them we want to be
accepting and welcoming of all backgrounds and encourage diversity. That is not what seems to be
done in actual life though. I feel as though we are only in the compliance phase, with having a few girls
who identify as multicultural, or a different culture then the majority of us. We are moving into the
affirmative phase, by having more knowledge of how to do this. We even have a diversity chair to help
us connect to different organizations on campus, and assure we are following this part of our bylaws.
Now that our leadership just changed, they are in the process of redefining the roles of this chair, and
how to strive to be more multicultural, especially during recruitment times, but then retaining that desire
all year long.
Jackson, B. W. (2005). The theory and practice of multicultural organizational development in
education. In M. L. Ouellett (Ed.), Teaching inclusively: Resources for course, department
& institutional change in higher education (pp. 3-20). Stillwater, OK: New Forums.
See Evidence 47
95. Student will show knowledge of the HDF 412 My sorority In HDF 412 we learned about the Multicultural change Matrix. This is a diagram for how people,
Multicultural Change Intervention Matrix organizations and institutions can put change into action, in hopes to better themselves. It is broken
(Pope) down into three different categories that need to go through two orders of changes. The categories are
individual, group, and institutional. Then each of those gets broken down into a first-order change and
a second-order change. For an individual the first order change is awareness, acknowledging the need
for change and reasoning. The second order change a paradigm shift, which is doing something about
the awareness you now have. For groups the first order change is membership, allowing more diverse
people into your organization. Then the second-order change is restructuring, in hopes to maintain the
membership and truly be a multicultural organization in your values. For Institutions the first order
change is programmatic. Therefore a change is made, but not implanted, or not used everywhere. The
second order change is systemic, meaning putting the changes into place in all departments and
assuring everyone is on the same page. My sorority is currently using the Multicultural change
intervention Matrix. I feel that we have completed the first order change of membership. All of us are
welcoming of people of diverse backgrounds, and we have a handful of girls who are. However we
were just talking about spring recruitment and how we want to be more diverse, but in order to do that
we need to restructure the way we do things. Some ideas we came up with is attending the
multicultural organization’s events that are held on campus to show that we support who these people
are, and we don’t just want them in our sorority for the “diverse look”. We want them because of there
values and their unique self, as we would want any sister.
Pope, R. L. (1993). Multicultural organization development in student affairs: An introduction. Journal
of College Student Development, 34, 201-205.
See Evidence 48
96. Student will show personal application of HDF 412 Safe zone After learning about the Multicultural change intervention Matrix in HDF 412 I feel like I have to do
the Multicultural Change Intervention more in my own personal life. I have always been aware of different cultural and backgrounds and
Matrix accepted them, but haven’t gone beyond that. One example of a different identity I realized I am not
actually promoting acceptance with is the LGTBQ+ community. I have always thought o be accepting, I
even was Safe Zone certified, but I haven’t done anything with that. I never advertise to people that I
am safe zone certified, and never really pay attention to the issues that this community faces, even
though I have friends who identify with it, I thought that was enough. For my paradigm shift, I realized I
need to be educated on this community, and want to learn ways I can actively be accepting, not just
mentally. Therefore after talking with my fellow leaders for URI service corps, we decided to make this
a part of our alterntive spring break trip. Denver Colorado, has what seems to be an actively accepting
community for the LGBTQ+ community. I want to understand the resources they and why people of
this community seem to feel safe there. Then try to bring that information back to other areas.
Pope, R. L. (1993). Multicultural organization development in student affairs: An introduction. Journal
of College Student Development, 34, 201-205.
See Evidence 49
97. Student will create a personal code of HDF 412 ASB Denver, VESA, Casa de After taking HDF 412 I realized that Inclusivity was way more than just including or excluding people. I
inclusive leadership espereaza really resonated with all of the identities that we discussed in this class, and while I always knew they
were a thing my perspective changed on all these unique identities and my curiosity for them
increased. Therefore I believe in order to be an inclusive leader you need to have an understanding of
your own identities, before you are actually able to appreciate others’ identities. Then I believe that it is
important to understand and accept other people’s identities. For me I see this as learning about the
person’s and or communities identity gaining an appreciation of where they are coming from. After that
I find experiencing that identity by asking questions, doing more research, or actively engaging is the
best ways for me to be fully aware of my knowledge on that identity. Lastly I want to share the lessons
I learned from my experience and educate others on all the unique identities that there are. When
being involved in inclusivity it is important to still stay true to yourself and your credibility.
My volunteer experiences have really helped shape this code of inclusive leadership. By going to
Ecuador for two weeks I was able to emerge myself in the culture of Misualli and other small villages.
In the beginning of the trip I feel I was not getting the best experience, but then once I started talking to
locals and explaining my minimal knowledge of Spanish I made a connection with them. From then on
they all encouraged me to speak Spanish to the best of my ability, and they would help me. When
meeting someone knew I would always say I only speak a little Spanish, to stay true to myself and not
mis lead them. This trip taught me the importance of knowing my own skills and being comfortable with
them in order to gain the most I can.
While traveling to Mexico I was now comfortable explaining my Spanish speaking abilities and went on
a shopping trip with a family we were serving. We went to Walmart and I was thinking about what I
would get to fill a new home, so tried mentioning those things to the mother. After seeing the confusion
on her face, I thought it was because my Spanish was bad, but it was the culture of the area we were
in. I realized I was forgetting to ask about her identity and learn more about her culture. I then decided
to stop suggesting and start asking about her life. I feel as though those conversations made the two of
us closer. It also let me know about the cooking and food storing culture of Rosarita Mexico.
The experience that really made me finalize my code of inclusive leadership was my alternative spring
break trip to Denver. I was extremely nervous to have inclusivity as a theme because that met, I would
have to teach participants about inclusivity. I thought that because of my own identities that would be
extremely hard, and I would not have the credibility to do so. When bringing this concern up to my co
leaders, they were extremely supportive and we aggreged to have an open communication about it. If I
had questions on an identity I should ask, and if I knew information about one I should share. We
encouraged this communication throughout our whole trip and brought our participants into it. That is
when I realized that experiencing an identity can have many different forms, but what really is
important from that experience is what you learn. Conversations is just another way to experience it,
and those conversations can create many lessons. The way to educate others about inclusivity is to
just share the lessons you learn, rather it be from conversations, or formal presentations, the point still
gets across. Therefore my code of inclusive leadership is to understand your own identities, to be able
to fully understand other identities, then experience other identities and share what you learn to
appreciate all the amazing people and cultures there are in the world.
See Evidence 67
Outcome Category: Critical Thinking
Outcome Target Additional Descriptive notes regarding learning and practice

class Experiences
98. Student will show knowledge of HDF 412 Writing papers In HDF 412 we reviewed different fallacies and how they can get in the way on critical thinning. First it is
principles of critical thinking and important to know that critical thinking is defined as “Intelligent reasoning with supporting evidence to help
fallacies (logic is used in this minor) make wise decisions.” It is important in leadership because it allows communication to be ethically and
logically. It also builds credibility. Fallacies are errors that occur when making these reasonings and providing
evidence. There are six different types of fallacies we learned about. They are Hasty generalization, Begging
the question, Complex question, Ad hominem, false analogy and slippery slope. Hasty generalizations are
when conclusions are made, without the proper evidence. Begging the question is circular reasoning, and
never really answers the question at hand. Complex question is when there is not a correct answer to the
question. Ad hominem is when the issue is not looked at, rather people are. False analogy is when two things
are linked together, that shouldn’t be. Slippery slope is thinking that one action will cause multiple unwanted
actions. There are also two other conditions that can get in the way of critical thinking, group think and
prejudice. Neither of these situations allow for a person to think clear headed. They both have preconized
notions about the topic or group. After reviewing all these fallacies and what critical thinking really is I realized I
use this all they time when writing papers. Especially research papers, I go in thinking that my side of the topic
at hand is right based on information I have been told. Often though I realize the facts I knew before are just
opinions that are often not supported. An example of this was when I was writing a paper on alternative
treatments to lung cancer. I had started thinking that chemotherapy was the worse treatment and causes so
much harm to patients, when in reality it was the safest option for the chronic illness. When reflecting on why I
thought it was not, it was from hearing things on TV shows, and from people who have not experienced the
treatment. It is a unfortunate chronic illness to have, and to need to have to treat, but chemotherapy does
safely help the patients, compared to alternatives.
Boyd, M. A. & Camba-Kelsay, M. J. (2018). Critical and reflective thinking for effective leadership [PowerPoint
Slides]. Retrieved from (https://sakai.uri.edu/access/content/group/3b3c73bf-2d41-45d4-a5b8-

a0149062143d/Module%20I%3A%20Critical%20Thinking/412-Critical-Thinking.pptx
See Evidence 50
99. Student will demonstrate proficiency of HDF 412 URI service corps In HDF 412 we had to watch the movie “12 Angry Men”. It was about a jury of all men deciding if a young black
critical thinking man was guilty of a crime. They needed to have a unanimous decision. At first all but one man thought the
young man was guilty. They then had to explain there reasoning. Within the explain there were many different
fallacies used. From talking all of them out, by he end of the movie they were able to make a decision based
on just the facts without putting any preconceived notions in place. I believe this was helpful because it was a
visual of what fallacies look like. I have used this information in URI Service Corps, when looking up
reasonings for choosing our trip location and theme to Denver. I wanted to assure that the articles and news
sources I saw and read, were the facts and not opinions. I wanted to be able to know he situations that are
happening and be able to make my own opinion on them. So now when I read or watch these sources I am
able to identify the fallacies that are there and see if they take away from the situation.
See Evidence 51
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 HDF 412 URI Service corps advisory In HDF 412 we read the book Crucial conversations and learned how to turn crucial conversations into action
five decision making methods bored and results. The first step in doing this is to make a decision of how to do make to do this. Four methods of
. doing this is Command, Consult, vote, and consensus. A fifth decision method is to take the action and just do
it. Command decisions result from the demands of the situation. One cannot fully control the result and can
only decide how to make the situation work. Consulting is when others’ input are wanted before a decision is
made. It allows for a new perspective, and shared thoughts to be discussed out loud in order to make an
informed decision. Voting is narrowing down choices and having a group of people chose their favorite option.
Lastly consensus is getting an understanding of how people are feeling on the situation. I have had practice
using all of these methods by being on the advisory board for URI Service corps, especially for recruitment
ideas. We understand that there is a need to get people interested in URI Service Corps, we talk together as
an advisory board to come u with ideas of what this should look like. We then consult with our individual trip
teams to get a better understanding of where all the leaders stand. When we have multiple choices we will
have votes, through Facebook or Group me polls, then just go with the most poplar one. We also do dealing
consensus with each other to assure everything is going well and we thing that decision is helpful. Then we
take action during fast needed decisions when there is no time for the rest of these steps.
Patterson, K., Grenny, J., McMillian, R. & Switzler, A. (2002). Crucial conversations: Tools for talking when
stakes are high. New York: McGraw-Hill.
See Evidence 52
103 Student will describe personal HDF 412 Equal eats advisory team In HDF 412 we reviewed different decision making skills. They were command, consult, vote, consensus,
examples of having used five decision and . This past year I was selected to be in a Facebook group to act as an advisory board member for a
. making methods company called now called Equal Eats. It used to be called allergy translations, but the creator felt that name
was not inclusive for all dietary restrictions. This company translations restrictions from English to about 50
other languages to help people feel safe when traveling. Since one side of the card is in English it can be used
locally as well. We went through the command step was put into place when it was brought to the attention to
change the name, the company then reached out to people that have brought cards before and explained the
situation, then forming the advisory team. The first decision we made was what the new name should be. One
person made a post in our Facebook page asking for suggestions on names. This was a form of consulting
because it gathered our input and reasonings for the name. Once there was a good selection of names the
owner narrowed it down to about four of them, where he then created a poll for us to vote on what one we
thought was best. Once the voting was done he made a post announcing the winner and asked for our
opinions on the final name, which was taking a consensus on how we felt. The last decision method that was

used for this name change was to take action, and implement the change. We then continued using all these
methods for every detail of the new restriction cards. These decisions included the new logo, layout and colors
of the card, and word and symbol choice to use. The advisory team took place for a few months and included
many discussions, that would bring up new demands and start another cycle of decisions on the smallest
factor. However now that most of those are down the cards are being translated and the finish product looks
really good, and I feel it will benefit many people and lower the change of reactions. Now the only thing left is
to edit the translations and assure they translated properly.
Patterson, K., Grenny, J., McMillian, R. & Switzler, A. (2002). Crucial conversations: Tools for talking when
stakes are high. New York: McGraw-Hill.
See Evidence 53
104 Student will show knowledge of at least HDF 430 CDC In HDF 430 we had a whole lesson on conflict in families and how to deal with them. Through the TedTalk the
five problem solving / conflict Beauty of Conflict, we learned different strategies to dealing with conflict. One key way that was told about for
. management methods, as well as ways to manage conflict is the way you speak. There is the acronym VOCAB that’s stands for different
understanding the roots of conflicts language responsibilities one should keep in mind during times of conflict. It allows for us to accept the conflict
and be able to make change around us. VOCAB stands for vulnerability, ownership, communication,
acceptance, and boundaries. This shows people how ther can take responsibility in the conflict. Vulnerability is
deciding to address the situation and allowing yourself to be seen, in what you what and where you stand.
When a person decides to be vulnerable they are not going to be defensive and blame others for the situation.
This form of facing conflicts can be challenging but it allows for communication and connectiveness.
Ownership is when you take the accountability for your emotions and actions, to understand how you got to
the point you are at and possibly introduce you to a change of perspective. Communication is when you are
able to ask, actively listen and express yourself. There is more to communication than just talking, it is how you
get your point across, allowing the other person to feel heard, and it can create empathy. Acceptance is a
factor that is easier said than done, because it is coming to terms of reality and letting of what you cannot
control. This is an important step to remember that conflict is about change so there is going to be some loss
involved. Boundaries are a set of ground rules for acceptable behaviors, in order to create trust and get
through the conflict. This VOCAB outlook changed my perspective on how to calmly and respectfully get
through conflicts. This same Tedtalk changed my thoughts on conflict. Clair defines conflict as “a negative
experience and an indication that something has gone wrong” therefore it is important to better that wrong.
At the Child Development Center in Providence there is a specific problem solving routine. The first step is to
access the situation. This could be seeing if it actually needs extra help or not. Then going over to the problem
and starting with an I statement. Most of the time I practice this by going over to the issue as saying “I notice
something is happening over there”. This then prompts the kids to explain what is happening. It gives me a
time to listen and ask each child to share their story. After hearing the story it is important to rephrase what
was heard to assure I have the correct understanding. Then I would say an I statement, in hopes for them to
create a solution, so I would listen to how they react. It may be needed to repeat these steps after, or just
assure that all people involved agree on the solution. This process allows for each person to speak and be
heard, and emphasizes agreement to the problem. I have practiced this with kids at the CDC and at the day
care I work at in NJ and have seen improvement in their actions. It gives space for the recognition of feelings,
which helps create less conflict for the reminder of the day. This problem solving routine correlates to Clair
Canfield’s VOCAB methods because it gives space for vulnerability in expressing how you feel, it takes
ownership when each person expresses how they feel, communication is being made by actively listening to
each side and rephrasing for understanding. Acceptance and boundaries are being made in the solution when
it is realized that a change has to be made and in order to agree so somebody may not be able to control it. In
the case of working with preschoolers I would say the boundaries come from the teacher knowing when to
jump into the conversation, and when it could be done between the children.
Canfield, C. [TEDx Talks] (2016, December, 1) The beauty of conflict ⎥Clair Canfield⎥TEDxUSU [Video File].
Retrieved from https://www.youtube.com/watch?v=55n9pH_A0O8
See Evidence 68
105 Student will describe personal HDF 430 ASB Denver After watching the Beauty of Conflict on HDF 430 I realized that the keeping the methods of VOCAB in mind
examples of having used five problem when dealing with conflicts and problems is very beneficial. VOCAB stands for Vulnerability, Ownership,
. solving / conflict management Communication, Acceptance, and Boundaries. Another important lesson from that TedTalk is the outlook of
conflict in the video. Conflict occurs when there is something that went wrong and the goal is to try to tend to
the wrong.
One problem that I had recently had to deal with that the VOCAB methods helped with, was while on our
alternative spring break trip in Denver. We were at the Habitat for Humanity of Metro Denver ReStore for our
service day. During the orientation the leaders got an early word about the high chance of school being closed
due to COVID-19. The problem at hand now was that we were at a service site, to be there for the
organization, but knew tough news was coming to each of our participants. We decided to set a boundary that
day for phones not to be on anyone. We put them in a locker. We did this because we wanted everyone to find
out at the same time. This showed our vulnerability because each of us leaders had our phone on us, for we
wanted to know first to be able to share the news to everyone at the same time. We took ownership at this
decision, so when the news finally came out about an hour an half into the word day, the four of us met up and
took a notice of our own emotions. We also noticed the weird energy from each of the participants and realized
we had to tell them in that moment. We went to the volunteer coordinator and told him about the situation.
Then we called all participants to the break room. We communicated with them about the news, why we told
them to keep their phones there, and our dilemmas. We also listened to each participants on concerns that
they may have. It was after that when we all took acceptance that we cannot change the situation that is
happening in Rhode Island, while in Denver, but we could focus on our attitudes, and serving the organization
we were with. We had more boundaries were created by the trusting the fact that we as leaders were there for
our participants and each participant was open with each other. We encouraged breaks, and healthy coping
habits. By keeping the VOCAB methods in mind we were able to address the problem of finding out bad news
while on a service trip together and rationally.
Canfield, C. [TEDx Talks] (2016, December, 1) The beauty of conflict ⎥Clair Canfield⎥TEDxUSU [Video File].
Retrieved from https://www.youtube.com/watch?v=55n9pH_A0O8
See evidence 69
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 Presentation In HDF 412 we read and reviewed different theories and models related to crisis
leadership that is used in crisis (i.e.,
. James & Wooten; Garvin; Covey;
leadership. One of them was James & Wooten’s Competence in Times of Crisis. They first
define how a crisis can be sudden or smoldering. In both situations the crisis should be
Frohman; Lalonde; Schoenberg; Joni;
Braden et al; etc.) acting on. They also layout the phases of a crisis, which are signal detection,
preparation/prevention, containment/damage control, business recovery, and learning. I
appreciate these phases because I feel as though the signal detection is often overlooked
because of the actual crisis. People often are unsure how something occurred, but there are
often signals before they occur. I also like the learning phase because that is how change is
made after a crisis. We also learned about Covey’s High Trust leaders. There are three
different behaviors that make a high trust leader, character behavior, competence
behavior, and a combination of the two. Some of these traits include, talking straight,
creating transparency, deliver results, confront reality, and keep commitments. Over all
people who are able to communicate well, stay of track, keep their word, and have goal
are trusted in crisis situations. Another one I enjoy is Joni’s theory of Never Waste a Crisis.
I like it because it is straight to the point. She expresses that people need to first figure out
and plan how to survive and assure that everyone knows how. Then ask yourself what
you can do now after the crisis that you couldn’t do before. Finally she stresses no whining
because it is definitely now going to help. A leader needs to remain rational, and not
complain. We did presentations on class, after we learned about different crisis. My group
focused on the Southwest airlines crisis of a person getting sucked out of a plane, after a
engine failure. The pilots and flight attendants became high trust leaders because they
were transparent. While remaining calm. Them kept their commitment to landing the
plane and trying to keep everyone safe. They were even giving the person CPR. They
stuck with the plans they knew to keep the problem at a minimum and didn’t complain
about why the problem was happening to them. The pilot detected the engine problem
and reported the emergency landing. They then had the mask down and the sit belt sign
on. Unfortunately the window then broke, so the flight attendants had to contain that issue
of reminding people to stay in their seats, and closing off the whole, once the person was
back inside. Southwest Airlines then went into business recovery by explaining what
happening, issuing apologies and checking planes. After this crisis they learned about
issues that could arise, and the need to have better engine checks.
Boyd-Colvin, M. A. & Camba-Kelsay, M. J. (2018). Overview of crisis models [PowerPoint slides]. Retrieved
from https://sakai.uri.edu/access/content/group/3b3c73bf-2d41-45d4-a5b8-a0149062143d/Module
%20III%3A%20Crisis%20Leadership/Overview%20of%20Crisis%20Models%20_1_.pdf
See Evidence 54
108 Student will describe examples of HDF 412 ASB In HDF 412 we talked about different crisis that had effective leaders. Thankfully I do not have experience with
leadership in crisis situations (i.e., leadership for that level of a crisis, however there was a moment I was in a crisis situation. During an
. application of James & Wooten; Garvin; alternative spring break (ASB) trip we were serving dinner at a homeless shelter, when all the sudden we were
Covey; Frohman; Lalonde; Schoenberg; put on lock down. One of the people who came in for a meal, had told someone that no one will touch his
Joni; Braden et al; etc.) phone charging because he had a gun. Even though it wasn’t a direct threat one of the volunteers reported it
and we were put on locked down. That volunteer was a leader because he noticed something different and
acted on it. He noticed the signal, prepared for what could happen, then caused containment by putting us in
lockdown. The end phases that we saw as one day volunteers were just going back to serving, and having that
guy with the gun leave. There was also a cop that stayed. I am not entirely sure if they have made more safety
precautions, since the incident. This volunteer was also a high trust leader, he talked straight, demonstrated
his concern, he clarified his expectations, confronted reality, keep his commitment to make people safe, and
extended his trust. I would also say I had a small role in leading during this time. The volunteer staff had
decided where we go during the lock down, which was in the supply room of the kitchen. However our advisor
at the time did not like this plan, even though it was probably the quickest safe spot we could get to. She kept
complaining about it and panicking. I realized that this was the condition we were in and we had to get through
it. I knew whining and freaking out about it wouldn’t help. Therefore I started talking to the advisor about other
things to keep her mind from worrying. She was wearing a Cape Code sweatshirt, so I started talking about the
Cape. Then I would keep diverting the conversation every time she began to panic. Luckily everything was find
and we were able to go back to serving dinner and have a good rest of the night. After we left and were back
in the van I did cry a bit from the realization of what happen, but never in the moment. I do think that this crisis
could have had better safety procedures, when looking back at it. The most important one I could think of is
that they only cared about keeping the volunteers safe. All the people currently without homes were left in the
open, and would have totally been shot if it was an active shooter. It was so aggravating to see physically see
the line of privilege in the home, and not have done anything about it. I also think there should be a better
“safe place”, but the volunteers only come to this location once a week, therefore they really only knew the
kitchen.
Boyd-Colvin, M. A. & Camba-Kelsay, M. J. (2018). Overview of crisis models [PowerPoint slides]. Retrieved
from https://sakai.uri.edu/access/content/group/3b3c73bf-2d41-45d4-a5b8-a0149062143d/Module
%20III%3A%20Crisis%20Leadership/Overview%20of%20Crisis%20Models%20_1_.pdf
See Evidence 55
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Descriptive notes regarding learning and practice

class Experiences
109 Student will demonstrate knowledge of HDF 190 Day of Discovery In HDF 190 we always stress how important it is to be an active listener, in order to make the other person
active listening techniques feel listen too. It is too obvious when someone is being ignore and when that happens it keeps people
. Talking with friends from saying what they need to say.
In both Thanatology and Nursing we have discussed the importance of active listening when with patients,
THN 471 we talk about the responses that are appropriate and responses that are conversation stoppers. We also
NUR 100 discussed and practiced different physical responses that you should and should not have while practicing
active listening. Such as not having body parts crosses because It seems like you are putting up a wall
and are too tired to listen to them. Leaning in slightly shows that you are interested and want to hear more
about what they are saying. In both classes we also did skits and scenarios that practiced active listening.
During the Day of Discovery, a retreat for HDF 190, we met with our small groups and talked about what it
meant to be an active listener. We then proceeded to listen to each other’s stories about our lives. Only
one person was talking at a time and everyone was paying attention to them. We were making eye
contact and nodding to what they would say. When it came time to reply we did but not in a way that was
powering.
Now when I talk with my friends I find myself thinking If I am actively listening. When I do this I know that I
am not listening to begin because my mind is somewhere else, I quickly will reposition my body to be
open towards them and then I put full focus into what they are saying, not worrying about how I am going
to respond, or interrupting them to add in what I think. I do body gestures when appropriate, but other
than that I am fully looking at them following their story.
See Evidence 17
110 Student will describe examples of using HDF 190 THN 471, HDF 413, SOLC In HDF 190 we learned how important active listening skill are in order to have
active listening skills connections with people. In order to be active listening to someone they need to feel
. your full attention, not have any barriers and you don’t interrupt. In THN 471 we start
off sharing our homework assignments, which are writing prompts that we do
channeling our inner grief and how we are affected by it. To assure proper healing in
this process the person sharing has to feel heard and not judged. When one of my
group members is sharing I do not have anything crossed to avoid physical barriers, I
also look at them while talking. I make appropriate facial reactions when necessary,
such as smiling. When they are done sharing we don’t give them advice to change
what they are doing, we just thank them for sharing knowing how hard it is. We also
use the BATHE technique in THN 471. BATHE stands for background, attitude
towards the situation, trouble, hardest part, and empathy. These are questions that we
ask someone in order to help them feel better but without active listening the person
won’t feel better. The empathy statement at the end summarizes the situation you
were told, by describing a feeling the situation sounds like.

In HDF 413 we might not have reviewed the definition of active listening but we used it
a bunch. On examples of using it is when facilitators were giving us directions. It
showed them respect and allowed us to be able to know what we had to do. In SOLC I
noticed how important active listening is during debriefs and reflections. You may have
a set plan, but the way the conversation is going during it you may have to alter what
you are going to say. This means that you cannot just focus on the questions you want
to ask at these times. After the first questions is asked you need to fully listen to the
answers. It is helpful to rephrase what you hear to assure you have the correct
meaning. Then you can do the rest of the debrief or reflection from there. Participants
will also notice when you are not listening to them, and it will make them not want to be
there. When they feel heard they will most likely open up more, and the organization
will be more likely to reach their goal.
See Evidence 18
functions of group communication by
. Hirokawa
112 Student will describe personal application of
functions of group communication
. (Hirokawa)
113 Student will show knowledge of techniques CSV 302 Internship In CSV 302 we discussed the importance of giving feedback especially during interviews and when
regarding giving and accepting of feedback dealing with conflict between your team. There were also many discussions on receiving constructive
. criticism to improve your own leadership development. This are important crucial conversations because it
has to do with the success of your trip, but emotions are high, and the relationship needs to stay intact.
One way to give feedback is the sandwiching method. This is when you start with a positive, then state
the negative, and end with a positive. This allows the person to get the constructive criticism, while also
being uplifted by their good qualities. It could be very hard to hear just negative information and make you
forget your worth, this method avoids that. When knowing I am about to receive feedback I mentally need
to prepare myself. This is normally just done by taking deep breaths and reminding myself the information
is coming from a good place and is to improve myself.
Over my internship I would meet with my supervisor and accept feedback every so often. Most times it
was positive stuff and simple fixes, however I think the most impactful feedback was when I could tell
there was an issue on my supervisor’s face when she said we needed to talk. That was probably the most
anxiety driven walk to her office. I wanted my full attention to be on her and not show my anxiety. I took
deep breaths, and mentally told myself that I have a good relationship with this person and she just wants
me to succeed. The issue ended up not being a big deal in her eyes, but she held to tell me any ways, so
that made me feel better. It had to do with the way I was asking the some of the senior high kids to do
tasks, was a bit to aggressive. She also told me that they just hate doing anything, so just to let her be in
charge of directing them on what to do. I took that information to heart because even though she was not
mad at me for the way I handled the situation, it changed my perspective. The youth in the group I was
dealing with is completely different than I was at their age and are more sensitive to doing things. This is
going to be helpful information to remember in working with different age groups in the future. I need to
get a sense on reactions to fully understand a group of people I am working with.
See Evidence 70
114 Student will describe examples of giving and CSV 302 ASB All the conversations we had in CSV 302 about giving and accepting feedback were really beneficial on
accepting feedback. spring break trips and in other situations in life. We talked about making sure that the person knows that
. the feedback is coming from a good place, it isn’t all negative, and to try to stay calm when giving it.
One thing that was extremely hard for me to give feedback on was interviews. When people would ask me
why we did not choose them for our trip, that was the hardest answer to give. I wanted them to still feel
comfortable in their interviewing skills so I had to answer them. Most of the time it was because I knew the
person and was not able to decide because of bias, so I would say your answers were great, but we were
looking for this or that, and honestly I had no say because I know you. I feel like those answers helped
some of the people feel comfort in our choice. Another time I had to give feedback to people was when
they were not showing up to our meetings. This was also hard to do because my emotions were so high
of confusion of how they can’t complete this “simple” tasks. I reached out to these individuals and asked
to meet with them. I then would tell them how we love their motivation and drive to serve that was shown
during interviews, but you are failing to show up to these meetings that are a big part of our trip. Then I
would reach out to them before the meetings to remind them about the meetings. It seemed to work well
because they continued to show up to meetings. Giving feedback to my team was always an interesting
time because I would try to find a time that we were not extremely stressed, but that was slim. These are
all examples of me giving negative feedback, however I often give people positive feedback. It comes
naturally to me. I have been told that sometimes I give too much, but I think that is just the preschool
teacher in me wanting everyone to feel appreciated.
When receiving feedback from my co-leaders or participants I would always get nervous. I would have to
mentally prepare myself for everything. I knew that my co-leaders were coming from a place of love and
they would also do the sandwiching method to make it not as bad. It was also extremely helpful to have
them around because they would help me improve my skills in giving feedback. Also when receiving
positive feedback I just get so happy and shocked at it every time. So it is important to remember the
positives people do and tell them about that, along with the negatives.
See Evidence 71
115 Student will show knowledge of the 7D
coaching model (Knott)
.
116 Student will demonstrate personal
application of the 7D Model (Knott)
.
117 Student will show knowledge of elements of HDF 412 HDF 450 In HDF 412 we read the book Crucial conversations: Tools for Talking when stakes are high we also had
a Crucial Conversation and steps to maintain discussions based on the book. We learned that in order for a conversation to be crucial, steaks have to
. dialogue and move to action (Patterson, be high, opinions vary, and emotions run strong. The book gave us different tips on addressing these
McMillian & Switzler) conversations, but the first step is knowing yourself. You need to know how you react in situations. I know
I tend to escape from conflict and it is something I have to be mindful of. During the conversation the
CRIB method is helpful to get to a mutual purpose. Commit to seek mutual purpose, recognize the
purpose behind the strategy, invent mutual purpose, and brainstorm new strategies to get there, This is
helpful because it keeps the focus on ensuring you both leave the conversation comfortable. During these
conversations it is also important to STATE your path. Share your facts and tell your story, because that is
all you know for sure. Then ask for the other story. This could be done by talking tentatively, and be
encouraging of the other person talking. One final acronym I like from Crucial Conversations is AMPP.
That stands for ask to get things rolling, mirror to confirm feelings, paraphrase to acknowledge the story,
and prime when you are getting now where. I feel like CRIB, STATE, and AMPP help me remember how
to engage in crucial conversations. In HDF 450, Introduction to counselling I had the opportunity to use all
these skills, in more relaxed settings so I feel that I can be more confident when crucial conversations
occur.
Patterson, K., Grenny, J., McMillian, R. & Switzler, A. (2002). Crucial conversations: Tools for talking
when stakes are high. New York: McGraw-Hill.
See Evidence 56
118 Student will describe examples of engaging HDF 412 Talking with supervisor In HDF 412 we chose a conversation that we need to have that would be considered crucial. We then
in a Crucial Conversation planned out how to have this conservation. I then had the chance to have that conversation when I went
. hope one weekend. Out of this conversation for me I wanted to express how I felt and my thoughts and
values be expressed. For the person I was talking to I wanted it her to explain her reasoning for some of
the things she said. For our relationship I wanted it to still be there and maybe even grow stronger from
this, I knew I did not want to lose them. One thing I said before this conversation is “I would like to talk to
you about this incident and how it made me feel because I feel as though it changed our relationship”. It
caused me a lot of anxiety to even just say that but I was glad I did. It expected it to be a long
conversation, with a lot of pauses because of me wanting to shy away and be silent, but it was not that
bad. I feel like I used the AMPP skill in conversation. I assured it was alright to have this conversation in
that time and place. Then I watched for her emotions and tried to mirror them. This was actually helpful
because she seemed stronger than me in the situation, so it made me feel stronger. I rephrased certain
things she said to assure I understood correctly, and I felt like this made her feel heard. I was able to re
word some things I thought she heard wrong. I kept my focus on my story and not how I had interpreted
her story and this allowed for me to have a clear head. My story for this conversation was that the way I
was communicated to made me feel hated by this person. When having the conversation I will just
focused on what was communicated and discovered what the intent was. At the end of the conversation,
we discovered we were basically on the same page, we just had different ways of expressing ourselves.
We both decided this was most likely due to the fact that our summer was so nonstop and exhausting.
Patterson, K., Grenny, J., McMillian, R. & Switzler, A. (2002). Crucial conversations: Tools for talking
when stakes are high. New York: McGraw-Hill.
See Evidence 57
facilitation techniques
.
120 Student will demonstrate proficiency of HDF 413 SOLC, ASB trip leader In HDF 413 we learned how to facilitate a group of people in a way that created the
facilitation techniques best outcome. We learned a lot of different ways to do this, because each person
. facilities in their own way. In the beginning of the semester we went to the SOLC fall
retreat to get better insight. During this retreat we learned better tips to facilitate. The
first one I learned in where you stand makes a big difference during an activity. It is
beneficial for facilitators to spread out with in the group, that way it feels inclusive, and
not like people are just watching you. It is also to be inclusive of all participants, without
calling them out. For example, if there is someone with a disability and you have an
idea that you think will make it easier to them, do not offer that only to that one person,
offer it to the whole group and they can decide who it will work best for. Language is
also an important factor to be thinking about because it can create a barrier between
you can the group. When facilitating you have to be adapting, therefore you need to be
paying attention to how the group is performing because it may not fall in line with the
plan you made before the retreat.
By learning this information in SOLC I have been able to use it in being an ASB trip
leader. During the interview process we had to have group activities. I had a puzzle
icebreaker activity and questions to ask after. The same instructions were given to
each group, but each group took them in a different way. The time of everything then
had to be adjusted to assure we actually knew about the participants, however we had
to assure that our wording did not make the group think they did something wrong.
See Evidence 27
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
124 Student will demonstrate proficiency of
framing based on psychology and its use in
.
group facilitation
125 Student will demonstrate knowledge the four
frames of organizations, and the meaning of
. reframing by Bolman and Deal
126 Student will describe personal application of HDF 413 URI service corps In HDF 413 we read about the four frames of organizations and breaking the frame. In
organizational analysis using the four frames terms of this application a frame is a mental model. The four frames are Structural
. of organizations, and breaking the frame / Frame, Human Resource Frame, Political Frame, and Symbolic Frame, In order to
reframing (Bolman and Deal) break these frames the reasoning of why you did something meets the circumstances
of what happened. The concept of this model to have the best organization method to
have an organization succeed. I have been in organization with different frames and
when they switch frames.
One organization that I have been in with two different frames is URI service corps. My
freshman and sophomore year URI service corps had an executive bored and then the
trip leaders, then the participants. Therefore it was in the structural frame. This way
was working for URI service corps, but it was not increases the organization, so a new
way of running the organization was made. This past year URI service corps decided
to take away the structure of roles and create even roles. Now there is no executive
board, it is just the trip leaders working together to have the best outcome for the
organization. It is now in a more human resource frame of organization.
See Evidence 28
127 Student will show knowledge of organizing CSV 302 URI Service Corps In CSV 302 to be an alternative spring break trip leader we talked about different ways to run pre trip
meetings / setting agendas / and leading meetings, the trip, post trip meeting, and interviews. The first thing that needs to been done to
. meetings successfully do this is to have good communication. For URI Service corps the communication starts with
our team members. This assures that all leaders are on the same page. We then need good
communication with our participants to assure they show up to the meeting and feel welcomed at them.
One way we stay in communication and organized with all the leaders is through Google drive. We have a
shared drive where we keep our meeting agendas, meeting presentations, and all other needed
information. We have two different agendas in our drive, one for our leader meeting, that we all put
information and updates we want to talk about. At times it can be hard to come up with what needs to be
done on the spot. In our leader meetings we create trip meeting agendas. The four of us talk out how we
want to run the meeting. We chose ice breakers, and other activities to do, and decide who is doing what.
We also decide what important information needs to be shared with our participants. We do not want to
bombard them at the meeting, so We figure out what has to be announced and what can be said in an
email. In Our leader meetings it is basically just us talking, however our trip meetings are more structured.
In class we talked about keeping a routine to meetings, because some people need that structure.
Therefore we start every meeting by saying hi, and checking in on everyone. Currently we are still in the
stage of learning people’s names so we do introductions as well. We then do a quick ice breaker. After
that we go into the logistics of the night. We tell the participants, have a PowerPoint, and send them the
information as well. As we get closer to the trip this time will be for researching and doing hands on
learning as well. We do this to allow learning for all types of learners. We typically bring it back with a
small game. Then we close the meeting out by opening the floor for questions and giving final reminders.
See evidence 58
128 Student will describe personal examples of HDF 413 ASB In HDF 413 we discussed the importance of being organized when being the lead on a
organizing meetings / setting agendas / retreat. We had the vice president of SOLC come and gave us a presentation on the
. leading meetings task a lead should do before a retreat. She showed us how the google drive was
categorized by the student organization SOLC works with. By seeing the structure of
the drive it reminded me how important it is for meetings to be planned ahead of time.
I have sense used this information to lead my alternative spring break (ASB) trip
meetings. I learned that where we are sitting effects the tune of the meeting, so now
each of the leaders sit in between participants. I also realized how time efficient it is to
set agendas for our weekly meetings for our ASB meetings. My co-leader and I meet
thirty minutes prior to every meeting, each bringing a list of things we want to
accomplish. We then discuss the order that we will present this information to our
participants. We do this in a way that will not bore them, so that they will retain the
information.
See Evidence 29
129 Student will show knowledge of
Parliamentary Procedure
.
130 Student will show knowledge of techniques
for working with difficult people
.
131 Student will describe personal examples of CSV 302 ASB Denver, CDC In CVS 302 we talked a lot about self-care, and awareness especially when dealing with multiple people
using techniques to work effectively with nonstop for a week. It is important to know how you deal with stress, and when you need a break. When
. difficult people working with a team it is also essential to let members know this information. Working with difficult people
in unavoidable, so having techniques for when this occurs is helpful. Everyone has different ways of
dealing with these situations and it is helpful to understand that as well, to know why people are acting
certain ways.
While leading my alternative spring break to Denver there were many times that I felt very stressed out
that every person was a difficult person to work with. There were also times were people were just the
most the annoying people to lead or collaborate with on a work site. For example one of the volunteer
coordinators for Habitat, was totally not inclusive, which was one of the themes of our trip. When noticing
someone had an injury she told them, they could just be a “cheerleader” for the day, which got us al mad.
She also would only look to the guys for directions, and have them answer her questions. In the start of
the day we would correct her and say “no we will find a way for everyone to be involved”. We also told her
who all of the trip leaders were, with three of us females. After she would ignore the three of us, we
started to just go on with the day because she was not the actual person in charge, and then we had a
discussion about it in reflection. Another difficult encounter occurred while we were in the car and I had
nowhere to take a break to then calmly come back and talk to this person. Therefore I told them I just
needed a minute to breath and then could continue the conversation. I also would talk with my co-leaders
about if I was overreacting in certain scenarios. Most of the time I was not, but I feel like that is a good
think to check in on especially when lack of sleep is an issue. I also have a hard time telling people no, so
it was difficult for me to handle corrective behaviors. I knew this about myself prior to the trip so we set the
rule that none of us would do that alone, which helped me get better at it. I also took break with my co-
leaders every night to literally lay on the floor to distress. This helped each of us get rid of our anger and
annoyance in an appropriate manor.
At the Child Development Center one of the head teachers is a difficult person to get along with at times. I
have always heard people say this, but never had personally dealt with it until the February of this past
year, after working therefore over a year. She called me out on things in the middle of the classroom,
while parents were dropping their children off. This made me feel very unappreciated. I still took what she
said and told her I would work on it. However she just got very annoying and controlling after that. There
were times I would switch classrooms with the other assistant just to have a break. The afternoon teacher
would also help me through this process. I was able to talk out conversations with other people, without
making it seem like gossip, then was able to go back and talk with the morning teacher. It took a lot of
patience and at times I realize the best way to deal with her is to just yes her and move on. Luckily in a
preschool classroom there are always so many distractions to take my mind off the rude comments.
See Evidence 72
132 Student will show knowledge of the stages of HDF 190 MS Walk The Stages of Group development according to Tuckman are forming, storming, norming, performing, and
group development (Tuckman/Tuckman & adjourning. Forming is when the team or group meet each other. Storming is when the members start to
.
Jensen, Bennis or others) communicate, but still as individuals. Norming is when the team feels like a team ns start to accept each
other’s viewpoints. Performing is the time when the team is working in a trusting atmosphere and are
flexible with each other. And finally adjourning is the end when the team assess what they did and then
leave each other. In HDF 190 we were put into small groups in the beginning of the semester. The day we
discovered who was in our group and who our peer Leader was we were in the forming phase. After the
Day of Discovering we developed into the storming stage because we were able to communicate with
each other but only as individuals. When we needed to pick a date and activity for our group project we
became in the norming stage, listening to why we should do some dates and not others. When we
actually did our group project and the presentation we were in the performing stage. On the last day of
class when our group separated from the others we were finally made it to the adjourning stage, reflecting
on our semester together and saying good-bye.
Our group project was the Multiple Sclerosis walk, that was run by with civic engagement leaders (CELs).
Our group went through the stages of group development all over again at the beginning of the day
because we were with new people. We were in the forming stage when we met for the bus at 7:30am.
Once we got on the bus we went through the storming stage, by communicating a little bit with the CELs
but we mostly were just talking to each other. When we got to the event and started doing the task that
had to be done before the walk started. At that time, we were in the norming stage, realizing that we were
able to work together to make this walk the best it can be. Once people started arriving for the walk and
we all had our jobs we were in the performing stage. We were all excited for the people walking and were
cheering them on when they came by. We even had a friendly competition between the two rest stops of
whose table was more creatively displayed. Once the walk was over our group came together with the
CELs and discussed our days and some of the issues that had occurred, but were quickly fixed. Then we
got went back to URI and left each other.
The Five Stage Model of Group Development
https://www.tutorialspoint.com/individual_and_group_behavior/five_stage_model_group_development.ht
m
See Evidence 19
133 Student will describe personal examples of HDF 190 Nursing 100, HDF 413 In HDF 190 We learned Tuckman’s Stages of group development and discussed it in
group development in use relationship to high school sports teams throughout the year. The five stages of group
. (Tuckman/Tuckman & Jensen, Bennis or development are forming, storming, norming, performing, and adjourning.
others). In Nursing 100 we were put into groups of six on the first day of class. At this time, we
were in the storming stage because we were just meeting each other and not really
communicating with each other. When we picked the topic of CPR for our teaching
project we were in the storming stage, because even though we decided on the same
topic we all had our individual way of going about the project. Once we started
rehearsing our presentation we entered the norming stage because we discovered that
we were able get on the same page and make the presentation the best it could be.
When we actually gave our presentation and taught our class about CPR we were
performing. When we were finished with our presentation we talked about what we
could have done better. We gave our presentation on the last day of class so we were
adjourning at this point.
In HDF 413 we reviewed Tuckman’s stages of group development. We had a
discussion around each stage and examples in our life that they had happened. In
relation to HDF 413 we were at the foaming stage on the first day of class, when we
were finding out who was in the class and what was expected from us. We quickly
moved on to the next stage of storming. I feel that we got there during our time at the
SOLC fall retreat and stayed there during our next in class activity of magic carpet.
When we did this activity we were still all inputting our own ideas and it took us a while
to get through it because we were not quite working as a team. After reflecting on the
way we completed magic carpet, I feel we moved on to norming. We started working
as a team, respecting and understanding each other’s viewpoints. This quickly moved
on to performing. We all felt comfortable in the class. We were able to share
information about ourselves, and overall just get task done as a group. We were in the
adjourning stage on the last day of class, where we were helping each other with work
that was due. Then in our closing section for our class we were able to announce our
assessment of the semester and say how what we learned will benefit each of us in
the future.
The Five Stage Model of Group Development

https://www.tutorialspoint.com/individual_and_group_behavior/five_stage_model_group_development.ht
m
See Evidence 20
134 Student will show knowledge of group roles

and how they contribute to group dynamics
. (Johnson & Johnson; Benne & Sheats;
Knowles & Knowles; etc.)
135 Student will describe personal examples of
group roles and how they contribute to group
. dynamics (Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)
136 Student will show knowledge of effective
memberships skills in groups
.
membership skills in use
.
138 Student will show knowledge of the HDF 190 APO. URI Service Corps In HDF 190 we were introduced to Sanford’s Challenge and Support theory. The idea behind this theory is
Challenge and Support theory by Sanford, basically that challenge and support need to be present at all times to allow for growth to occur. There
. and its relationship to organizations needs to be an appropriate balance of each, for whatever the situation may be. Too much of one or the
other can cause problems and not allow for any growth or development. When there is only support there
is no lessons being made and with only challenges it creates high levels of frustrations. While being in
different organizations at URI I have seen different levels of balancing challenge and support.
One organization that I think needs to improve their balance is Alpha Phi Omega, a national service
fraternity on campus. I was lucky enough to become treasurer for my sophomore year. This proved to be
very challenging, but I got through it for the year. I was then reelected, because no one wanted this
position. I agreed to do it, knowing that I would need my organization to support me for the next year. The
start of junior year was very insanely overwhelming, and I knew that the challenges that came with being
treasurer was not for me. I went to talk with my E-board about my struggles and there was no support
there or for anything. This made me very frustrated to the point that I ended up leaving the organization
because I did not feel supported by anyone there.
One organization that I had a great experience with challenge and support is URI Service corps, which is
where I believe most of my leadership skills developed. By having a class with all the trip leaders, and
having an advisory board with one member from each trip, there are multiple people to get advice and
support from. There is room for new ideas and resources to solve many problems. URI Service Corps is
also filled with many challenges, such as forming new teams every year, dealing with many decisions,
fundraising, and planning six service trips every year. I can honestly say that the overwhelming
experience in this organization is filled with the perfect amount, that makes you want to stay and succeed,
even when you really think you want to quit.
Evans, N.J., Forney, D.S., Guido, F.M., Patton, L.D. & Renn, K.A. (2010). Student development in college:
Theory, research, and practice (2nd ed.). San Francisco: Jossey-Bass.
See Evidence 73
139 Student will describe personal examples of HDF 413 SOLC In HDF 413 we discussed the theory of challenge and Support. Sanford believed that
using the theory of Challenge and Support in order for growth to occur in people there needs to be a mix of challenge and
. (Sanford) support. With too much support the person will not learn and with too much challenge
the person will feel frustrated and possibly stop trying. One experience in class when
we had a balance of challenge and support was doing the activity magic carpet. We
were having trouble completing the task. We restarted multiple times. Then we finally
had a plan going and it was working, however it was getting unsafe, so the facilitators
allowed for one person to put a foot on the ground allowing for stability. By doing this
we were supported in our decision for our process plan, physically and emotionally, but
we still had the challenge to complete the task.
During my shadow experience for SOLC I saw how the facilitator allowed there to be
challenge and support during the initiative. They were doing “brain buckets” so the
participants had to get the ball around the circle, by only using cups that were on their
heads, without letting it drop on the floor. Within the first three people it fell and then
fell again. The facilitator allowed them to try again without any penalties. This assured
that the facilitator was there for them, but the challenge still remained the same,
allowing them the chance to try again.
See Evidence 30
140 Student will show knowledge of the
construction / elements of informative and
. persuasive speeches
141 Student will demonstrate proficiency in
informative and persuasive public speaking
.
142 Student will show knowledge of planning and CSV 302 URI Service Corps In CSV 302 to be an alternative spring break trip leader we learned effective skills to conduct interviews.
conducting interviews (as the interviewer) These skills ensure that we are getting the most information out of the people we are interviewing. Our
. first round of interviews are group interviews, so we learned skills on how to still focus on the individual
not the whole group. Therefore not to say no to someone automatically because the group did not mesh
well or the other way around. We also learned how it was important to have different sessions of the
group interview, to allow everyone to be heard and fit to different strengths. The structure of our group
interview was a quick introduction of who we were as leaders, then having the participants introduce
themselves. We also had them do an ice breaker at this time, to make everyone feel a bit more
comfortable. After that we broke into smaller groups, to allow for more communication. They had to
complete a ranking task. Then we brought those small groups back to the bigger group. They then had to
agree on the top two ranks. Finally we did the average ask questions and have the interviewees respond.
By doing all of this we were able to see how people work as a team, how they respond and listen to
others, get a glimpse of their personality, and understand how they connect things. It is important to have
this interviews and look for these things, especially for an alternative spring break trip because you need
to assure you pick a well-balanced team.
See Evidence 59
143 Student will describe personal examples of CSV 302 URI Service Corps In CSV 302 after group interviews were over for URI Service corps we discussed the importance of
planning and conducting interviews (as the individual interviews. There are more personal things you can look for in individual interviews. For these
. interviewer) interviews it was our trip leaders interviewing one person. All four of us were supposed to be there,
however for most of the interviews there was only two or three of us there. We would sit across the
interviewee and alternate who asked them a question. We asked every person the same questions in the
same order, expect if they were returning members because we wanted more from them. We came up
with our questions based on the type of people we wanted on our trip. We wanted to assure they were
willing to learn about our theme, know that they applied for the right reasons, and over all just matched
with us as leaders. The last question was a fun question, with an intense lead up to see how they would
react, and make sure they had a sense of humor because it was something we as leaders value. WE
would also leave the end for questions, because we wanted them to feel comfortable with us, and want to
match with us. After each interview we would discuss our opinions with each other and give them a yes,
maybe or no. It was extremely hard to do right away, but we felt if we did not decide then, we would get
applicants confused. I personally had trouble with making these fast decisions, and my team noticed, so
we would wait like thirty seconds to a minute, so I could collect my thoughts. This system seemed to help.
Planning and conducting interviews only get stressful when I have to decide on rather or not they get it.
Especially with something I feel so passionate about and feel that everyone should experience.
See evidence 60
144 Student will show knowledge of preparing for ITR 304 HDF 413, CSV 302, Camp In ITR 304, which was the class portion of my summer internship, we received many guidelines for future
and effective answers in interviews (as the Southern Ground Interview interviews. We had mock interview assignments, however with it being an online class it was just filling out
. interviewee) a question sheet with the answers we would say during an interview. We also had lessons that consisted
of watching DO’s and don’ts of interviewing. This video includes what to wear, how to introduce yourself,
and what are appropriate questions to be asked. I also feel like all my lessons in resume building
prepared me for interviews. In HDF 413 and CSV 302 we discussed the best ways to advertise
information on resumes. This gave me a good understanding on the information that should be advertised
and the information that should be kept for the interview. I have a tendency of oversharing so it was
helpful to differentiate these things prior to interviews, so I was not just telling them facts from my resume,
that they already have.
I was able to put many of these practices into place while participating in interviews for jobs. It was a bit
strange because all of the interviews I participated in this year were virtual interviews, and I had been
prepared for in person interviews. The question guide still remained the same. In the fall I interviewed with
Camp Southern ground. I went through three different types of interviews with them, and felt more
prepared with each on. The first round was a one way interview. I was sent a list of questions and had to
record myself answering them, but had less than a minute to answer each one. This allowed me to be
precise in my answers and assure I highlighted my most valuable traits. Since I was able to rerecord
videos, it made me mindful of hand gestures and the presence I was showing during answers. The next
round was a phone interview. I then used the skills of being precise and not over sharing. This type of
interview is the hardest for me because I cannot feed off of reactions. However I was able to ask
questions about the organization, that I felt were interesting for the interviewer. I then was invited back to
a final round of interviews, which was now a google hangout video chat. I made sure I was I in a private
setting and looked professional. I also had notes on my computer about the camp and answers I have
already said so I was not just repeating myself, during very similar questions. I also took deep breaths
before answering some questions, so it was shown I was actually thinking about the question. I gave open
ended answers with keeping attention on length. I feel that overall I was prepared for these interviews I
gave them the best I could. I had a positive feeling about each round after I was done, and I feel as
though that was a good sign for my first set of professional interviews. I did not end up getting the job after
all this, but I am thankful for the practice with the different types of interviews.
See Evidence 74
145 Student will describe personal examples of ITR 304 JVC interview, placement I feel as though all of the lessons I learned in regards to interviews in ITR 304, really benefitted me this
preparing for and being interviewed interviews past year. I knew to always have questions prepared for the organization., how to advertise my best
. qualities and still stay true to myself.
The process of applying and being accepted to the Jesuit volunteer corps (JVC) was full of all different
interviews. The first interview I had was with a former volunteer, which was more of asking questions from
the application in person. This was a helpful first interview because the former volunteer was really helpful
in answering questions. To prepare for this video chat, I was in a private setting and had my application
open, along with their website’s guidelines to interviews, to know what answers I put and be prepared for
the types of questions that could be asked. I also had my list of questions in front of me. I then had a
group interview on zoom. For this we had the option to ask our questions ahead of time. I did that
because I knew how I get in group settings. I then sent a follow up email thanking the interviewer, and
added an additional answer to a question she had asked. I know I did well in both of these interviews
because they got me into the JVC program.
I then was invited to do interviews with placement sites, for where I would be volunteering at for my year
of service. I did a total of five interviews. My first two were phone interviews. I was sent questions for them
before so I had my answers all ready when the interview started. One thing I failed to do was plan the
timing of my first interview well, because I ended up doing it in the hallway at the Providence campus.
There were some questions in both of these interviews that I had trouble coming up with answers, but
ultimately gave one in the end. I also did not take time to destress before either of these interviews, so I
do not feel as though they were my strongest. This was also evident in the fact that I did not get matched
to either site. It was a learning experience though and taught me how to better prepare for phone
interviews, and questions that are random. I then had another set of interviews with three different
placement sites. The first one of these I had researched the organization, felt as though I knew a lot and
was excited for the interview. However in the interview I was only asked one question and was then asked
if I had any questions. I only had one prepared, assuming I could make more based on the conversation
we were having. I also explained to them how I think I had a good understanding based on what was on
the resume. Overall that interview just felt terrible and was unlike anything I was prepared for. My final two
interviews were on the same day and both felt really good. The conversations were very comfortable and
flowed. It was a mix of me asking questions and them asking me. I think I was able to leave good
impressions on both organizations. My last interview was actually with the placement that I was accepted
to. I recently had a phone conversation with the person that interviewed me, and he brought up facts I
said briefly in my interview, such as being a thanatology minor and random activities I have done with my
kiddos at work. Each interview rather it felt good or terrible made me even more prepared for my next one,
and gave me more insight on how different people interview. I also learned flexibility in scheduling is
helpful in preparing for interviews.
See Evidence 75
146 Student will show knowledge of effective CSV 302 ASB Local Having effective collaboration, especially among leadership teams allows for a smooth process. We
collaboration / coalition building (Sources: started CSV 302 out by talking about our personality types and what they met. This allowed us to get a
. Cilente/Komives et al; NCBI; etc.) better understanding of ourselves and how we work in groups. We were also told to think about our
preferred learning style. We were then told to think about how we handle stressful situations and what our
coping strategies were. The next class we came in and met with our trip leadership teams including
advisors. We went over these answers to assure we all had an understanding on where each person was
coming from. I feel that this was an essential piece in being able to collaborate with my co-leaders and
advisors for the entire year. It really help to sit down with everyone to know these important, but often over
looked details about one another. It was very useful information to remember during hardships that came
up throughout the whole year. It made the process more effective and respected.
While being a trip leader for the Rhode Island local trip in 2019, we did not start our time together by
knowing each other’s personality, learning style and coping strategies. In fact we did not even know our
advisor until the middle of October. We were still able to collaborate, because we had to but it was a
struggle. There were times I did not understand why my co-leader was doing something, but neither of us
were confrontational to explain to the other what was going on. Once we finally found out who our advisor
was it was weird to bring him into the mix of both of us, because the two of us had a system of dividing
and conquering without actually saying it. In our first meeting with the advisor it was hard for us both to
explain this system, it was also hard for us to trust he was a good match. However at our next meeting
with him, he brought up personality types, he wanted each of us to take the 16 personality quiz. Then we
talked about our answers and how that fit into our leadership styles. It did make things better, and made
us have a stronger connection. But when we got into the conversations about handling different possible
situations, I think our effective collaboration improved. If we were to have these conversations from the
start the would have been less stress and confusion. Knowing how a person acts in different situations or
handles different projects helps me know where they are coming from and how I need to act in the
situation. This dynamic helps the team collaborate to make the best possible outcome.
See Evidence 76
147 Student will describe personal examples of CSV 302 ASB Denver Knowing yourself and being able to understand others is the first step in effective collaboration. That is
working in collaboratives/coalitions why is CSV 302 on of the first assignments is filling out a sheet with your personality type, learning style,
. and answering scenario questions. Then you discuss those answers with your team
For my leadership team for my ASB trip to Denver we all knew our personality types, learning styles, and
coping strategies since the start of the school year. This allowed us to build a strong collaboration with
each other, and be able to work effectively all year long. While being an Alternative Spring Break trip
leader many random issues come up. From not being able to find housing or service sites, or not being
able to decide on participants. By knowing how each person handled and reacted to these situations we
were able to have an effective collaboration to still function as a team, when one person was over
stressed. For example I tend to be extremely introverted when I am meeting people for the first time,
therefore interviews were a complete disaster for me. My team noticed this and we came up with a plan to
have a break to process before discussing. It really helped to know each other’s learning styles because
there would be times we were in meetings, repeating ourselves to get our point across, and realize that
we were all visual learners so we had to actually see what we were each talking about. We were often
handing computers over to one another or sharing items on google to assure we were on the same page.
If it were not for respecting our personality and learning types there would have been a lot of arguments
between the four of us, not to say there weren’t times where I, or another person had to take a break from
the group or take some deep breathes to calm down before responding. Although after respecting these
styles for a while, our collaboration became so strong that there were many times we were just all thinking
the same thing, and were able to communicate without communicating.
See Evidence 77
148 Student will demonstrate knowledge of HDF 412 CSV 302, ASB Denver In HDF 412 we talked about the importance of having difficult dialogues about diversity and inclusivity. We
techniques to communicate and engage in also gained an understanding of the importance of bringing people into the conversation, compared to
. difficult dialogues related to diversity and shutting them out. This helps others learn about the topic, and not feel dismissed for not knowing the
inclusion. correct information.
In CSV 302 we had discussion on how to engage ASB participants in conversations that would move past
the trip and meeting space. It is helpful to start this out by creating a safe space. This allows people to feel
comfortable saying what they think they know and being open to learn more. One important factor to
always state, is what is said here stays here, but what is learned here is brought out. This helps
individuals know the importance of the conversation, while also having the security of the privacy.
Our alternative spring break to Denver had a focus on diversity and inclusivity, therefore we had to really
be intention in every conversation we had about the trip. During the planning process the trip leaders got
together and we shared what we currently know and how we can define inclusivity. We all agreed to be
open to learning and sharing ideas. Therefore in the interview process, that was a question we asked
participants. How to the feel about having difficult conversations. We wanted all the participants we chose
to be respectful of each other and bring everyone into the conversations. During pre-trip meetings we
made a trip agreement and expectation list to assure we were all on the same page before having any
conversations. One of which was about using inclusive language, and creating a small sign to remind
people about using this language, rather than call them out We would dive deeper into the conversation
each week. I think by creating this connection it allowed for our conversations be more meaningful. Once
on the trip we would have reflections every night to hear individuals’ own take on the experiences, then
after or sometimes during would start a conversation off of a shared stories. As a trip leader I was
prepared for these conversations, having done research and knowing how to actively listen. My other trip
leaders and I would be spread out in case we needed to jump in to help a conversation or an individual’s
reaction.
See Evidence 78
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 CSV 302 FPCW internship In CSV 302 for being a alternative trip leader, as well as a civic engagement leader we discussed the
relationships between leaders and members importance of building a relationship with participants. For quick events such as CEL events it doesn’t
. have to be as deep as long term events, but participants still have to have a trust within you. An easy way
to do this, is by introducing yourself openly to everyone while using inclusive language. I know at times I
had to call out names and I was open with everyone about having trouble reading names before I started
so they knew where I was coming from. I also found that check ins were helpful throughout the day,
because it could be weird for participants to start conversations with a leader. For being a trip leader we
needed to make a deeper relationship, considering we would be spending a week together. It is still
important to start off with the information above, but also take it farther. Some ways to do this is by making
group agreements with all the participants to allow each person to feel heard and have the option to add
any information to the list. I also found that personally I like being transparent with participants, I feel that
this makes a sense of trust. It is also important to be yourself and get weird at times. It was shown to me
that the transparency and openness I had with participants works, by the super strong relationships that
were made on both the alternative spring break trips I lead.
During my internship over the summer there was a mix of short term events and long term events. It was
essential that I made strong relationships with the kids that were on the trips, so they could come to me
with problems, concerns or anything else. I was open with them while introducing myself, especially
because I was not with them all year, like they all were. Group contracts were not as necessary for these
events, but active listening was a huge part. The kids wanted to feel heard and safe. I was happy to be a
person to provide them with that. I also feel like my age helped make the relationships with the kids better.
Some of the kids I had the strongest relationships with were going to be seniors in high school, so I
understood where they were coming from well. I spent many nights sitting with these kids, listening, while
they cried, or crying with them, and just being there. I know that this relationship building was effective
because when this COVID-19 disaster hit, I got calls from a few of them to talk about their stress. I was
honored to be a person they felt safe to reach out to.
See Evidence 79
153 Student will describe personal examples of HDF 413 ASB Denver In HDF 413 we discussed the importance of building a relation with the group of people that you are
building relationships with members as a facilitating. It allows the people to be more likely to listen to you and get more out of the experience. Ways
. leader that could help this is to introducing yourself and your credibility. This allows everyone to get to know you
and the recognition of the differences, or similarities in the room are there. It is also important to use
inclusive language, and call people by their preference to not create barriers in the room. I feel that for
retreats, the relationship that needs to be built is less intense than longer experiences. Therefore just
doing those things creates a starting relationship to lead a retreat.
For alternative spring break trips a bit of a deeper connection is needed between leaders and participants.
For our ASB trip to Denver we did many different things to assure the relationship was strong. It started
during the interview process, where each of us leaders were uniquely ourselves, and were open to
answering all questions for potential participants. Then throughout the rest of our meetings we kept being
ourselves, no matter how crazy that was at times. At our first meeting we opened up the floor to make a
group agreement, then would open it back up at other meetings and always were adding to it. It gave
each person the same amount of time an attention to feel heard. We were also extremely transparent of
our planning process and told the participants what we knew, and didn’t know, but always found an
answer to their questions. Before we left for the trip we did check ins with each person to see where they
were in life, how we can help them, what worries they had for the trip, and what they were excited for. I
feel that this showed our genuine care for each of them. Throughout the entire week long trip we were
open with them, and allowed each of them to be their own person and add their own way to everything we
did. We tried to assure all of our activates were catered to all different types of people and gave everyone
what they needed. We had deep discussions with reminding everyone of the safe place, which I think was
sign of a relationship being formed. I feel as though this service trip had some of the strongest
relationships from any of the service trips I have done. All of these factors played a part in it. I know the
relationships are strong, by each of the participants still reaching out to us, wanting to do more virtual
chats with us, and our group chat still being active over a month after the trip.
See Evidence 80
154 Student will describe how credibility applies HDF 412 DPHIE, URI Service Corps, It is important remind a group of people where you yourself are coming from. This what builds trust and
to leadership, as well as the characteristics gives a person credibility. An example of this is describing where who you are and why you are there
. and skills of a credible leader
Kiddie Academy
when introducing yourself do a group. When presenting or teaching a topic this could be done by
explaining where you received your information. By being open with the group it shows that you are also
just a person and want to grow with them. It is also important to be want to do what you are doing and
bring that energy to the group. Some important characteristics that help with building credibility to a leader
is dedication to what you are leading, openness and communication with the group, support, and success.
The support characteristic is in a way that you are supporting the people or thing you are leading.
Success is not necessarily always succeeding at every task, but willingness to try again and success in
getting through the task that shows growth. I have experience with building and presenting my credibility
in most of the organizations I am part of. In my sorority, Delta Phi Epsilon, I show dedication by willing to
go to events and being involved in my chapter. I also show growth within by starting as a founding
member, then taking on leadership positions, then training the nest set of sisters for the leadership
positions. In URI Service Corps I have built credibility by being part of it for four years and moving up from
a participant to a first year leader and now a second year leader. I also had a successful trip last year, and
am dedicated to assure people get the most out of their experience. I have worked at Kiddie Academy in
my hometown since 2015, so I have proved my credibility to my supervisors from being dedicated and
willing to work. I also bring new ideas that I learn at school to the daycare. It is important I show my
credibility when I go back to work during school breaks to new staff members I may be working with,
When they meet me they almost always think I am new and have the hesitations of having to work and
possibly train the “new person”. I then demonstrate that I am good and knowledgeable at what I need to
do, then explain to them how long I worked there. I feel that by just coming into a spot, where someone is
everyday ans saying “I have been here for multiple years” will come across annoying to them, because
there are still new kids. Therefore by demonstrating my ability, then expressing my experience it creates a
friendlier environment.
See Evidence 61
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 HDF 413 CSV 302, CELS, Trip leader In HDF 413 we have TA’s that help guide us through the class. They are students that
related to being a peer leader and being led have taken the class prior to us and have personal examples of being in our spots.
. by peers This was beneficial because it was easier to relate to the content when it is someone
you know. The TA’s are not just there for the duration of a class they are there

throughout your time at URI.
In CSV 302 for Civic engagement leaders (CELS) we were also lead by peer groups
we had student interns that had been CELs the year before. We were each assigned
to groups with one intern, who would be the one that would lead our group
discussions. This created a welcoming person to come to if we ever had questions or
concerns about the class or being a CEL. Our intern also attended each other service
trips that we were leading or co-leading. The interns were give us constructive criticism
when needed, but it just seemed like friends were talking to each other. It also created
great friendships with interns.
Now in CSV 302 for being a trip leader, we plan ways to be peer leaders for our
participants. I along with my co-leader have a goal to create great friendships on our
spring break trip. We have started doing this by creating a welcoming environment at
our pre-trip meetings. We also are open with our participants about our planning
process. It is important to make a good relations with peers that you are mentoring,
however it is also important to be get work done. So far for our trip we have set this
expectation by having participants sign a participant agreement, so they know where
we stand.
See Evidence 31

Outcomes & Evidence Progress Inventory : Leadership Development

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LEADERSHIP

Name: Laura Hillman

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 6

Leadership Inventory Revised 08/22/2017 7

Leadership Inventory Revised 08/22/2017 8

Leadership Inventory Revised 08/22/2017 9

Outcome Category: Leadership Theories

Leadership Inventory Revised 08/22/2017 17

Concepts and Philosophies

Relational Leadership Model

Leadership Inventory Revised 08/22/2017 21

Leadership Inventory Revised 08/22/2017 22

Leadership Inventory Revised 08/22/2017 24

Leadership Inventory Revised 08/22/2017 25

Leadership Inventory Revised 08/22/2017 26

Leadership Inventory Revised 08/22/2017 28

Outcome Category: Critical Thinking

Outcome Target Additional Descriptive notes regarding learning and practice

Leadership Inventory Revised 08/22/2017 34

Leadership Inventory Revised 08/22/2017 35

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target Additional Descriptive notes regarding learning and practice

Leadership Inventory Revised 08/22/2017 39

The Five Stage Model of Group Development

134 Student will show knowledge of group roles

Leadership Inventory Revised 08/22/2017 50

Leadership Inventory Revised 08/22/2017 52

Leadership Inventory Revised 08/22/2017 53

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