Leadership Inventory 2020

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES

Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Kate Branciforte

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

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

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

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

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

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

Grounded in the Social Change Model of Leadership Development (Higher Education Research Institute), Relational Leadership Model (Komives, Lucas, & McMahon), and Servant Leadership
(Greenleaf), the URI Center for Student Leadership Development values:
• Engaged and experiential learning through a constructivist approach
• Inclusion, Social Justice, and Civic Engagement
• Ethical and Value-based Leadership & Relationship Building
• Innovative Assessment and Presentation Models
MINOR IN LEADERSHIP STUDIES
At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We utilize a cross-
disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include some form of experiential
learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of interpersonal and group management, problem
solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
 Regardless of your major, you can minor in Leadership Studies.
 Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
 Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits must be earned at
URI.
 No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not apply to students in
the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken before the internship and the
capstone course.
 Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
 Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any required course.
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community
Engagement
or The only time the major and minor can overlap
Internship Class in Academic Major
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 MSL 101: Introduction to Military Leadership
COM 202: Public Speaking Organizations MSL 201: Leadership & Military History
COM 208: Argumentation and Debate CSV 302: URI Community Service MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 150: Introduction to Women’s Studies MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 310: Race, Class, Sexuality in Women’s Lives MSL 301: Leadership & Management
COM 250: Small Group Communication GWS 350: International Women’s Issues PEX 375: Women in Sport ‐ Contemporary Perspectives
COM 302: Advanced Public Speaking HDF 190: First‐Year Leaders Inspired to Excellence (FLITE) PHL 212: Ethics
COM 308: Advanced Argumentation (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 290: Modern Leadership Issues (introductory course PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions option) PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication HDF 291: Rose Butler Browne Program Peer Mentoring SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory Program THE 221: Stage Management
COM 385: Communication and Social Influence HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership THE 341: Theater Management
(capstone option)
HDF 413: Student Organization Leadership Consulting
HDF 414: Leadership for Activism and Social Change
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
1. Know Yourself  Organization
 Self care
Lead Others  Strengths  Self discipline
 Weaknesses  Perseverance
 Values PROGRESS  Develop and maintain family,
 Needs interpersonal, and intimate relationships
P  Styles  Academic, social, personal goals and
R o Learning objectives
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 Additional Descriptive notes regarding learning and practice

class Experiences
1. Student will HDF 417 Teaching During my sophomore year of college, I was lucky enough to land a job at a middle school. I was nervous going into this job because I had no
demonstrate Internship idea what to expect. I didn’t ever want to go back to ‘school’, so I knew it was going to be a difficult job for me. On the first day, I was tasked
autonomy and a with grading science midterms. I had never graded anything before, so this was kind of daunting. The person I was paired with knew that she
minimized need could task me with the grunt work, and she never held back from giving that work to me. I was ok with that; I would rather be given a heavy
for approval workload rather than just sitting around all day. I continued to complete the tasks she gave me with efficiency and that meant she was able to
unload more of her work onto me. So, I kept doing it. Over time she has given me more meaningful tasks as a way of acknowledging my
work ethic, but I never did it for approval. I accepted this job to work, and I am lucky to have been paired with someone who has a lot of faith
in me and wants to share her knowledge of the field. Because of her I was able to land a summer internship as a teaching intern, and
ultimately, I now want to be a teacher. Without having autonomy and just doing my job to do it, I do not think I would have arrived to this
spot.
Taking over my own classroom in the near future is something I am really looking forward to. Being able to make the decisions and running a
room the way that best suits my style is exciting to me. With continuous hard work I know that I can achieve that goal.
(Evidence = Photo of me at CCMS)
2. Student will HDF Internship at During my internship, I had to maintain levels of self-discipline in order to accomplish everything in a day. My personal form of self-
demonstrate 417 Loomis discipline came from going to the gym. I found that starting of each day with exercise really helped to set me up for a good day. I felt
personal, Chaffee more energized and was able to focus easier on the days that I did something physical before heading off to work. That being said, my
organizational, first class was not until after 9. I would wake up at 6:00 each day to go to the gym so that I could then go to breakfast with my cohort
and academic around 7:30. This was really good for me because I do not like working out after eating, so going before was better. Sticking to this
examples of schedule was hard because some nights I was up late because I was on duty, and I really like to sleep. But holding myself accountable
self-discipline worked and showed that I have a strong sense of self-discipline.
To demonstrate organizational self-discipline, I am able to look back at my planner and see how I wrote everything out. The planners
provided to us by Loomis were set up as a weekly schedule, so I was able to go in and place different things that I had to do each
week. I made sure that on Sunday nights, I was in my planner writing down every class, shift, or assignment I needed to complete
within the weeks’ time. Because I took the time to write down everything I needed to do, I was able to complete everything on time
and make it to all my required shifts.
Academically speaking, I made sure that I set up meetings with my master teachers and completed all of the work they gave me in a
timely manner. I met with my master teacher every Monday night so that we could plan out the week together. This was helpful
because I was able to see where the class was going, and also help to create different lesson plans and assignments. Having the self-
discipline to make sure that I was there every Monday night without a reminder was good because it helped to establish a trust
between us since I was reliable.
(Evidence #30 = Picture of Loomis Weekly Planner)
3. Student will URI 101 Living with my In URI 101, my professor held a class discussion about how we were adjusting to life at URI. The main portion of this discussion focused
demonstrate the roommates around how we were emotionally dealing with our roommates. When I brought up that I was getting frustrated with my roommates because
ability to they were disrespectful, we brainstormed ways to manage the emotions we would feel in this situation. When I encounter similar situations, I
manage take deep breaths, listen to music, or just leave the room and go on a walk.
emotions
I have had to improve on managing my emotions, because living with new people for a whole year who you really don’t like can get to you
quickly. So, knowing ways to calm yourself down is very important to a healthy lifestyle during college.
(Evidence #1 = Notes From URI 101)
4. Student will HDF 201 Changing IN HDF 201, we reviewed the types and stages of stress as well as the coping mechanisms to deal with stress. There are four different coping
demonstrate Majors strategies and two coping styles.
knowledge of
stress The first strategies is called problem-focus coping which is when one looks for effective solutions to whatever is causing you stress. The
management second is emotion-focused coping where one learns to cope with their emotions. The third is social support which is where you get assistance
methods from others. And the final coping strategy is defensive coping which is not effectively dealing with the situation. An example of this would be
sleeping instead of trying to solve the problem at hand.
The first coping style is hardiness, which is when you interpret a stressful situation as a challenge. So instead of backing down and letting
stress take over, one would see it as an obstacle that they have to get past. The second style Is resilience which is being able to overcome and
thrive from a situation.
After completing my first semester at URI, I changed majors. I knew that I wasn’t happy in my major but I was stressed because I didn’t
know how my family would react to me changing a major. I think I used the coping style hardiness because I decided to look at the situation
as an obstacle rather than a stop sign. Because of the way I looked at this situation,
I was able to overcome it and do what was best for me.
(Evidence #2 = HDF 201 Class 8 Slide 8)
5. Student will HDF 201 Telling my In HDF 201, we learned about coping strategies and styles. I found that during my first semester at URI I used the coping style hardiness
demonstrate the Dad about my which is interpreting a stressful situation as a challenge. During my first semester, I decided to switch my major, and the largest challenge of
ability to major change this decision was telling my Dad. Telling him caused me the most stress because his approval means a lot to me and I don’t ever want to
manage stress disappoint him or any of my family. However, this was a challenge that I wanted to overcome, so I did it. I called my dad and told him the
news. He was not happy with my decision but said that I was going to do what I wanted to do even if he didn’t like it.
Although this was very stressful, I was able to overcome it and move away from that stress. More stress will come my way but I have
different ways to manage and cope with it.
(Evidence #2 = HDF Class 8 Slide 8)
6. Student will
express a
personal code of
leadership /
membership
ethics
7. Student will
demonstrate
practice of the
personal code of
ethics
8. Student will HDF 190 Camp In HDF 190, we had to learn what our personal values are. After taking the test through VIA, I found out that my top five values are Honesty-
express a Counselor having strong core beliefs, Kindness-going out of your way to help others, Social Intelligence-noticing social cues and adapting to different
personal values social situations, Humor-lightening the mood by making others laugh, and Perspective-finding uniqueness in what the world has to offer. In
statement class, we had to write out our top five values on name tags, which we then shared and discussed with the class.
(Sources = VIA,
values When I look at these top 5 values, I realized that I unknowingly use them all in most social situations, as well as my job as a camp counselor.
clarification As a counselor, I have to be honest, but I also have to be kind, especially when I am placed in a situation such as needing a camper to shower
exercises, etc.) because they smell bad. I also have to use humor because campers are looking to have the best week or two of their summer, so we do
interpretive dances and are overall obnoxious in order to entertain them. I need to have social intelligence when dealing and collaborating
with other counselors because I need to be able to value their opinions and ideas when planning the week’s activities for the campers. Since I
have been a counselor for three years, I have gained a perspective on how to tackle girl drama all the way to homesickness. I have found that I
am the best when I am fully using my top five values.
(Evidence #3 = name tag with top five values on it.)
9. Student will HDF 190 Leadership In HDF 190, we learned about Grace’s 4 V’s model and used a leadership crest to understand ethical leadership. The four V’s are: values –
demonstrate minor identifying your top values that can be found on VIA, vision – framing out actions that are in service to others, voice - using your voice to
practice of the convince and motivate others, and virtue – striving to do what is good and wanting to become what you practice (Center for Ethical

personal values Leadership).
statement
In class, we had to write a personal values statement. The statement I wrote is still a work in progress, but I feel as though I hit main points
that I value. My statement is: My values are honesty, kindness, social intelligence, humor and perspective. They are important to me because
they make me the best person I can be. I am also relatable and am able to have relationships with others that are real and are important to me.
I utilize my values every day by giving advice to others with my own opinions.
Since writing this statement, my values are still prevalent in my everyday life. Each day that I am active in the world around me, I try my
hardest to be honest, and to me that means being real. When people ask me a question, they know that I will give an answer even if it crosses
a line. Going off that, even if what I have to say may not be the nicest, I try to deliver it in a way that is more informative rather than
accusatory. I don’t like hurting feelings or having my feelings hurt because I value kindness. I also appreciate humor when it adds to what is
going on, and bringing humor to a situation is one of my specialties. I would rather joke about things and not take life too seriously because
there is no point in being angry about things I cannot change. I also find myself having perspectives that are different than those around me,
which can be challenging at times, but also sets me apart from so many people. Being able to think for myself and share what I think with
others is a valuable part in building relationships. All of this relates to having social intelligence because I typically can read a room easily
and adapt myself as well as my approach to whatever I will be encountering.
A personal statement has to start somewhere, and as time goes on I will change it to fit how I am during that period in my life. Currently my
statement is: My values of honesty, kindness, social intelligence, humor, and perspective help me each day to wake up and be the best version
of myself. I use these values to set goals and work towards achieving them.
I plan on expanding my statement as I go throughout the leadership minor and as I learn more about how my values relate to me and how I
best utilize them.
(Evidence #4 = Back of Leadership Crest, Updated Personal Values Statement)
Concepts and Philosophies. (n.d.). Retrieved April 24, 2017, from http://www.ethicalleadership.org/concepts-and-philosophies.html
10. Student will HDF Loomis As a Junior in college, I was struggling with finding a summer internship; I was trying to find something that connected with my
demonstrate the 412 Chaffee major and something that was paid. It is very difficult to find a paid internship, nonetheless find one that fit with my beliefs and skill
ability to lead a HDF Summer set. Eventually, my mom had me fill out an application for an internship at a boarding school summer program. After having worked
project from 417 Program in a middle school for a year and a half, I had been encouraged to seek out other forms of employment by just about every teacher I
start to finish spoke to. I was never convinced that teaching was ‘it’ for me, so I continued to look for something to strike my interest.
(follow-
through) Even though my interests didn’t align with this internship opportunity, I applied, and was offered a position in the intern cohort.
While I was excited to have something to do with my summer, I was sure that the experience was not going to benefit me in any way
except financially. However, when given something to do, I have been raised to see it to the end. I went into this internship knowing
that I was going to do a good job, that I was going to be reliable, and that I was going to enjoy it. I also knew that it was out of my
comfort zone and that I was not going to fit in. I quickly learned that the negative things I thought were just not true.
At the orientation, I felt like a fish out of water, but immediately put myself out there by offering to walk places with the other intern
who was on my floor. This automatically gave me a comradeship that helped me to not feel alone. I remember thinking to myself that
I needed to just talk to people and make the connections faster so that I have people to hang out with before the students got there.
Because of the connections I made and the relationships I built early on, I was able to have a large support system throughout the five
weeks of the internship. Without this support system, I know I would have struggled with being there for five weeks. However, it was
through those connections that I found friends and mentors who helped push me to the end. Each day was different and required that
I did something different, but I was able to go from the beginning to the end of the internship without missing a day, a shift, a class,
or an assignment.
This follow-through helped me throughout the fall 2019 semester, because if I was able to start somewhere new and build a
community for myself, I knew I could get through a semester.
(Evidence #31 = Picture from staff banquet)
11. Student will HDF 417 Loomis In HDF 417, I looked at how my personal goals would help to make a difference within my career and community of choice. I have been
describe goals Chaffee involved in the human services field since I was 16 years old and always strived to be the person who made the biggest difference. I have
and objective Summer come to realize however that in order to do that, I have to learn from others. My development as a leader has shifted from being at the front to
statements Program now balancing solely leading with observing and listening to other leaders. My personal goal throughout this experience was to be able to put
regarding myself in front of a class and be able to confidently lead them through a lesson, in order to get to this point I had to work alongside a master
personal issues, teacher for a few weeks and learn how to prepare a lesson as well as ways to deliver it during a class period. Going into this experience, I
career issues, stretched the truth and told the director that I was considering teaching after I graduated the next year. As the time approached, I made a
and community career goal to figure out if teaching was in my wheelhouse and if I could see myself doing it after I graduated. Making a career decision is the
issues most challenging choice I have been faced with in this life. After the completion of this internship, I emerged with the career goal to become a
teacher that strives to better the life of her students. Initially I was set on working at a private school, but since have applied to many different
job sites that will train me to work in a classroom while obtaining a master’s degree.
Something that I have studied throughout my time at URI has been hunger studies, where I have learned about impoverished communities in
the United States. I have come to understand that those who are labeled ‘poor’ do not choose to be poor. Something I have grown a passion
for is working with at risk youth, who typically will be found in urban areas. Being ‘at risk’ encompasses many possibilities such as being at
risk for poverty, gang life, homeless, etc. This is a huge community issue that I spend a lot of time trying to combat. I have worked with many
organizations and try to disrupt the cycle and enlighten youth on their potential. A goal I have for myself in regard to community is, no matter
where I end up I will continue working with this community because every child deserves to have someone rooting for them. To coincide
with this goal, I have begun applying to all types of schools and have begun applying to more urban schools instead of just private schools.
Overall, I need to believe in myself and my capabilities. Recently my grandmother sent me a clipping of an article that described the type of
person I hope I am. And to read it through the lens of someone else looking at me was powerful and gave me a sense of confidence that I
needed.
(Evidence = Article clipping)
12. Student will HDF 417 Internship at For my internship, I was responsible for creating my own syllabus with personalized goals and objectives. One goal that I set for myself was
show evidence Loomis to demonstrate knowledge on creating and executing a lesson plan. One of my objectives was to demonstrate techniques for accepting and
of goals and Chaffee giving feedback.
objectives that
were planned As I gained confidence in the classroom, I was asked to lead more often. I was able to lesson plan independently, and then implement that
and achieved plan with my students. Teaching a full class - start to finish - for the first time was eye opening to say the least. I can say that I did actually
enjoy it, but I am also glad that I had the support of a master teacher who helped maintain classroom expectations even though she was not at
the front of the room. During the concluding week I had sit down meetings with both the intern coordinator and director of the program.
Throughout this internship I was given an explanation that helped me understand why I dislike feedback as much as I do - it has to do with
my personality type. Knowing this about myself did not however make these meetings any less difficult or nerve wracking. I had a really
good relationship with my coordinator, and I knew that whatever she had to say was only going to help me become a better educator. What
she said was encouraging and also helpful.
I am not perfect, and I cannot hold myself to such high standards. I learned that teachers are always learning and honestly acting on the fly
half of the time. So, perfection is not a reality and getting feedback is necessary for continual growth.
(Evidence = Final reflection)
13. Student will HDF 201 My Current In HDF 201, we were lectured on Maslow’s hierarchy of needs. Maslow set up his theory in the shape of a triangle, and each phase that you
show Stage meet represents one of the five tiers of the triangle which are horizontal strips going from the bottom to top.
knowledge of
the “Hierarchy The bottom tier is physiological needs which are things that your body needs to survive such as food, drinks, sleep, warmth, and shelter. If
of Needs” you do not have the requirements in this category met, you cannot advance to the next requirement. If you have met these needs, you are then
theory by onto safety needs which are security, protection, and stability. Once again if you have met these needs, then you move onto love and
Maslow belonging. In this stage, you want to reach these things through family, relationships, and intimacy. This usually comes later in life when you
realize the importance of family as well as wanting to be intimate in a relationship. Next would come esteem needs where you want to have a
good self-esteem, respect of other and self, and have personal achievements. Lastly, if one is able to complete the previous four stages, you
have reached the final stage of self-actualization. This is where you have personal fulfillment, lack of prejudice, and you have realized your
full potential. While reaching self-actualization is the most desired stage, few can do it. Usually most people reach stage four and then an
obstacle comes their way so they move down in the stages until they can move back up again.

Currently I believe that I am in stage 3 of love and belonging. Because of the transition to college I had to start all over and begin at stage one
and work my way back up. Since I am still in a fairly new environment and I am still building relationships, I feel as though stage 3 is an
accurate representation of my current ‘needs’ state.
(Evidence #5 = HDF 201 Class 5 Slide 13)
14. Student will HDF 201 First Year of In HDF 201, we learned about Maslow’s hierarchy of needs which consist of Physiological needs, safety needs, love and belonging, esteem
show College needs, and finally self-actualization.
application of Adjustments
Maslow’s As I am approaching the final stretch of my first year at college, I am realizing that over the first 18 years of my life I had gone through the
theory to own first 3 or four stages because I had everything readily available for me and my parents, family, friends, and community created an
life environment that met my basic needs, safety needs, love and belonging, and also helped me have confidence and achieve things in life that I
couldn’t have done alone. However, on the first day of college that was stripped from me. I was not in my hometown anymore where I knew
everyone in my community who helped me better myself and always had an eye on me to make sure I was safe. I was no longer with my
family and friends who provided me with constant love. My parents were not with me anymore so I wasn’t protected by them and I wasn’t
living in my room under their roof eating their food. I had to start all over in a new setting, with new people, and just somewhere so
unfamiliar to me.
I started by knowing where my room was and remembering my keycode to get in. Next was figuring out the dining halls so that I could eat.
Within two days I was comfortable enough with these few things to move on and figure out my safety needs. I realized that the URI campus
has blue lights which I can use in an emergency, and I can also get rides around campus late at night if I don’t feel safe. I also established
enough of a bond with my roommates to feel safe in the room. I then moved on to trying to find love and belonging. I have found really good
friends here who I do love, and have built relationships with other people around campus which makes me feel like I do belong here, even
though first semester I never thought that I would reach that feeling. As of now I am still working on the love and belonging phase, but I feel
that soon I will be working up towards the esteem phase, and hopefully not back down to the safety needs phase.
(Evidence #6 = Picture of Me Belonging at URI)
15. Student will
show
knowledge of
the theory of
Superleadership
by Manz &
Sims
16. Student will
show
application of
Manz & Sims
theory to own
life
17. Student will HDF 190 2016 In HDF 190, I took the test on StrengthsQuest which is a website that administers quizzes. This quiz has a large set of questions and after
describe Leadership answering, you receive your strengths starting with your top strength. My top strengths are , which is where I found that my top five strengths
StrengthsQuest Institute are Belief-having values and beliefs that are set in stone, Developer-notice peoples progression in different areas, Individualization-figuring
Signature Studying out others strengths and seeing how they will contribute to group productivity, Deliberative-outcome and obstacle predictor, and Empathy-
Themes, Abroad being able to imagine yourself in other people’s shoes. We wrote out these top five on a name tag and went around the room and shared our
shadow side of values and each student discussed one of the values that they related to the most.
Strengths and/or
weaknesses, and The strength that I related to the most is belief because I have a lot of morals of right vs. wrong, and even though (especially at my age) it is
examples of hard to have beliefs that you always stand by. I have a very strong opinion on things that I find important and I typically don’t stray from what
application I believe. I found that at Institute it took a while for me to warm up to the people in my group because I believe that quality friendships are not
(Source = made after one day and it takes a long time to find the right people that I want to have and keep close to me. However, I did use my developer
Gallup) and individualization strengths because I was fascinated by how my group members were interacting and I stood back to figure out what they
were good at, especially when we were doing the challenge course activities. I was also able to use my Deliberative strength on the challenge

course because I was always trying to figure out the best way to complete the task, and I was the only one who would voice possible
obstacles. Lastly, I tried to talk to the people who seemed to be shy because of my strength Empathy. I know I don’t like to not be included,
so I tried to make sure that everyone felt included even if it was just by talking to them at meals.
While these are my strengths, I sometimes have trouble using them when I am faced with different situations. After my time studying abroad
in Greece, I found that I have become more relaxed and easygoing. While I was there, I did things that I never imagined myself doing. I went
out at night, I traveled to different countries, and I even rode a donkey up to the Acropolis. I used to be very uptight and hold my strength of
belief close to me, almost as a security blanket, where no one could change my mind because that was something that only I have control
over. However, since being back, I have seen a huge change in myself. I let things go more easily and am appreciative of all of the
experiences around me. While I still think that my top five strengths will always be a huge part of who I am, I think I need to retake the quiz
to see if different strengths have moved into my top five.
(Evidence #7 = name tag with top five strengths, Picture of me on a donkey)
18. Student will HDF 190 2016 In HDF 190, I took the test on StrengthsQuest, which is where I found that my top five strengths are Belief-having values and beliefs that are
describe Leadership set in stone, Developer-notice peoples progression in different areas, Individualization-figuring out others strengths and seeing how they will
personal Institute contribute to group productivity, Deliberative-outcome and obstacle predictor, and Empathy-being able to imagine yourself in other peoples
leadership style shoes. We wrote out these top five on a name tag and went around the room and shared our values and each student discussed one of the
and/or values that they related to the most.
personality style
including The strength that I related to the most is belief because I have a lot of morals of right vs. wrong, and even though (especially at my age) it is
strengths and hard to have beliefs that you always stand by. I have a very strong opinion on things that I find important and I typically don’t stray from. I
weaknesses and found that at Institute it took a while for me to warm up to the people in my group because I believe that quality friendships are not made after
examples of one day and it takes a long time to find the right people that I want to have and keep close to me. However, I did use my developer and
application individualization strengths because I was fascinated by how my group members were interacting and I stood back to figure out what they
(Sources = were good at especially when we were doing the challenge course activities. I was also able to use my Deliberative strength on the challenge
Leadership style course because I was always trying to figure out the best way to complete the task, and I was the only one who would voice possible
inventories, the obstacles. Lastly, I tried to talk to the people who seemed to be shy because of my strength Empathy. I know I don’t like to not be included so
L.P.I., Type I tried to make sure that everyone felt included even if it was just by talking to them at meals.
Focus (MBTI),
LAMP, DISC, After learning my StrengthsQuest personal strengths; Belief, Developer, Individualization, Deliberative, and Empathy, I was able to look at
and other career my personal leadership style and see how these strengths affect it. As a leader, I do have a different style than my peers and that is because we
inventories, all have different strengths. I tend to let my Developer strength take the forefront of my style during planning times. I let this happen because
etc.) this strength makes me task oriented and makes me want to have a plan (or multiple plans) in place that will ensure the best possible outcome.
It also makes me think about different outcomes based off what the plan is.
Another thing I did was find my personality type through typefocus, which was ESTJ, standing for Extraversion, Sensing, Thinking, and
Judgment. What I pulled from this test was that I am a logical thinker and like to apply my thinking to anything I encounter whether it be
people or places etc. I pay attention to detail and make sure that goals are met – or at least are in the process of being met. I find my
personality taking over during planning situations and even during facilitating. It is like something that I cannot turn off and makes itself
known even if I don’t actively think about it.
(Evidence #7 = name tag with top five strengths, screenshot of ESTJ)
Outcome Category: Leadership Theories
Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences
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)
of the “Scientific
Management” theory of
leadership by Taylor
theory (Taylor)
of the “Management by
Objectives” theory of
leadership by Drucker
theory (Drucker)
25. Student will show knowledge HDF 412 Presentation During HDF 412 I participated in a group presentation where one of our topics was Theory XY. This theory was
of “Theory X and Theory Y” HDF 417 on Theory published by Douglas McGregor in 1960 (Theory X and Theory Y, n.d.). This model discusses two different
theory of leadership by XY leadership styles within the workplace. Theory X has a more authoritarian style whereas Theory Y is more
MacGregor Loomis participative.
Chaffee
Internship When a leader utilizes Theory X, typically the workers are naturally unmotivated and hate their work. Because they
are unmotivated, the leader or manager has to control them with constant supervision. Since they are being
supervised, managers tend to prompt their workers to complete their tasks. If they complete their tasks well,
managers will reward them, however if they do not, typically a punishment follows (Theory X and Theory Y, n.d.).
When discussing this portion of the model, we envisioned an office with cubicles, unhappy workers, and a manager
that walked around making sure that workers were on task and being productive. Because of the micromanaging
style the manager holds, workers wouldn’t want to be there, which makes them unmotivated.
The other half of this model is Theory Y, where leaders have a participative management style (Theory X and
Theory Y, n.d.). Because they participate in the work, it encourages staff to continue doing their job. They are also
more comfortable going to their manager for assistance or advice, which creates a nice dynamic between
management and workers. Managers who use this aspect of the model trust that their staff can do the work
independently because they take pride in their work.
It is important to note that Theory X and Theory Y are used differently; not every workplace needs someone with a
Theory Y approach, and all workplaces need the structure of a Theory X approach.
Throughout my internship, I had two different master teachers that I worked alongside. The math teacher I worked
with had a Theory X approach to her classroom. I think because math is the type of subject that requires a student to
remember the prior unit(s), a teacher has to be stricter and be the type of leader that sets rules and expectations, as
well as stays on-top of the work the students are doing. The other master teacher I worked alongside was for a social
psychology class, and she had more of a Theory Y approach to the classroom. It felt much more laid back in part
because it is more of a talking and thinking out loud kind of class because a lot of it was based on the student’s
interpretation. It was interesting to see how different styles of teaching not only work in different kinds of class types
but also how they apply to Theory XY.
(Evidence #32 = Theory XY handout)
Theory X and Theory Y: Understanding People’s Motivations. (n.d.). Retrieved from

https://www.mindtools.com/pages/article/newLDR_74.htm

26. Student will describe personal HDF 417 Head During the summer going into my senior year I had to transition into many different leadership roles. Each of these
application of the above counselor roles required me to hone in on different aspects of my leadership ability depending on who my audience was and
theory (MacGregor) Summer what needed to be done.
Program
Internship At the beginning of my summer, I interned at a boarding school where I was a TA in an Algebra and Social
Psychology class. One of the many things I learned throughout the five-week program was that I had to approach my
students with a Theory X approach, because if I didn’t, they would not complete their work. In my situation, this
meant circulating the classroom, sending out reminder emails, and checking in with students in and outside of the
classroom. I don’t think that my students were unhappy or unmotivated, but rather just needed a constant reminder
to stay on tasks. I also understood that it was summer, and most kids want to be relaxing and not going to school.
After completing the five-week program, I had to immediately start my next job as the head counselor at a day camp
in Worcester, MA. I had previously been a counselor and waterfront director at this camp, so I knew the
environment and some of the staff. Because of the change in setting and age group I was working with, I saw a shift
in my leadership style. During the two-week program, I chose to use more of a Theory Y approach because I truly
believed that my counselors took pride in their job (Theory X and Theory Y, n.d.). I never experienced a moment
where I didn’t think that they weren’t able to do their jobs and rarely had to nudge them in the right direction. I also
made it abundantly clear that I was there to help them and if they needed anything all they had to do was ask.
Because I took the time to get to know and trust them, it created an environment where they felt comfortable trying
new things and doing their personal best each day.
Had I entered this job with the same style of leadership that I used for my students; I don’t think that it would have
been a successful two weeks. And if I entered the classroom with a complete Theory Y approach I would have been
walked over. I think it important to find the balance between the two as a leader, but also know when and where to
utilize X and Y.
(Evidence #33 = Picture of me with my counselors )
Theory X and Theory Y: Understanding People’s Motivations. (n.d.). Retrieved from

https://www.mindtools.com/pages/article/newLDR_74.htm
27. Student will show knowledge HDF 310 Boys and College is a time to join organizations and do things that will make your resume stand out from other potential candidates.
of the “Servant Leadership” Girls Club Everything that is done during your college years is important, from the university you attend, to volunteering and work
theory of leadership by experience. The more that one can put on that piece of paper, the more they set themselves apart from others.
Greenleaf
One of the things that college students do a lot is join service organizations so that they can put different forms of
community service on their resume. Many employers look for that volunteer experience because it shows that an individual
is connected to their community, has good time management, and wants to give back. While the world needs people to
volunteer on different projects, people are not always volunteering for the right reasons.
Greenleafs Servant-Leadership Theory looks at a person whose’ primary objective is to serve others. Then throughout their
service they become a leader (Komives, S.R., Lucas, N. McMahon, T.R., 56). This past semester, I have been volunteering
at the Boy’s and Girl’s Club in Warwick, RI. I chose to volunteer here for a practicum because it is a well-known non-profit
that has made significant changes in many individuals lives. Throughout this semester, I have been given chances to grow
within the organization. At first, I served by aiding a permanent employee in one of the many different rooms. Over time I
have gained enough credibility to lead my own room. I am not there for any title or recognition, but rather because I know
it’s a great place to make a difference and learn some things along the way.
(Evidence #19 = Picture of the inside of the Boys and Girls Club)
Komives, S. R., Lucas, N., & McMahon, R. R., (2007). Exploring leadership for college students who want to make a
difference. San Francisco, CA: Jossey-Bass
28. Student will describe personal HDF 412 Elm Park During the summer of 2016, I embarked on a journey that impacted the way I live each day. I was sent to an urban
application of the above HDF 417 Ministries day camp in Worcester, MA to be a counselor for two weeks. The camp directors informed us that this was an
theory (Greenleaf) Day Camp experience that we wouldn’t be able to prepare ourselves for, and that we shouldn’t expect anything. As if this wasn’t
Loomis threatening enough, I had never lived or worked in a city – I was ready to find any way to take myself off this
Chaffe e assignment. But I had my two best friends by my side and decided to just go for it.
Internship
I have always thought of myself as a servant leader because I find myself doing things wherever I am to serve others
(Komives, Lucas, & McMahon, 2007). When going into this day camp, I had nothing else on my mind other than to
be a counselor for the campers that were coming. We had heard some pretty rough stories, and I ultimately wanted
to be part of creating an environment where campers could come and be kids. What I didn’t expect was that I was
going to be impacted so greatly by the kids that came. Because of how wonderful the campers were, I found this
passion and obsession for this day camp. I continued to go back and have gone from a counselor, to a waterfront
director, and most recently the head counselor. I have been asked back for this upcoming summer to be the head
counselor by the camp directors and my counselors, and I will be getting trained to become the camp director in the
years to come.
When looking at all that I have done at this camp, I see not only a massive change in myself but can also see how
serving others actually developed my leadership. I started out as a counselor and grew to be in charge of the
counselors, all through serving the camp in as many ways as I could.
The summer of 2019 was by far the best summer I have ever had. I started it out by interning at a five-week summer
program at a boarding school in Connecticut. I learned that teaching is servant leadership; I was not there to teach
myself or to be a body, I was there to serve the student body. Passing on knowledge that I have is great, but being
able to actually teach a group of students something is true service. During the program, I did not feel like I was
serving myself in any way; honestly, I was tired and burnt out by the end. But the smiles on the kids’ faces and the
stories I was able to take away made the whole experience worthwhile. I was there for the kids – not for myself. At
the conclusion of the summer program, I went directly to my next job, which continued to surpass all of my
expectations. The summer camp – which I mentioned above – was a huge reminder as to why I love service. So many
great things come out of servant leadership, especially when you are having a great time serving.
(Evidence #34 = Richmond Packet)
of the “Principle Centered
Leadership” theory by Covey
theory (Covey)
of the “14 Points / TQM”
theory of leadership by
Deming
theory (Deming)
of the “Visionary Leadership”
(now often cited as
“Transformational
Leadership”) theory by
Sashkin

theory (Sashkin)
of the “Individuals in
Organizations” leadership
theory by Argyris
theory (Argyris)
37. Students will demonstrate HDF 190 Filling Out In HDF 190, we filled out the Leadership Crest which was based off of the “4 V’s” of Ethical Leadership by Dr. Bill Grace
knowledge of the “4 V’s” Leadership which are Values, Vision, Voice, and Virtue. In this model, the word value represents a person’s top five values, and mine
theory of leadership by Grace Crest are Honesty, Kindness, Social Intelligence, Humor, and Perspective. Vision represents being able to see and plan out ways
(Center for Ethical to make a difference big or small, and I use Vision by noticing small nonverbal cues that other give off and thinking of ways
Leadership) to make them feel better. Voice represents the action of your vision, with me that would be including someone or even just
asking questions and listening to what they have to say. And finally, Virtue to me is taking the other three V’s and
continuously using them to make a difference. The four V’s are then connected to three subcomponents which are Service,
Polis, and Renewal. Service connects Vision and Values which shows that when you use your Personal Values to serve
others, your Voice tends to come out. Polis connects Voice to Vision, and Polis focuses on the real-world example of
politics because it is one of the largest examples of becoming part of your community. Using this example, you are able to
use your Voice in politics whether they are town, state, or nationwide and then you are able to show that in your Vision.
Lastly, Renewal connects Voice to Values because you are able to use your Voice based on your own Personal Values.
This crest helped me understand and the “4 V’s” and interpret them for myself which helped me understand them more.
Based on my Values, my Virtue is Humanity which I found by seeing where my top five Values fell on the VIA chart.
Humanity contained two of my top Values which were Kindness and Social Intelligence. In order to be an Ethical Leader I
use Kindness and Social Intelligence because I like to adapt my own personality to fit the group that I am working in and I
also like to help and listen to what other members have to say because they should be valued. As I filled out the Leadership
Crest I found that I use my Voice to give people the best advice I can provide, and I show it by being there for anyone who
needs help. After filling the crest out, I have a better knowledge of the “4 V’s” and understand how the V’s are all
interconnected.
(Evidence #8 = Leadership Crest)
Concepts and Philosophies. (n.d.). Retrieved April 24, 2017, from http://www.ethicalleadership.org/concepts-and-
philosophies.html
38. Student will describe personal COM 100 Youth In my COM 100 class, we had to give informative speeches. These speeches could be on any topic of our desire as long as
application of the above cheerleading we were able to inform the class about this topic. While I could have chosen something very simple and easy to talk about, I
theory (Grace) coach chose to inform my class about the importance of reducing, reusing, and recycling. Based on my five values, I think I chose
this topic due to the perspective I have gained over the past year. While at camp I worked alongside a sustainability
coordinator who informed all of camp about how important it was to keep our Earth clean. It really hit me that people don’t
take the time to do simple things like recycling because they don’t know much about it or because they are too lazy. I had
gained knowledge about this matter and decided to share it with about 20 other individuals. So, I took what I learned from
her vision of how to help our earth, and I attempted to implement change within my class by using my voice. I think that I
got through to some of the people in my class because I had a few of them laughing and engaged throughout my
presentation.
I also used the Value component from the four V’s when I volunteered for my town’s youth cheerleading program as a
coach. Throughout the time I worked with them, I used my value of Perspective because I cheered at a competitive level. I
knew from my past experience what judges would be looking for, so I worked on jazzing up and complicating their routine
to help them score as high as possible in each of the categories.

(Evidence #9 = Turn Up for the Trees)
Concepts and Philosophies. (n.d.). Retrieved April 24, 2017, from http://www.ethicalleadership.org/concepts-and-
philosophies.html
of the “Situational
Leadership” theory by Hersey
& Blanchard
theory (Hersey & Blanchard)
41. Student will show knowledge HDF 190 Method of In HDF 190, we learned that in order to reach your purpose using the relational leadership model, you need to build
of the “Relational Studying for inclusive, empowering, and ethical relationships with the members you are going to be working with.
Leadership” model by Relational
Komives, McMahon & Lucas Leadership To break this model down more, there is a large chart that encompassed all of the areas and things that one could do to reach
Exam that component. The top of the chat was broken into three categories; knowing (knowledge/understanding), being
(believing), and doing (skills in). the furthest column on the left is the leadership components which are: inclusive – of all
students, staff, and diverse points of view; empowering – of self, group members, and other involved constituents;
purposeful – having an individual commitment to the position, the students, staff, job tasks, and other constituents; ethical –
driven by values and standards of leadership with are “good” in nature; and process-oriented – how the group goes about
building and maintaining a team, and accomplishing the group’s purpose and or vision.
For the relational leadership assessment we had to fill in the components as well as the description of each. My method of
studying and memorizing for this exam was by writing all of the information from one column and repeating it until I knew
the bullets I wanted to know. Once I knew that column I would add the next column on and keep doing those two until I
remembered everything. Then as I memorized each column I would continuously add the remaining columns on one by one
until I could do the whole chart from memory. And then right before the exam I took the blank look-a-like chart we were
given in class and filled it out to make sure I was 100% confident on the material.
(Evidence #10 = Notebook Pages and Final Practice)
Komives, S. R. (2009, June & July). Leadership Identity Development: Challenges in Applying a Developmental Model.
Retrieved April 24, 2017, from
http://www.leadershipeducators.org/Resources/Documents/jole/2009_summer/JOLE
%208_1_Komives_Longerbeam_Mainella_Osteen_Owen_Wagner_2009.pdf
42. Student will describe personal HDF 190 COM 100 In HDF 190, we learned that the relational leadership model emphasizes the importance of relationships among participants
application of the above Group Project in the process of purposeful change (Komives, 2009). Meaning that being able to lead requires one to build relationships
theory (Komives et al) Waterfront with their group/team members. This is important because without having good relationships with everyone you work with,
Director there could be tension instead of effective work being done. One of the five components of this model is inclusive, which is
including everyone you are working with and knowing that what each member says or does can make a difference. The
remaining four components are empowering, purposeful, ethical, and process-oriented.
In COM 100, I have been doing a group project. I initially started out by asking what everyone was good at because we had
to do an outline, which included the history of the organization we chose, a video PSA, a slogan, another form of mass
media, and how our project related to COM concepts. I wanted to see what different people had to offer because I know that
I am not good at making videos, but I am creative enough to make a billboard or magazine article. In the end, we each
decided to take a piece of the project that we were comfortable with creating, and everyone took something they thought
they were good at. It is especially important to be inclusive when working with new people for a project because you don’t
know what different people have to offer. So just by starting out and finding what different people can contribute and then
building off of that has the potential to be a great start to a project.

During the summer of 2018, I was fortunate enough to return to work at an urban day camp in Worcester, MA. For the
previous summers when I worked there, I was a counselor responsible only for my small group. However, this past summer
I was promoted to be the Waterfront Director. This leadership position meant that I was mentoring the counselors, as well as
being responsible for the camper’s safety while on the waterfront. Specifically, I used the relational leadership model to
effectively be the best leader I could be for this group of counselors. The head counselor and I started out by asking each
counselors age group and co-counselor preference, then made decisions as we saw fit. This was an inclusive and
empowering way to begin our camp off because it showed that we cared about what they wanted, and by taking that into
account we were trying to ensure a great two weeks. While I loved being a counselor and believe that I am good at it, I am
glad I took this leadership position and was able to train younger counselors. This way I know that this camp will continue
to grow and become better and stronger with each passing year.
(Evidence #11 = COM Project Outline, Picture of me on the waterfront)
Komives, S. R. (2009, June & July). Leadership Identity Development: Challenges in Applying a Developmental Model.
Retrieved April 24, 2017, from
http://www.leadershipeducators.org/Resources/Documents/jole/2009_summer/JOLE
%208_1_Komives_Longerbeam_Mainella_Osteen_Owen_Wagner_2009.pdf
43. Student will show knowledge HDF 417 Crosby - Constructivism is a learning experience that is based on an individual’s observation and how they learn
of the concept of HDF 412 constructivism (Constructivism, n.d.). This theory revolves around how people come to understand the world around them through
constructivism their own personal experiences and then how they reflect on said experience.
Every person is born into something different, raised differently, and therefore thinks differently. The way people
think differs because knowledge is different within each family, community, and individual. Constructivism is
important because it takes what one already knows and adds to it. That could be changes it, adapts it, or keeps it the
same – all of which happen because of an experience that the person has. People then have to choose if the new
information is important, and if it should replace their pre-existing notions on that issue or topic.
Ultimately this theory shows that individuals create their own knowledge (Constructivism, n.d.). Yes, everyone grows
up knowing things, but through life that knowledge can change through this process of constructivism. To ensure
that we learn and grow in what we know, ask question, explore and research so that prior knowledge can be updated.
(Evidence #35 = Constructivism Notes)
Constructivism as a paradigm for teaching and learning. Retrieved December 9. 2019, from
https://www.thirteen.org/edonline/concept2class/constructivism/
44. Students will describe HDF 417 Loomis Growing up in a small, predominantly white town, I had limited knowledge on different races. I understood the
personal examples of Chaffee concept that other races existed but did not know much else. There were many aspects of my life that had underlying
implementing constructivism Internship tones of racism, whether it was having few people of color to really looking at a person of color while I was in a
grocery store. None of which were intentionally done to demonstrate racism, rather I did not know enough about the
issue that racism is.
Looking at this situation through the lens of constructivism, I can see how I grew up knowing certain things and
acting certain ways until I gained different knowledge and changed the way I thought. Once I started traveling away
from home, I began to connect with people of color and learn about their lives and how they experienced racism
daily. Over time I began to do more work involving people of color because I had this new knowledge that made me
want to be someone who was inclusive of everyone. Because of constructivism, I have been able to move away from
these underlying racist tendencies and treat people like individuals not a skin color.
These experiences and newfound knowledge were beneficial for my internship. We not only had a diverse cohort, but
we also had a diverse student population. I have learned a lot about the African population but have not had the
experience of working with the Asian population up until this point. Around 30% of our students came to the
program from China. Over the five weeks, I was able to learn more about the Chinese culture and way of life –
things that I did not know before. Because of the knowledge I gained from my students, I was able to continue this
path of treating people like individuals. I even went as far as to try and learn Chinese from my students to get as
much knowledge from them as possible. This proved to be very difficult but I am glad that I was able to learn
something of this magnitude throughout this experience.
(Evidence #36 = Picture of a Fan Made in China from a Student)
45. Student will demonstrate HDF 413 SOLC Retreat David Kolb created the Experiential Learning Model which is a cycle consisting of four phases. The first phase is Concrete
knowledge of the Debriefing Experience (Komives, S.R., Lucas, N, McMahon, T.R., p.29) which suggests that one can learn from something like an
Experiential Learning Model activity or a class. As long as the experience is something that an individual can do it constitutes as concrete. The next part
(Kolb) of the cycle is Reflective Observation (Komives, S.R., Lucas, N, McMahon, T.R., p.29). This is where the individual is
going to look back on that concrete experience and ask themselves what is it specifically that happened. This is the time to
focus only on the activity and all of its moving parts. The individual should stay focused on that because the next phase
Abstract (Komives, S.R., Lucas, N, McMahon, T.R., p.29) places more focus on feelings and interpretations. This is the
time to discuss how the experience made someone or everyone feel, why people felt the way they did, and why it is
important to take other ideas and feelings into consideration when being a leader or group member. The last phase of Kolb’s
cycle is Active Experimentation (Komives, S.R., Lucas, N, McMahon, T.R., p.29) which is where the group should be
thinking about how they can apply what they learned from the experience to their real life. That could be that they need to
discuss decisions more because not everyone has had a voice, or it could go farther and maybe lead to the group or
individual to put something back into the world.
In the leadership world, this model is applied when discussing an activity with a group or organization. It is important to
follow through with each phase to allow groups to conclude things on their own but also have a takeaway from their
experience.
(Evidence #20: Kolb’s Model)
46. Student will describe personal HDF 413 ESF Dream During the summer of 2018, I began working at a summer camp and throughout my orientation we did a lot of team building
application of the Experiential Camp and ‘get to know you’ games to create the best summer possible for the incoming campers. Specifically, we played
Learning Model (Kolb) ‘barnyard animals’ where we each drew an animal out of a hat, then had to make that noise as loud as we could and find the
rest of our animals. Upon completion of this game, we were forced to reflect on our experience and apply that to the job we
were going to be doing.
Kolb’s has a model of experiential learning which explains the process of this activity I participated in. His model begins
with a concrete experience in which the participant has done or has an experience from the past (Komives, Lucas, &
McMahon, 2007, p.29). In my case, the activity – barnyard animals – was my concrete experience because I did it and there
was overall a greater purpose behind it than to just play a weird game with strangers. The next part in his model is reflective
observation, which is where the individual or group will review the experience (Komives, Lucas, & McMahon, 2007, p.29).
This may be done on your own, but in my case we did it as a group. We were asked questions about how we felt at the
beginning, during, and ending of this activity, why we thought this was the chosen activity, and were brought to an
understanding as to why our discomfort was important. It was interesting to reflect on this activity as I knew what was going
on, but my new co-workers thought it was absolute madness. Of course, in the beginning, no one wanted to make their noise
because it can be quite embarrassing to make a chicken noise in a room full of people who you have never met. During the
activity, it didn’t get much better because people still were not comfortable with the situation as a whole and didn’t
participate as fully as they would have by the end of the summer. Overall, we concluded that putting yourself out there can
be hard and extremely uncomfortable, but our job required us to get out of that comfort zone. This brings me into the third
phase of experiential learning, which is abstract conceptualization where you put the experience and reflection together to
gain or learn something (Komives, Lucas, & McMahon, 2007, p.29). Like I previously stated, we all learned that we had to
quickly make connections to feel comfortable in our work environment. Kolb’s last phase is active experimentation where
you apply your findings to what you plan to do in the future (Komives, Lucas, & McMahon, 2007, p.29). This activity
helped us realize that sometimes you will be uncomfortable doing things with new people, however in order to be successful
or even make the biggest impact, you have to get comfortable.
(Evidence #21 = ESF Picture)
47. Student will show knowledge HDF 190 FLITE Group The Social Change Model is a leadership model that wants to see leaders use its different components throughout service to
of the “Social Change Model Project see a positive social change. This model has three main categories of Group Values, Societal/Community Values, and
of Leadership Development” Individual Values that each have subcategories underneath. These seven categories are known as the 7 C’s and consist of
by Astin et al Collaboration, Common Purpose, Controversy with Civility, Citizenship, Consciousness of Self, Congruence, and
Commitment.
The Group Values focuses on collaborative leadership that incorporates all of the leaders, group members, and their ideas.
This category has three of the 7 C’s being Collaboration, Common Purpose, and Controversy with Civility. These three C’s
looks at group dynamic and the importance of working together to complete a shared goal. They also look at the potential
for a group to disagree as different people have different ideas, but this should be handled by talking with one another.
Societal/Community Values is figuring out the best way to make change within society or a specific community. This is a
large task because making people want to change is a difficult task, and without the right campaign or idea and group
supporting it, change will be hard to make. This category only has one of the 7 C’s being Citizenship which is where the
group or whoever is involved finds a way to become connected to society through leadership. It is the component that
suggests taking in the concern for the people that this change will affect and ensure that it is beneficial in some way.
The third group of Individual Values harnesses in on developing the individual and wanting for that individual to
know/learn about themselves so that they are able to know how to best support the group they want to become involved
with. This group has the remaining three 7 C’s; Consciousness of Self, Congruence, and Commitment. These C’s strictly
focus on the individual’s values, beliefs, emotions and motivations. It also encourages the individual to figure out why they
want to get involved and ensure that it is for the right reasons rather than to serve with no reason.
(Evidence #22 = Social Change Model, Picture of FLITE group)
The Social Change Model of Leadership Development. (n.d.). Retrieved April 25, 2017, from
https://www.cmich.edu/ess/ResLife/Leadership_Opportunities/Leadership_Camp/Pages/Social_Change.aspx
48. Student will describe personal HDF 190 HDF 190 In HDF 190, we learned about the Social Change Model which has 3 subcategories of Group, Individual, and Society. It also
application of the above Small Group has seven values associated with it called the 7 C’s which are Consciousness of Self - being aware of values and beliefs,
theory (Astin et al) Projects Congruence - being genuine and honest towards others, Commitment - having self-knowledge as well as passion towards
Swimming the group, Collaboration - effectively working together as a group, Common Purpose - working towards a common goal,
Review Instructor Controversy with Civility - listening to group members but also realizing there will be conflicts, and Citizenship - becoming
connected to the community .
For the small group projects, we had to attend an event that we though reflected this model. My group chose to go to a
Melanoma awareness event where we learned about how Melanoma is viewed in society and how bad it can be if you get it.
We saw that people want to tan, whether that is through the use of a tanning bed or just laying out in the sun with little to no
protection. Either of these options can cause Melanoma, and now that we know that, we want to make change by raising
awareness about Melanoma around the URI campus. We researched Melanoma and found ways to prevent it. The most
common way was just through using sunscreen and applying it at regular intervals throughout your time in the sun. Not only
did we figure out things for the greater community, but we were also able to collaborate as a group which made the project
easier to complete. Without fulfilling each of the 7 C’s, this would not have been an event that would constitute for Social
Change.
Over the summer I was able to work at a summer camp in Hartford, CT where I taught all ages swimming lessons with my
group of lifeguards. Our goal was to teach the campers how to safely return to a poolside/dock if they accidentally fell into
the water. While this focus was specifically directed at the younger campers, if anyone could not swim, it was our job to
reach this goal with them by the end of five weeks. Swimming has always been a fun thing for me, and I believe that
everyone should have the opportunity to learn how to swim. Unfortunately, so many children are afraid of the water, either
because of their parents or a bad situation they got into. To me, this goes along with the Social Change Model because we
believed it was a change that needed to be made. We set a goal as a group, we worked with our small community to achieve
it, and we even went as far as to talk to parents to encourage the continuation of swimming lessons after camp ended.
Throughout those five weeks, the 7 C’s were apparent, and I think we did make social change within the community.
(Evidence #12 = Notes From Social Change Event, Picture of me at the pool)
The Social Change Model of Leadership Development. (n.d.). Retrieved April 25, 2017, from
https://www.cmich.edu/ess/ResLife/Leadership_Opportunities/Leadership_Camp/Pages/Social_Change.aspx
49. Students will demonstrate
knowledge of the “Leadership
Identity Development Model”
by Komives et al
50. Students will describe
personal application of the
above theory. (Komives et al)
51. Students will demonstrate
knowledge of the Strengths-
Development Model by
Hulme et al
theory (Hulme et al)
53. Student will demonstrate
knowledge of behavior
theories of leadership from
Michigan and Ohio State
theories (Michigan & Ohio
State)
knowledge of Charismatic
leadership
theory
knowledge of contingency
approach to leadership by
Fiedler
theory (Fiedler)
knowledge of Path-Goal
theory by House
theory (House)
knowledge of Leader Member
Exchange (LMX) theory by
Dansereau, Graen & Haga;
Graen & Cashman; Graen
theory (Dansereau, Graen &
Haga; Graen & Cashman;
Graen)
knowledge of Leadership
Substitutes Theory
theory
knowledge of Models of
leader emergence
66. Student will describe the
impact of traits on leadership
emergence and performance
knowledge of Chaos approach
to leadership by Wheatley
theory (Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

class Experiences
69. Student will HDF Studying Understanding culture and what it encompasses helps leader’s effectiveness when leading. In HDF 412, we looked at the Wilson model and
demonstrate how 412 Abroad connected it to cultural anthropology. The model says that in order to lead others you as the leader must first know yourself and make an
cultural effort to expand your point of views, which one can do through different experiences. The hope is to understand and appreciate other people,
anthropology / specifically those who differ from yourself. In order to uphold this model, the individual must first gain an understanding of themselves, their
paradigms relate culture, and what is important to them because of it.
to leadership
From there it is important to then do things that will educate oneself on different cultures, when this is done it makes it easier to lead different
types of people – which is essential because no one person is the same. This idea puts more focus on growing from others instead of growing
from your personal beliefs. Instead of learning what works and what doesn’t work, a leader would have to educate themselves from different
sources; readings, others point of views, talks, etc. It is an important idea that should have more prevalence in leaders’ lives.
If someone chooses to apply these paradigms to their leadership style, it ultimately makes a more open environment where people can share
differing thoughts and opinions. From there leaders can use different resources to make the best decision or come to the best possible
conclusion.
(Evidence = Wilson Model)
70. Student will HDF Loomis Chaffee During my Internship for HDF 417, I was able to intern in a social psychology class which consisted of individual participation and
describe 417 contribution to the group as a whole in order to learn the material. Around 1/3 of this class consisted of international students, and the
personal remaining 2/3 of the students came from different places in the US and were made of many different colors.
example of using
cultural The example I want to discuss comes from a class that I taught where the students were divided into two groups. One group observed while
anthropology / the other group determined which person, out of seven, would receive a heart for a heart transplant. I facilitated this activity and helped to
paradigms as a make sure that everyone had a chance to say something, but otherwise it was up to the students to talk to one another and determine who
leader would get the heart. The purpose of this activity was to demonstrate how hard it is to make such big decisions when there are so many people,
opinions, and beliefs involved. It was even more interesting because there were so many different cultures represented in the group, and with
different cultures comes different beliefs. As a facilitator I was able to see all of the differing ideas as well as how the group came to a
decision. This is an extreme situation, but can apply to situations a leader is in.
Ultimately, I believe it is important for everyone in a group to help make decisions, because I can’t possibly know everything. I hope to take
this experience into more of my leadership opportunities and try to remind myself that everyone has deeply rooted beliefs and it is important
to hear them out. If I don’t agree, then I need to start the conversation and talk rather than just shutting everything else down.
(Evidence = Heart Transplant activity)
71. Student will HDF Loomis Chaffee Through Harro’s model Cycle of Socialization we can understand how individuals act with different communities. This model has
demonstrate 417 Internship three circles, four arrows, and a core. The core is fear, ignorance, confusion, and insecurity (Harro, 1999). Circle one is what an
knowledge of HDF individual is born into - stereotypes, history, and tradition, followed by arrow one which is socialized - taught things by parents and
the “Cycles of 412 teachers, norms, expectations, and roles (Harro, 1999). Circle two is reinforced messages from institutions - schools and tv, and
Socialization” culture - language and media, followed by arrow two which is enforced by rewards, punishments privilege and empowerment (Harro,
(Harro) theory 1999). Circle three is results in silence, violence and stress, followed by two different arrows, arrow three which is change through
and its uses in interruption, education, taking a stand, and reframing, and arrow four which is do nothing meaning don’t make waves and promote
leadership the status quo (Harro, 1999).
This model applies to leadership because it demonstrates the opportunity to become a leader. Many of the things that I grew up
knowing became inappropriate or offensive by the time I reached my teenage years. When looking at this model I am able to see how
I learned these things. From there based on the knowledge I had, I can determine my response or non-response type. As a leader it is
important to grow and evolve in the way you think, so this model reflects that development that a leader needs to have.
(Evidence #37 – Cycle of Socialization)
Harro, R. L. (1999) The cycle of socialization. Retrieved from https://sakai.uri.edu/access/content/group/3b3c73bf-2d41-45d4-a5b8-

a0149062143d/Module%20II%3A%20Cultural%20Anthropology%20_%20Inclusive%20Leadership/03-
%20Socialization/Harro-Cycle%20of%20Socialization.pdf
72. Students will HDF Loomis Chaffee During my internship I was able to help in administering tests throughout the program. After the first test, four male identifying
demonstrate 417 Internship students unfortunately failed. The master teacher called them up one by one after they finished to see why they failed – and to see if
personal HDF they filled out the study guide. After the first student finished talking to the teacher, I saw that he was crying – I wear my reactions
application of 412 on my face and could feel my eyes widen and eyebrows raise. I was shocked that a boy was going to cry, especially in front of the
the “Cycles of whole class. Once I had this internal dialogue with myself, I realized what I had thought and internally scolded myself for thinking
Socialization” that.
(Harro)
I was born into a family that taught me to be tough – it was an unwritten rule that I shouldn’t cry in front of others, and that boys
just don’t cry. While this was not something that was specifically taught to me, the main male role model in my life (my dad) literally
never cried. This was then reinforced through media because male characters did not show their emotions, but female characters
were known to show emotions, specifically were known to cry. If I did cry, my parents would kind of brush it off and redirect me so
that I wouldn’t continue to cry. Because of my participation in the cycle of socialization, I unknowingly conformed to this societal
norm that boys were not supposed to cry because it was something I never saw. The first time I remember seeing a boy cry was
during my freshman year of high school when the boy’s basketball teams season was over, and they cried. For fifteen years of my life,
I have no memory of a boy crying. Because I never said anything or asked boys about their emotions, I partook in oppressing them.
Unknowingly I went around this cycle with no intention of breaking out of it. After this dialogue that I had with myself, I am hoping
to work on catching those thoughts and/or actions to retrain the way I think about expressing emotions. My goal is to interrupt this
cycle of socialization.
(Evidence #38 – Photo of a student doing math)
Harro, R. L. (1999) The cycle of socialization. Retrieved from https://sakai.uri.edu/access/content/group/3b3c73bf-2d41-45d4-a5b8-

a0149062143d/Module%20II%3A%20Cultural%20Anthropology%20_%20Inclusive%20Leadership/03-
%20Socialization/Harro-Cycle%20of%20Socialization.pdf
73. Student will HDF Loomis Chaffee Harro has another model called the Cycle of Liberation. This cycle has a core of self-love, joy, support, and balance, and is
demonstrate 417 Internship surrounded by three circles and four arrows (Harro, n.d.). An individual can enter this model at any point, and will typically circle
knowledge of HDF through the process many times because there is no finish line for ending oppression (Harro, n.d.). Beginning with the waking up
the “Cycles of 412 arrow, this is a critical incident that creates cognitive dissonance or inconsistency within one's thoughts (Harro, n.d.). At this point in
Liberation” the model, development is intrapersonal meaning that there is a change in the way an individual believes and thinks about themselves
(Harro) theory (Harro, n.d.). After that, we have the Getting Ready circle which includes empowerment of self, gaining, dismantling, and developing,
and its uses in followed by the arrow of Reaching out which includes speaking out and naming injustices as well as seeking experience and exposure
leadership (Harro, n.d.). The next circle is where development transitions from intrapersonal to interpersonal meaning that now the individual
shifts to how they value others and see the world (Harro, n.d.). The building community circle focuses on working with others with
‘people like us’ and people who are ‘different from us,’ this is followed by the coalescing arrow which includes organizing, educating,
and becoming an ally (Harro, n.d.).
The last circle is where we see developmental shift again from interpersonal to systemic, meaning that there is a literal change in
structures, assumptions, rules, and roles (Harro, n.d.). This last circle is creating change by critically transforming institutions and
creating new culture, this circle is followed by the maintaining arrow which is integrating, modeling authenticity, and taking care of
self and others (Harro, n.d.).
This theory applies to leaders and leadership because it demonstrates the development of an individuals thought process. There a
point in every leader’s history where they have had a ‘waking up moment’ and have then changed the way they thought or acted
because of that moment. The world continues to change and evolve, so our way of thinking has to change right along with it. Many
people look up to leaders for that change, so it is a really important model for leaders since they start the train of change.
(Evidence #39 = Cycle of Liberation)
Harro, B. (n.d.). The cycle of liberation. Retrieved from https://sakai.uri.edu/access/content/group/3b3c73bf-2d41-45d4-

a5b8a0149062143d/Module%20II%3A%20Cultural%20Anthropology%20_%20Inclusive%20Leadership/Inclusion/Harro-
Cycle%20of%20Liberation.pdf
74. Student will HDF Loomis Chaffee Using the cycle of Liberation to look back on my past ways, I had a ‘waking up moment’ (Harrow, n.d.) a few years ago. This
demonstrate 417 Internship distinctive moment for me would be when my best friend sent a message to myself and others explaining how the use of the word
personal HDF ‘retarded’ could be offensive, and since she has a brother who is mentally disabled, she asked us to try and refrain from using that
application of 412 word. This message created that critical incident that changed the way I thought about the word, giving me that ‘waking up’ moment
the “Cycles of (Harrow, n.d.). Interpersonally, I understood that I was misusing the word and it made me feel like a horrible person. Through the
Liberation” circle of getting ready (Harrow, n.d.) I had to realize that my mental ability was a privilege and that having a mental disability was
(Harro) not a choice that people actively made and because of this, they were oppressed. After time, I transitioned into the reaching out arrow
(Harrow, n.d.) because I began to take a stand and saying things to people when they used that word. I am currently still in this
arrow because I don’t hear the use of this word as much anymore. Looking forward to transition to interpersonal (Harrow, n.d.), I
need to keep talking to everyone about disabilities to continue to change the way I view this group of people individually and
collectively. I have entered into the building community circle (Harrow, n.d.) because I have worked with others who are different
from me physically and mentally, I have also worked with people who are fully able like me. I have not entered the coalescing arrow,
creating change circle, or maintaining arrow (Harrow, n.d.) at this point in my life but am hoping to continue on so that I can help to
make a systemic change. I think that I would systematically want to work towards changing the assumptions people have around
differing abilities. I was raised to treat people with physical disabilities the same way that I treat someone with no physical
disabilities. I would want to continue that thought but also add on treating people with mental disabilities the same as you would treat
someone who had full mental ability
Working with adolescents, I have heard this word come out of students mouths all too often. During my Internship, I was known for
being a stickler when it came to misusing this word. Because the school I worked at was private, we did not have any students with
mental disabilities because there were no faculty members that were certified to work with those students. This is a typical thing to
see at a private school, when talking to other faculty members I was told that even if a staff member has a child with a mental
disability, that child will have to go to a different private school that accepts students with disabilities because not all schools are
equipped to work with such students. Because this population was not represented during this program, students felt more
comfortable using the word. Because I had my waking up moment, I was able to be an advocate for a population that I don’t identify
with. I am working towards my transition to interpersonal, but in order to do that I need to continue to be that advocate.
(Evidence #40 = Text message from my friend)
Harro, B. (n.d.). The cycle of liberation. Retrieved from https://sakai.uri.edu/access/content/group/3b3c73bf-2d41-45d4-

a5b8a0149062143d/Module%20II%3A%20Cultural%20Anthropology%20_%20Inclusive%20Leadership/Inclusion/Harro-Cycle
%20of%20Liberation.pdf
75. Student will HDF Working at Franklin’s Configuration of power model contains four circles that are placed inside one another, almost like a nesting doll. At the center of
demonstrate 412 CCMS this model, one can find economics. Specifically, we are looking at who controls the economics in the sense of wealth, employment, and even
knowledge of land resources. The second level of this model is politics, which happens to hold a lot of power. Specifically, we are looking at who holds
the political power, and how that power could affect other aspects of power. In America, the most influential – or powerful – politicians tend to
“Configuration also have a lot of money – or economic power. Then the third layer of this model looks specifically at bureaucratic management. This is a
of Power” focus on laws and how different laws protect different people. Again, if someone has political and economic power, they also probably have a
(Franklin) and large influence over bureaucratic management. The last circle in this model looks at controller of symbols, basically what we see every day.
its relationship This includes, but is not limited to, social media, education systems, and religion. These three factors hold a lot of power over the human race
to leadership in the 21st century. In the past, other things held more power, and the balance of this power is always shifting. Currently from my perspective,
social media holds the most power. Everything is at our fingertips and nothing is left to the imagination. Therefore, we see ideals instead of
realities, which we then try and conform to making social media a very powerful configuration.
Overall, power is seen as leadership. While we are slowly changing what power looks like, it will take a long time. It is important to
understand that power has been viewed as being a wealthy, white, male and the switch to see power beyond the external human will not
happen overnight. Instead we all have to keep changing the way media portrays powerful people, teach students about powerful people who
identify differently than the standard, and even promote powerful leaders in religion.
(Evidence = Social media influencers)
76. Student will HDF EPMDC This past summer I worked as the Head Counselor at an Urban Day Camp. The first summer I worked there, I was taken aback because I was
demonstrate 412 the minority group. But I quickly fell in love with the job I was doing and the campers that I met. I have never been ashamed of the way I
personal identify, nor have I ever felt badly about the qualities that I was born with. As a white female who comes from a stable home, I was never in a
application of situation where I thought about people who did not have many of the same privileges that I do. That was until I met these kids and saw how I
the was a person in power solely because I had money and because I looked similar to a person in power.
“Configuration
of Power” After my role as head counselor I went back to the overnight summer camp to try and recruit more counselors for the next summer. One of
(Franklin) the people I approached a counselor who I thought would be a great fit. She informed me that she would never partake in this program
because we all act as white saviors. This comment rocked me because I care a lot about this program and never went with the intent of what
she was implying. After reflecting on that comment once I learned about the configuration of power, I can completely understand how it
appears that way on the outside. Economically comparing the staff to the camper population, we held the power. We all probably made more
money in one summer than those families would make in six months, and to be truthful it wasn’t a boat load of money. The other factor that I
think contributed to her viewpoint was that we all post pictures with our campers to our social media. In the posts, it does look like we are
promoting white saviorism. I wish that the photos could portray the connections we made and the impacts we left on one another. Instead
people look at skin color and see one white person with a bunch of ethnic children. It sucks but I now understand power in that sense.
I hope that over time things adjust, and people are able to interact with anyone and everyone without the heavy focus on skin color and who
holds the most power or privilege. We are far away from that day, but one can hope…right?
(Evidence = EMPDC Photo)
77. Student will HDF White The way that I would typically describe my identity to someone would be a young, white female. These three identities are what I am
demonstrate 417 Consciousness conscious of each and every day, however, over the past few years I have become more conscious of the color of my skin. The White
knowledge of HDF Model Racial Consciousness Model is “one’s awareness of being White and what that implies in relation to those who do not share White
racial identity 412 group membership” (Patton, Renn, Guido & Quaye, 2016, pg. 103-105).
development The White Consciousness Model is broken into two types of attitudes that an individual who identifies as White might have.
(Cross & The two types are unachieved White racial consciousness and achieved White racial consciousness (Patton, et al., 2016, pg. 103-105).
Fhagen-Smith; From there, the attitude types are broken down into subcategories that further describe the attitude of an individual. It is important
Rowe, Bennett to note that this model is not a linear sequence, but rather transitional points that individuals can transfer to based on experience
& Atkinson; (Patton, et al., 2016, pg. 103-105).
Ferdman & The unachieved attitude types are broken into three subcategories of avoidant, dependent, and dissonant (Patton, et al.,
Gallegos; Kim; 2016, pg. 103-105). Avoidant being dismissing, ignoring, and avoiding race, dependent being where individuals are aware of being
Horse; Renn white without ownership of it, and dissonant being where individuals are open to learning but have high levels of uncertainty about
etc.) being White and the experiences of people of color (Patton, et al., 2016, pg. 103-105). The achieved attitude type is broken into four
subcategories being dominative, conflictive, reactive, and integrative. Dominant being rooted in stereotypes and racial superiority -
avoid interactions with people of color; conflictive is believing that equal opportunity exists but are against obvious discriminatory
practices; reactive is believing that inequalities exist and people of color see the most of these issues; integrative is seeing the realities
of living in a racialized society and having genuine interactions with people of color (Patton, et al., 2016, pg. 103-105). Specifically
looking at the reactive attitude type, it can also be broken down into two subcategories of passive attitudes and reactive attitudes. The
passive attitudes mean that individuals realize the issues facing people of color but have no real interactions, whereas the reactive
attitude has a genuine concern but have tensions connecting with people of color and challenging the white status quo.
(Evidence #41 = White Racial Consciousness Model)
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. Pg. 103-105
78. Student will HDF Loomis Chaffee Looking at my personal journey of being White, it matches the White Consciousness model well. I grew up in a small predominantly
demonstrate 417 Internship white town where race, and racism were not topics of conversation. Since it was not talked about, there were few learning experiences
personal HDF for me and others. I watched people have passive interactions with people of color or avoid them completely. Not knowing any
application of 412 different, I began to do the same thing, because of my actions - or lack thereof; I would place myself in the attitude type of dominant
model(s) of (Patton, et al., 2016, pg. 103-105).
racial identity
development These actions lasted until I was in 7th or 8th grade, which is when I became good friends with a girl who is black. At that time, I
above transitioned into the conflictive category type (Patton, et al., 2016, pg. 103-105) because I determined that the color of someone's skin
does not make them bad. At this time, however, I was still under the impression that equal opportunity existed because I saw no
difference in the way I was treated vs my friend. I remained in this attitude type until the summer going into my senior year of high
school. At this point in time, I became reactive with a reactive attitude. I spent two weeks working at an urban day camp, where it
seemed like every race and ethnicity was accounted for. This camp was held at a church with a white congregation. I realized during
those two weeks that there is not equal opportunity, and unless you are white, you are treated differently. These children are growing
up living a life with this huge stigma around them just because they were born into a body with skin color that was colored. Since
then, I have continued to connect with people of color and look for jobs that encourage diversity. While I am trying to work my way
to integrative, it can be difficult. I don’t like being called a White savior, and when I am called that it makes me feel bad about my
own skin color.
During my orientation for my internship, I was pleased to see a diverse staff. Something that I talked about in my interview was the
importance of diversity, as well as my thoughts on meeting people from around the world. I brought this up in my interview because I
read that the program brought in students from other countries, and because of programs like this I was able to meet awesome
people; I was thrilled to see this opportunity in an educational setting. A large population of the student body was represented by
students who are Chinese; this was a population that I had little experience working with because most of my international students
and campers came from South America and Africa. It was so awesome getting to interact with this culture and learn things that you
won’t find in a textbook. Had my racial journey been different, I would not love culture as much as I do today and also would not
appreciate working with such a variety of races.
(Evidence #42 = Diversity Statement)
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. Pg. 103-105
79. Student will HDF Trip to WA In HDF 412 we discussed how the terms gender and sex represent two different things. Sex refers to someone’s biology whereas gender is
demonstrate 412 what society has determined in order to differentiate the two sexes (Patton, Renn, & Quaye, 2016). While these definitions have been around
knowledge of HDF for some time, it was in recent years that the terms truly made a space for themselves in society. There has since been a huge development in
models related to 492 differentiating sex and gender identity. Now we are seeing more people whose gender is female, but they may identify as a male, have no
gender / gender, or choose something different each day depending on how they choose to identify that day. Truthfully, gender identity is all about
identity / gender choice which has never been an option in society before. People no longer have to hide and instead are free to express themselves as who they
identity are and who they want to be instead of who they were made to be.
development (Evidence = Notes from readings)
(Lev; Bussey;
Bussey & Patton,L.D.,Renn,K.A.,Guido,F.M.,&Quaye,S.J.(2016).Studentdevelopmentincollege:
Bandura; Theory,researchandpractice(3rded.).SanFrancisco:Jossey-Bass.
Bilodeau;
Gilligan;
Belenky et al;
etc.)
80. Student will HDF Trip to WA I have identified as a female for all my life and is something that I don’t see myself changing any time soon. Recently I took a trip out to
demonstrate 492 Tacoma, Washington to celebrate my best friends’ birthday. I have been actively trying to adapt to the new language that we are using in the
personal year 2020, and honestly, I am not perfect at it and sometimes get confused. However, I do try. During my trip, my friend was introducing me
application of to her housemates and after meeting them all we went in private so I could get the gossip about them all. One of her housemates prefers the
model(s) of pronouns they/them and I immediately asked a question about him. She was quick to inform me that they use said pronouns. I felt like
gender identity slapping myself in the head because I easily could have asked, but instead just spoke. This was only one example of the many times I slipped
above up that weekend, but I have not had a similar experience on this coast yet. In time I know I will get better with intentionally being inclusive,
but as I said – I am a work in progress.
(Evidence = Photo of me in WA)
81. Student will HDF Having campers The way that I would typically describe my identity to someone would be a young, white female. These three identities are what I am
demonstrate 412 from different conscious of each and every day, however, over the past few years I have become more conscious of the color of my skin. The White Racial
knowledge of HDF countries Consciousness Model is “one’s awareness of being White and what that implies in relation to those who do not share White group
additional social 492 membership” (Patton, Renn, Guido & Quaye, 2016, pg. 103-105).
identity
development The White Consciousness Model is broken into two types of attitudes that an individual who identifies as White might have. The two types
model(s): Sexual are unachieved White racial consciousness and achieved White racial consciousness (Patton, et al., 2016, pg. 103-105). From there, the
ID, Faith & attitude types are broken down into subcategories that further describe the attitude of an individual. It is important to note that this model is
Spirituality, not a linear sequence, but rather transitional points that individuals can transfer to based on
Disability, experience (Patton, et al., 2016, pg. 103-105). The unachieved attitude types are broken into three subcategories of avoidant, dependent, and
Social Class dissonant (Patton, et al., 2016, pg. 103-105). Avoidant being dismissing, ignoring, and avoiding race,
(Dillon et al; dependent being where individuals are aware of being white without ownership of it, and dissonant being where individuals are open to
Fowler; Parks; learning but have high levels of uncertainty about being White and the experiences of people of color (Patton, et al., 2016, pg. 103-105). The
Astin et al; Peek; achieved attitude type is broken into four subcategories being dominative, conflictive, reactive, and integrative. Dominant being rooted in
Smith; stereotypes and racial superiority - avoid interactions with people of color; conflictive is believing that
Johnstone; equal opportunity exists but are against obvious discriminatory practices; reactive is believing that inequalities exist and people of color see
Gibson; Forber- the most of these issues; integrative is seeing the realities of living in a racialized society and having genuine interactions with people of color
Pratt & Aragon; (Patton, et al., 2016, pg. 103-105). Specifically looking at the reactive attitude type, it can also be broken down into two subcategories of
etc.) passive attitudes and reactive attitudes. The passive attitudes mean that individuals realize the issues facing people of color but have no real
interactions, whereas the reactive attitude has a genuine concern but have tensions connecting with people of color and challenging the white
status quo.
(Evidence = White Consciousness Model)
Patton,L.D.,Renn,K.A.,Guido,F.M.,&Quaye,S.J.(2016).Studentdevelopmentincollege:
Theory,researchandpractice(3rded.).SanFrancisco:Jossey-Bass.
82 Student will HDF Winter break I have identified as a white, straight female for all of my life and is something that I don’t see myself changing any time soon. That being
demonstrate 412 service trip said, I also dress as what society deems female and have more feminine interests. Over winter break I went on a service trip to Hands Over
personal Hartford where we were able to connect with the community and serve them in as many ways as possible in the two short days we were there.
application of One of the services we provided was serving a meal at a day shelter. To help you visualize me that day, I was wearing running sneakers, black
additional social leggings, and a long sleeve dri-fit athletic shirt. My hair was in a low messy bun which was pulled into a hair net, and I had no makeup on.
identity Demographically speaking, 95% of the people we were serving were middle aged men of color. Knowing how I have been reacted to in
development similar situations I prepared myself for what I ultimately hoped would not happen. I partnered up with a white male that I had been friends
model(s) above with since freshman year of college with the hopes that his presence would deter what was to come. Unfortunately, my preparation did not
help. That day I received countless comments about my body, my hair, my clothes, and received many date offers.
The way I identify is not different from what people would assume, while my experience was less than pleasant, I could not imagine
identifying differently and receiving these types of comments, gestures, or looks. During our debrief, I disclosed some of the comments that I
received and was not surprised to see that I received by far the most, and most degrading, comments of the group. While other female
identifying individuals received comments about women in the kitchen, no one else admitted to receiving comments that were as aggressive
as mine. As I have said, I had a feeling this was coming, but I have never been so uncomfortable in my own skin before. I was not asking for
that type of attention and was receiving it because of the way I look and physical features that I was born with. This is just one example of the
many times that I find my gender and sexual identity are interior to others.
(Evidence = Photo from service trip)
83. Students will HDF Privilege walks In HDF 412 we read McIntosh’s theory of privilege and related it to leadership. A large focus of what she wrote looks directly at privilege
demonstrate 412 Working in an gained from identifying as a male or white. Whether or not people fully realize it, they use their privilege every day. Many times, it is not
knowledge of inner city intentional, nor is it something that is thought about during different moments of the day. However, if someone does not have that same
McIntosh’s privilege, it is likely that their non-privileged quality is on their mind regularly.
theory of
privilege and its During class, we filled out a privilege sheet, these types of activities always make me feel uncomfortable because although I have the
relationship to privilege of being white, I do not have the same life experiences as some of my white peers. I do however understand that there is a difference
leadership between the privilege of my skin color in comparison to someone with a darker or different skin color. The list had statements that
highlighted privileges that relate to skin color, ability, gender, sexuality, and a few other areas. At the end we were able to add up the amount
of privileges we have and compare it to others in the class. This list of statements coincides with McIntosh’s list of privileges that emphasize
the privilege that white people have solely based on the skin color they were born with. She created a list of 43 different privileges that white
people which people of color do not have. That is a large list and probably does not even cover half of the privileges. Ultimately, if we don’t
acknowledge the fact that privilege exists, then there will never be any change towards ending this oppressiveness.
(Evidence = Privilege sheet)
84. Student will HDF The privilege Throughout my minor in Leadership Studies, I have been to countless retreats and I have even led a few. A recurring activity that I
demonstrate 412 walks we do at participated in was the privilege walks. Basically, participants would line up shoulder to shoulder and listen to statements given by the
personal retreats facilitator. Based on your response to the question you would either step forwards, backwards, or not move. I have always hated these
application of activities because I am a private person and the questions are rather intrusive. But they serve a purpose. When looking at me, many people
McIntosh’s assume that because of my skin color, the way I dress, and even my belongings that I come from a place of being a privileged white girl. And
theory I do have a lot of privileges, I also have things that may make it seem like I fit that stereotype. However, every time I have participated in one
of these privilege walks, I have ended up close to – if not at – the back of the line. Privilege does exist, and I realize that I have a lot, just not
as much as people would believe.
(Evidence = Photo of me participating in retreat)
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
leadership as it
relates to change
agency
88. Student will
describe
personal
examples of
being a change
agent
89 Student will HDF Elm Park In HDF 412, we covered the Model of Intercultural Sensitivity which is best described as a scale that helps to determine how different people
demonstrate 412 Ministries engage with differences in cultures and cultural beliefs. The left side of the scale is represented by the ethnocentric stages which include
knowledge of denial, defense, and minimization. The right side is represented by the ethnorelative stages of acceptance, adaptation, and integration.
the “Model of
Intercultural Ethnocentrism holds the belief that the persons own culture is central to reality and they do not care much for other cultures while
Sensitivity” by ethnorelativism has more of a balance between one’s own culture and other cultures. The first stage in this scale is denial, which represents
Bennett and its people who are set in their beliefs and can act hostile towards intercultural communication. The next stage would be defense, and typically
uses in people have the “us vs them” mindset where “us” holds the most power. The last stage of ethnocentrism is minimization which that your own
leadership view on culture and experiences is the same for anyone with the disregard of cultural differences.
Moving to the ethnorelativism side of the scale, we are first met with the stage of acceptance which is when a person accepts that they may
not agree with other cultures but are still respectful of others and are curious. From there we move to the stage of adaptation which is when a
person is able to see the world through many different cultural lenses and does intentional things to change their own behavior and possibly
even their values. The last stage of this scale is integration which is when a person is easily able to transition between different cultural
worldviews.
(Evidence = Model of Intercultural Sensitivity)
Bennett, M. (1986). A developmental approach to training for intercultural sensitivity. International Journal of Intercultural Relations 10,
no.2: 179 -95.
90. Students will HDF EPMDC Growing up, I think I was in the Denial stage of the Model of Intercultural Sensitivity. I honestly did not think of other cultures, like ever, nor
demonstrate 412 Loomis did I really even understand the idea of culture. Somehow I eventually made it to minimization where I would repeat things that I heard like
personal “even though we are different on the inside, we all bleed the same color” or that we are all made of the same things on the inside, etc. I truly
application of believed these things that came out of my mouth, but again, I was rarely exposed to people who looked differently than I did.

the “Model of
Intercultural Once I got out of my town, I realized that there is a world of culture out there, and not everyone views the world the way I do. I quickly
Sensitivity” by moved to the acceptance stage where I couldn’t always agree with what other people were saying but I was always asking questions in the
Bennett most respectful way that I could. I wanted to learn how others viewed things, especially if they looked different from me.
Ultimately, I am in the adaptation stage still. What changed me was working with kids and seeing how they were all treated and even looked
at differently. Because of these kids, I have really tried to look at the world through their eyes and appreciate everything that I have been
granted in this life. I cannot say that I am perfect, but I am intentional with the changes I have made regarding my own behavior and
especially to my own values.
(Evidence – Photo of me and campers)
91. Student will HDF HDF 412 The Action Continuum is a model that looks at oppression and is represented by an arrow going from left to right. Following this
demonstrate 417 pattern, it goes from supporting oppression to confronting oppression (Griffin & Harro, 1997, pg. 109). At the far-left side of the
knowledge of arrow we see actively participating which includes putting people down and discriminating against target group members (Griffin &
the ally Action Harro, 1997, pg. 109). Next, we see denying which is enabling oppression by denying the target group members are oppressed
Continuum by (Griffin & Harro, 1997, pg. 109). Next we see recognizing with no action meaning that individuals are aware of oppressive actions by
Griffin & Harro oneself and their harmful effects, takes no action to stop the behavior, after that we see recognizing with action meaning that the
individual is aware and recognizes oppressive action and takes action to stop it (Griffin & Harro, 1997, pg. 109). After those we are
around the midpoint of the continuum and arrive at educating self which is learning more about oppression through reading,
attending workshops, cultural events, and many more. This is followed by educating others which is having questioning and creating
dialogue with others in hopes to stop oppressive behavior and talking about why it is wrong (Griffin & Harro, 1997, pg. 109). We
then move to supporting, encouraging, which is supporting others who speak out against oppression as well as forming and joining
ally groups (Griffin & Harro, 1997, pg. 109). Lastly, on the far-right side of the continuum we see initiating, preventing, which is
working to change individual and institutional actions and policies that discriminate against target group members (Griffin & Harro,
1997, pg. 109).
(Evidence #43 = Copy of the model)
Griffin, P. & Harro, B. (1997). Action continuum. In M. Adams, L. A. Bell, & P. Griffin (Eds.), Teaching for diversity and social
justice: A source book (p. 109). New York: Routledge
92 Student will HDF Loomis Chaffee Looking at my life through the lens of Griffin and Harro’s Action Continuum model, I want to focus on the role models and major
demonstrate 417 Internship supports I have had in my life thus far (1997). I am currently at the stage of recognizing with no action. I recognize the privilege of
personal Employment being white, it has allowed me to have many people to look up to in my own life as well as through social media. Throughout my
application of Head working career, I have always had white superiors, which has left little room to find a role model who looks differently than I do.
the Action Counselor After really thinking about this, I have realized that I need to take action. I have set a goal for myself which is to find a mentor who
Continuum by racially identifies differently than I do, and have them mentor me. Because I am planning on becoming a teacher, I will absolutely be
Griffin & Harro in need of a mentor so this creates an opportunity to take that action. It also creates a great opportunity for me to break away from
my norm and actively look for someone to connect with that I might have unconsciously overlooked. I also think that I need to
continue my education on diversity in the workplace and will do so by continuing to have those conversations with colleagues and
superiors.
I also plan on reading a book written by a pastor called “Dear Church: A Letter from a Black Preacher to the Whitest Denomination
in the US." While I don’t plan on working in a church, I have been involved in a summer camp program that is held at a church
where they are now conducting an intensive study on racism. It is important for me to stay connected with this church and be as
active as I can so that the camp continues to run. It is important for me to read this book because it will be adding to my plan on
taking action which demonstrates me actively using the Action Continuum.
(Evidence #44 = Description of the Book)
Griffin, P. & Harro, B. (1997). Action continuum. In M. Adams, L. A. Bell, & P. Griffin (Eds.), Teaching for diversity and social
justice: A source book (p. 109). New York: Routledge
93. Student will
show knowledge
of the
Multicultural
Organizational
Development
Model (Jackson)
94. Student will
show personal
application of
the Multicultural
Organizational
Development
Model (Jackson)
95. Student will HDF Loomis Chaffee The Multicultural Intervention Matrix is a 3x4 table where the top row represents types of change and the left most column
show knowledge 417 Internship represents the target of change. The three targets of change are individual, group, and institutional and the two types of change are
of the HDF first order change or second order change (Boyd-Colvin & Camba-Kelsay, 2018). Each target of change has both a first and second
Multicultural 412 order change type and each change type is specific to each target. This matrix was created to help make interventions or programs
Change within the targeted sections.
Intervention
Matrix (Pope) Looking at the individual level, we can see the first-order change of awareness. This can be through different interventions, learning
more, or even understanding the cultural sensitivity of the topic. On the other side we see the second-order change of paradigm shift
which aim for more education or deeper understanding. A paradigm shift requires more effort than just sharing information, but can
include things like trainings and workshops. Both orders of change are for the individual to do which is why the target of change is
the individual.
Then looking at the group level, the first-order change is membership. The goal of membership can be to add other people in,
typically underrepresented groups, and it can also be simply mixing people around. There is no real change in the mission of the
group, this aspect just looks at the members of a group. The second-order change however focuses on restructuring which can
potentially make changes to the group itself, the goals, and the mission. It goes for the structure of the group rather than the makeup.
Lastly, looking at the institution level, we see the first-order change being pragmatic intervention. Viewing an institution as a
university, the pragmatic change would focus on a college, organization, or division (etc.) within the university. It’s making sure that
more than one person is responsible for educating people on diversity, and holds everyone accountable in some way. This is a setup
for the second-order change of systemic intervention, which can be very intrusive interventions that ultimately lead to more changes
within the institution. Something important to note is that change at this level cannot occur unless individuals across the levels are
involved and invested in the entire process.
(Evidence #45 = Multicultural Change Intervention Matrix)
Pope, R. L., Reynolds, A. L., & Mueller, J. A. (2014). Creating multicultural change on campus. Hoboken: John Wiley & Sons.
96. Student will HDF Summer Camp For the past six summers I have been a very involved staff member at a summer camp that is based in New Hampshire and has a
show personal 417 Counselor religious affiliation. Because it is an overnight camp, we typically receive campers who financially are well off and typically are white.
application of HDF Loomis Chaffee This camp also sends counselors, typically white ones, to different cities in the New England area where we run urban day camps.
the Multicultural 412 Internship Looking at this program through this model, I see many issues, but I want to focus on the institutional level to create potential change
Change (Boyd-Colvin & Camba-Kelsay, 2018).
Intervention
Matrix The institution that I am looking at specifically is the camp with a heavy focus on the staff, which is around 250 people. Usually a staff
member has been a camper and then makes the transition to become a counselor. When looking at the diverse camper population,
one might assume that the staff, in turn, would also be diverse. However, majority of the staff is white.
As counselors, we are trained to be safe, deal with homesickness, allergies, and most importantly, trained on what is appropriate and
what is not. We are not, however, taught how to integrate a camper of color into an all-white cabin group, we are not taught to deal
with campers who have a low socio-economic status, and we are not taught how to be that role model and to encourage ALL campers
to come back and be on staff.
The programmatic change to create diversity on camp has been to have counselors run the urban day camps in different cities. These
are amazing camps where counselors are given the opportunity to bring the magic of camp to campers who cannot afford overnight
camp. From there, there still needs to be systemic change. The systemic change within this camp that I would like to see is creating
opportunities for campers at these urban day camps to come and train to be a counselor. That way they have a better chance of being
on staff. Many of them want to be counselors, but as different counselors age out, those campers are forgotten. This is an issue
because camp has helped many people stay off the streets because they have something to work towards.
Once campers are ready to make that transition to train to become a counselor, many can’t because they cannot afford the program
nor can they afford not to work over the summer. My idea is to offer scholarships or sponsorship opportunities so that everyone has
an opportunity to be on staff. There are plenty of people who have the money to do this within the organization and giving a kid the
opportunity to have the same experience that shaped so many people should be reason enough to make this change. If more people of
color were given this opportunity, it would not only diversify the staff, but it would also expose campers to role models that
potentially looked different from them, something I did not get to experience.
This idea can apply to so many workplaces, and definitely applies to teaching. My internship was the first job I have had with such a
diverse staff. Specifically looking at the intern cohort, we had different races and genders that created a nice balance. We were also
friends with one another which helped to encourage the students to befriend people who might not look like them, because if the
adults did it then they would do it too.
(Evidence #46 = Photo of Me and Campers)
Boyd-Colvin, M. A. & Camba-Kelsay, M. J. (2018). Action [PowerPoint slides]. Retrieved from

https://sakai.uri.edu/access/content/group/3b3c73bf-2d41-45d4-a5b8-a0149062143d/Module%20II%3A%20Cultural
%20Anthropology%20_%20Inclusive%20Leadership/412-7-Action.pptx
97. Student will HDF Camp Counselor In HDF 190, we learned about the Relational Leadership Model, which has five different components: Inclusive - having and accepting
create a personal 190 Swim instructor different ideas; Empowering - acknowledging that everyone has something to offer; Purposeful - collaborating to find a common goal for a
code of inclusive project; Ethical - having personal leadership standards and morals; and Process-Oriented - how a group works together and remains together
leadership throughout the course of a project. To encompass the component Inclusive, one has to treat everyone fairly, as well as have an understanding
of themselves and others in order to realize that everyone can make a difference. When utilizing my personal code of inclusive leadership, I
try to take a step back and hear what everyone has to say so that each person’s voice becomes valued. I also like to use my value of Social
Intelligence to notice when people seem to be on the outside of the group and involve them because their idea might be what the group
chooses to use.
I personally use inclusive leadership when I am a camp counselor. I am always dealing with cliques and trying to find ways to involve
everyone. Typically, I like to do a teambuilding activity such as crazy crates, where the group has to cross “lava” and have only have milk
crates to cross over. This is a great activity because I usually make it so that the group has at least one less crate than people, and take them
away if rules are broken, which makes it so that the group has to strategize to get across, especially if they are faced with a crate being taken
away. If activities like this don’t work, I try to get them to bond over anything. When working with 13-14 year old’s, it is important to realize
that they all are insecure, and acceptance from peers is vital. I like using inclusive leadership because I like to see everyone get along.
After having worked at the same summer camp for four years, I had to move on and look for a position that would pay me enough to support
me through the academic year. The job that I took on was a swim instructor; this happened to be at another summer camp. Although this was
a rough transition for me, I realized that a lot of the staff was in the same boat as myself. We didn’t know each other, we didn’t know much
about what the daily routine would look like, and we didn’t know what kind of kids were going to be coming through. The hardest part for me
was that I went from working with a very tight knit community to working with strangers, and it took a bit of time for me to adjust. But when
I became comfortable, I was able to build relationships that allowed me to use inclusive leadership. I was able to make friends and introduce
people so that the lifeguards were not so separate from the rest of the camp staff. This was a crucial part of making the experience on the job
fun and having the ability to make the difference in the workplace was rewarding.
(Evidence #13 = Team Building Activities, ESF logo )

Outcome Category: Critical Thinking

class Experiences
98. Student will show HDF 412 Module 1 In HDF 412, the first module we covered was critical thinking. We first started by learning the definition of critical thinking which
knowledge of is “intelligent reasoning with supporting evidence to make wise decisions” (Boyd & Camba-Kelsay, 2018). With critical thinking
principles of critical of course comes evidence which is “source materials that are external to us and that are used to lend support or proof to a
thinking and fallacies conclusion, evidence can include facts, testimonial evidence and statistical evidence” (Boyd & Camba-Kelsay, 2018).
(logic is used in this
minor) With that knowledge we were then able to apply a reading by Caputo which discussed different fallacies that we see. Some of the
fallacies include hasty generalizations, ad hominems, and a false analogy. A hasty generalization is “a conclusion based on flimsy
evidence” (Boyd & Camba-Kelsay, 2018). Ad hominem “attacks a particular person rather than the issue under consideration”
(Boyd & Camba-Kelsay, 2018). And a false analogy is an invalid comparison between two items” (Boyd & Camba-Kelsay, 2018).
Basically, in order to think critically about what you read, see, or hear, you have to understand where the evidence is coming from
and how it is being delivered. Once you understand that, you will be able to think more critically and determine how reliable the
information that you are absorbing is.
(Evidence = Module 1)
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)]
99. Student will HDF 412 Module 1 During HDF 412 we had to complete three modules throughout the semester. The first module focused specifically on critical
demonstrate thinking. We were asked to look at the Issue of climate change and use two different articles to assess the reliability of what we
proficiency of critical read. Instead of just reading the articles to make these assessments, we specifically had to note which type of fallacy it was
thinking creating and find a way to alter that fallacy to make the article more reliable.
In my response, I chose to use two tweets, one generated by our President Donald Trump and the other by Sebastian Gorka. I
found that both tweets used an ad hominem because they chose to attack a person rather than the message that was being
delivered. This is a common fallacy used in media because we as humans are quick to attack people rather than the message. After
completing this module I have found myself reading different news posts more carefully. I don’t want to believe something just
because it is online. Instead I find reliable sources and cross reference information to try to arrive at the most informed conclusion.
It is important to look at all of the facts as a reader or viewer before making any decisions, and as someone who is putting
information out into the world, it would be beneficial (but probably boring) to focus solely on facts.
(Evidence = Prompt on critical thinking)
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 COM HDF 190 Small In COM 100 we were required to research decision making methods since we were going to be doing a large group project. When
knowledge of at least 100 Group researching methods, we came across steps created by Texas A&M University and although they had seven different methods, we
five decision making picked five that we wanted to utilize while working together. The five we chose were: decision by consensus; decision by majority
methods vote; decision made by authority after group discussion; decision by expert; and lastly, decision by averaging individuals’ opinions
(Texas A&M University, 2003). We wanted to try and use decision by consensus as much as possible because it creates an
agreement through the use of communicating with one another. Since this was for a communications class, we thought that this
would be the best and most effective seeing as we were supposed to use the communication skills we learned in class.
This also applied to my small group project in HDF 190 because I was able to bring these methods into another class. I again tried
to utilize the decision by consensus method when my group was disagreeing, because talking it out is better than pointing fingers.
It is also important to acknowledge every member in a group when making decisions because every member’s voice should be
heard.
Effective Methods for Decision Making. (2003, August 22). Retrieved April 23, 2017, from
http://fc.civil.tamu.edu/home/keycomponents/teams/decision2.html
(Evidence #14 = COM Decision Methods Notes)
103. Student will describe HDF Loomis Chaffee During my internship I was tasked with many responsibilities, one of which included being a swim team coach. Using
personal examples of 417 Internship decision making methods provided by Texas A&M University I was able to find a consensus from my swim team
having used five participants with decisions I made regarding what we were to do during our practice times. I usually tried to do decision
decision making by majority vote and decision by consensus – both are similar - which worked, but sometimes had to listen to what my
methods athletes were saying and average their opinions out to come to a decision. I think they liked this because in a sense they got
to control how practices were set up, ultimately, I had to make the decision by being an expert. Meaning that even if they
wanted something else, the goal of the practices was to get better, so I sometimes had to make them do workouts even
though they just wanted to play water polo.
Even thought I tried to be open in the decision making process, I sometimes had to make an authority decision after a
group discussion. My athletes would, on occasion, try to get out of doing workouts and would do so by telling each other to
say that they didn’t want to do that but rather wanted to circle swim the pool. This did become an issue a few times, and it
was at those times that I had to use my position and authority to tell them that we were going to be doing the workout that
I had planned.
Overall these decision making methods were extremely helpful in the pool. Since we were not training for a meet it was
more relaxed which made me feel like I could give them more freedom in choosing how they wanted practice to look most
days.
(Evidence #47 = Swim Workout)
104. Student will show HDF Thomas- According to the Thomas-Kilmann measurement instrument, there are five different conflict resolution strategies (5
knowledge of at least 417 Kilmann Conflict Resolution Strategies, 2018). The five strategies are avoiding, competition, compromising, accommodating, and
five problem solving / Measurement collaborating (5 Conflict Resolution Strategies, 2018). These strategies are placed on a scale that measures cooperativeness
conflict management Instrument and assertiveness, and the model suggests that every person has a preference on how they respond to conflict (5 Conflict
methods, as well as Resolution Strategies, 2018). However, a person’s preferred method can change based on the situation.
understanding the roots
of conflicts The first strategy of avoiding is placed at the least uncooperative and unassertive (5 Conflict Resolution Strategies, 2018).
Typically, a person who uses this method will either ignore the conflict or completely withdraw from it. This is a strategy
when the conflict or confrontation is larger than the reward. While this may be easier for some people, it does not resolve
anything because the conflict was completely avoided. The next strategy of competing is placed at uncooperative and
assertive on the scale (5 Conflict Resolution Strategies, 2018). When someone uses this strategy, their goal is to win, even if
that means everyone else loses. This strategy automatically makes one think of a sports team where winning is the goal,
however in most other work settings this is not a fantastic strategy when trying to problem solve or resolve a conflict. The
third strategy of accommodating is placed at cooperative and unassertive on the scale (5 Conflict Resolution Strategies,
2018). This can be seen when one side gives into the others wishes or demands. This strategy might be used when one side
realizes that what they said or did was not right, and so they give in to show the other side that they were wrong. This is
beneficial when in a situation like that, but if it happens too often it creates many unresolved issues, just like avoidance.
The next strategy of collaborating is scaled to be the most cooperative and assertive (5 Conflict Resolution Strategies,
2018). This method is very effective because it allows for every participant to have a voice and create something together. It
therefore reduces the potential risk for conflict because everyone feels valued. Lastly, the fifth strategy for conflict
resolution is compromising, which is in the middle of the scale, being cooperative yet assertive (5 Conflict Resolution
Strategies, 2018). When compromising, people have to give up parts of what they want so that everyone can get a piece of
what is wanted. This strategy is quite fair, because everyone gets something. However, no one is fully happy with the final
outcome.
(Evidence #48= Notes from Internship)
5 Conflict Resolution Strategies We All Use. (2018, March 5). Retrieved from
https://theparticipationcompany.com/2016/06/5-conflict-resolution-strategies/.
105. Student will describe HDF Loomis Chaffee Conflict is unavoidable in daily life, the workplace, and any other time life finds you in. Because conflict is so relevant in a
personal examples of 417 Internship human’s life, it is important to know how to manage conflict. Using the Thomas-Kilmann model, I am going to walk
having used five through different conflicts that I had that utilized the five different strategies - avoiding, defeating, compromising,
problem solving / accommodating, and collaborating – listed in their model (5 Conflict Resolution Strategies, 2018).
conflict management
During my internship, I had a conflict with one of my fellow interns. We both have strong personalities and, from my
perspective, we both said and did things that created an unnecessary conflict. At first I used the avoiding strategy because
he was returning to the program for his second time and I was new. He immediately presented himself as someone who
knew more than we did, and he was not wrong in a sense. This was his second time in the program and so he had more
knowledge than most of the other interns. Because of my status in the program, I just avoided him because I knew that I
could get brought to the point where I said something I would regret. I avoided him for the first two weeks, and ultimately
found that avoidance does not work well because I couldn’t avoid him forever. During the fourth week of the program, I
was in charge of running a talent show. I am still unsure as to why he came (since he had no part in it) but he was there for
rehearsals. He approached my co-host and told him that I was doing everything wrong. My co-host did back me up
because we had been calling the shots collectively so we were both responsible. However when I found out I approached
this person with the strategy of defeating. I was stressed out because the show went on in less than two hours and he came
in and made it seem like everything we did was crap. So I did talk at him with the intent to win and ultimately had him
leave the area. Looking back I realize that this was not the best way to handle it, but in the moment I could see no other
option.
Continuing to look at this internship, I had to do a fair deal of compromising with my students. We would host dorm
activities a few times a week and as the adults, we had to plan everything. That being said, we also wanted to accommodate
for what they wanted to do. This is a combination of both compromising and accommodating. Our dorm had six adults,
and three of the six were lifeguards – the only lifeguards on campus. When our students found this out they begged for us
to have a night where we watched a movie in the pool. In order to accommodate their want, we had to compromise on
something else. We said that everyone has to make it to check ins on time for a whole week. If everyone could do that we
would have the pool movie. This showed compromise because both parties would get a portion of what they want, and it
showed accommodation because we realized it was something that the kids wanted to do.
Lastly, I was able to experience collaboration every time I sat down with my master teacher and planned something. She
was the best, and always wanted my input which made me more comfortable in the classroom. Because of our level of
collaboration, I always felt supported and it created a nice dynamic between us. In the future I hope to use more
collaboration because it does work and minimizes the risk for potential conflicts.
(Evidence #49 = Talent Show Sign Ups)
5 Conflict Resolution Strategies We All Use. (2018, March 5). Retrieved from
https://theparticipationcompany.com/2016/06/5-conflict-resolution-strategies/.
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 HDF Curtis Corner When in a crisis situation, it is typical to look to your leaders to figure out what to do and what is next. Stephen Covey
demonstrate knowledge 417 Middle School created the High Trust Leaders theory which discusses why we trust certain leaders and potentially might not trust others
of leadership that is HDF Loomis Chaffee during the crisis situations.
used in crisis (i.e., 412 Internship
James & Wooten; Elm Park One of the most important questions in this model is “Do you trust your boss?” (Covey, 2008). Without thinking of a crisis
Garvin; Covey; Ministries Day situation, this is the greatest predictor of organizational success because it determines the initial trust level. When workers
Frohman; Lalonde; Camp have high level of trust in their boss, it means that the boss is able to do may things. Some of those things include having
Schoenberg; Joni; the ability to create and grow trust in others, have unquestionable credibility, and what I find most important is that they
Braden et al; etc.) extend that trust throughout the organization (Covey, 2008).
When an organization has high trust leaders it creates three outcomes which are character behaviors, competence
behaviors, and a combination of character and competence behaviors (Covey, 2008). Some of the character behaviors are
creating transparency, showing loyalty, and demonstrating concern (Covey, 2008). I find these extremely important when
gauging trust because they are qualities that I respect. When someone is transparent and has my back as an employee, I
am able to fully trust them with leading me. If I don’t see those qualities I am more likely to stay away from that boss and
have little to no trust. Some of the competence behaviors are delivering results, getting better, and confronting reality
(Covey, 2008). In order to deliver results, an organization has to improve all the time. If an organization stayed linear, they
would become irrelevant because things are constantly changing. If a leader is able to aid in continuing that forward
momentum, then they have the trust of the people around them since they are acting to make those improvements. Lastly
looking at the combination of the two, we would see a leader listening first, keeping their commitments, and extending
their trust (Covey, 2008). If a boss does not trust their employees, how are the employees in turn supposed to trust. It is a
balance between the two that can ultimately change the levels of trust within an organization. Listening first is also
important because it shows that the leader takes the time to hear out the situation before reacting.
Looking at a leader through this model in a crisis, if an employee did not trust their boss, reality is that the boss would be
the last person someone would look to in the moment of crisis. If the trust is established, then the boss will be that leader
that people turn to during and after a crisis.
(Evidence #50 = Covey Model)
Covey, S.M.R. (2008) The 13 behaviors of a high trust leader. Retrieved from
https://sakai.uri.edu/access/content/group/3b3c73bf-2d41-45d4-a5b8-a0149062143d/Module%20III%3A
%20Crisis%20Leadership/13-Behaviors-Handout-CoveyLink.pdf
108. Student will describe HDF Loomis Chaffee During my internship at Loomis Chaffee, I had a lot of responsibilities. We worked around the clock for five weeks, and
examples of leadership 417 Internship never had a day off. That means we were technically on duty 24 hours a day, seven days a week, for a total of five weeks.
in crisis situations (i.e., HDF Since this was a boarding program, we had to have activities for the students to do on the weekends, because we only had
application of James & 412 class Monday through Friday, and every other Saturday. Each weekend the ‘Dean of Fun’ planned different activities that
Wooten; Garvin; students could choose from and ultimately go on. The two weekends that had bigger trips were the weekend where
Covey; Frohman; everyone went to either Boston or New York City, and the weekend where students could go to Six Flags or Brownstone
Lalonde; Schoenberg; Amusement Center.
Joni; Braden et al; etc.)
I was chosen to go on the trip to Six Flags with two other interns, a faculty member, and the ‘Dean of Fun.’ The ‘Dean of
Fun’ was – for all intents and purposes- the person in charge, or the trip leader if you will. I also happened to work closely
with her because we were both lifeguards and would have pool duty together. That being said, I had already established
what kind of a leader she was. Using Stephen Covey’s model, my answer to the question “Do you trust your boss?” was no
(Covey, 2008). Immediately, there is a disconnect and one might be able to easily predict the level of success if there were to
be a crisis.
Looking specifically at her character behaviors, I would say that she was on the right track. With the adults on the trip, she
was extremely transparent. She gave us our lists of students and her expectations of us in the park. She also showed a huge
amount of loyalty to the program as a whole. This was her fifth year working with the program and she clearly loved it and
wanted to help it grow. Both of these actions created a beneficial character behavior, and laid a base for what could have
been a great leader.
Moving onto her competence behavior, according to Covey a leader should be able to deliver results and get better (Covey,
2008). This leader let us down a bit. Since this was her fifth time working in this program, it would be realistically assumed
that she understood how to effectively plan a trip like this. Her competence in regards to this trip could have been much
better. We had a group of about 70 students, and the only information we had on them were their names. She had all of the
allergy lists and med kits, and no one had phone numbers to contact them with. Another intern and I provided our phone
numbers to the students who were on our bus and said that if they did not have a phone with a US number, then they had
to stay with someone who did. The trip leader never went over this, only that everyone was to meet at a certain place in the
park for an afternoon check in and to leave. She provided the location of the meetup as well as the times. This was also our
last trip of the summer so she should have been getting better at her job as the summer went on. I did not find this to be
true, rather I believe she got worse at her job. As we were getting ready to leave the park, one student did not show up
during the check in period. That means that not only was he alone (and without another Loomis student), he was
somewhere in the park, and we had no way to contact him. The trip leader did not do much in this situation, really she just
sat there. So knowing that she had not gotten better nor was she competent, another intern and I decided to step in. We
went around until we found someone who had the missing students phone number and had them try to call. Ultimately
what happened was we did not get ahold of him, and the trip leader decided to stay back while the rest of us got everyone
to their busses.
Looking at her character and competence behaviors, I want to focus on her reaction. It is beneficial if a leader listens first
and then reacts (Covey, 2008). Unfortunately, this leader neither listened nor reacted. She merely sat there and let others
do what she could have been doing. None of us were in the position to be the leader, but because there was a lack of
leadership, we had to collectively step in.
This crisis ended on a positive note, because the missing student did find his way to the check in point. But being in a huge
theme park with no way of contacting the people you are responsible for is risky. She did not take any preventative
measures to lessen the possibility of a crisis involving losing a student. Therefore, she was an example of what not to do as a
leader in a crisis situation.
(Evidence #51 = Photo at Six Flags)
Covey, S.M.R. (2008) The 13 behaviors of a high trust leader. Retrieved from
https://sakai.uri.edu/access/content/group/3b3c73bf-2d41-45d4-a5b8-a0149062143d/Module%20III%3A
%20Crisis%20Leadership/13-Behaviors-Handout-CoveyLink.pdf
Outcome Category: Interpersonal and Organizational Concepts & Skills

class Experiences
109. Student will COM 100 Day of In COM 100, we studied verbal and nonverbal cues. In the verbal cues section, we discussed the importance of active listening.
demonstrate knowledge Discovery When someone is presenting or speaking to you directly, it is important to be actively listening to make sure that whoever is
of active listening speaking feels as though they are valued. During this discussion, my professor said the things that bother her the most when she
techniques is lecturing a class are: when students give their phone and/or computer their full attention instead of whoever is speaking; and
when students are “staring off into space.” These two actions show that you, as the listener, do not care about what is being said,
which doesn’t feel great as the speaker.
The Active listening chart has five different categories. The first is Encouraging where the goal is to show that you have interest
in what someone is saying by neither agreeing or disagreeing but rather using parses such as “I see” or “I understand.” The
second category is Restating basic ideas where you would want to interpret what the speaker is saying by restating their ideas and
then say something like, “In other words, you think…” The third is Reflecting Feelings where you would show that you are
listening by reflecting the speaker’s feelings, then say “You feel that…” or even “You were pretty annoyed by this…” The next
category is Clarifying where one would get additional information by asking a specific question such as “Can you clarify that?”
The fifth and last category is Summarizing where one would review and connect the ideas; to do this, you would say something
like “These seem to be the main ideas you have expressed” (Browning Wright, April 2017).
During the leadership retreat, my small group and I got together and discussed active listening and how we actively listen to
friends. I said that I like to nod and give whoever is speaking my full attention. So, if I am on my phone, computer, or doing
homework, I will put them away, especially if what they are saying is important or if they clearly need my full attention. If they
don’t, I will usually just maintain eye contact and interject what I think based on the context of the conversation.
(Evidence #15 = Active Listening Chart)
Browning Wright, D. (n.d.). Active Listening Techniques. Retrieved April 26, 2017, from
http://www.pent.ca.gov/pos/cl/str/activelisteningtechniques.pdf
110. Student will describe HDF 190 Day of For HDF 190, we had to go on a leadership retreat during one of the first weekends of second semester. Here, we did team
examples of using Discovery building activities ran by our peer leaders, and for a good portion we broke off into our small groups to discuss different topics.
active listening skills
During the first breakout, my small group and I discussed active listening. We came up with different ways that people actively
listen. Those ways include, but of course are not limited to: nodding, maintaining eye contact, and just fully being engaged in the
conversation. When I am in a conversation, I find that I use the Reflecting Feelings component, which shows that you are
listening by asking questions that reflect the emotion the person is conveying. I can relate my Social Intelligence Strength to this
because I am able to adapt myself to social situations and can easily interpret the emotion that someone is feeling and reflect it
back to them. However, at the Day of Discovery, I found that I was maintaining eye contact and nodding, which connects to the
Encouraging component more. Throughout all of our discussions, we all used this component the most because we didn’t know
each other too well, and using the component Encouraging is the safest way to go because whoever is speaking knows you are
listening and continues to talk. Even though I found that it was more non-verbal communication, it was comforting knowing that
people were actually listening.
(Evidence #15 = Active Listening Chart)
Browning Wright, D. (n.d.). Active Listening Techniques. Retrieved April 26, 2017, from
http://www.pent.ca.gov/pos/cl/str/activelisteningtechniques.pdf
111. Student will
demonstrate knowledge
of functions of group
communication by
Hirokawa
112. Student will describe
personal application of
functions of group
communication
(Hirokawa)
113. Student will show HDF 417 Loomis Chaffee For the past two years I have been working in an 8th grade science classroom at Curtis Corner Middle School. Over the
knowledge of Internship two years, I have gained more responsibility and have been providing feedback on students work for quite some time
techniques regarding Curtis Corner now. My master teacher gave me some tricks to provide feedback specifically to students. Teachers are now taught that
giving and accepting of Middle School they should not use red pen to correct, but rather blue or black ink. Comments should not be too lengthy, nor should they
feedback be written in a way that is mean. Lastly, she said that when giving verbal feedback, I should use the sandwich method.
This basically means that you start out by giving a positive piece of feedback or a compliment, followed by the
constructive piece, and lastly you top it off with another positive piece of feedback. This makes it so that the receiver is
still getting the feedback they need, but they also hear what they did well.
Being on the receiving end of feedback is never easy, especially when the provider is pointing out flaws. My intern
coordinator had a discussion with us about this during one of our meetings, essentially focusing on the importance of
feedback in the setting we were in. The main things that we discussed were to actually ask for feedback and to take that
feedback and implement it the next time you did something similar. By doing this we would not only be showing the
person that we cared about what they thought, but we were striving to better ourselves.
(Evidence #52 = Notes from Intern Meeting)
114. Student will describe HDF 417 Feedback During my internship as a teaching intern, I had to provide students with feedback. Specifically looking at my advisee
examples of giving and sessions - group, I had to write mid-program and final evaluations. Taking what I had learned during my two years of assistant
accepting feedback. Internship teaching, I decided to utilize the sandwich method, because our comments were not supposed to be too critical since it was
a summer program. Ultimately, I gave the constructive piece of information based off the classroom comments and
surrounded it by two pieces of positive information that was based off what I saw during our meetings. This was hopefully
received well by my students and their parents. I did see them all actively trying to improve based on the feedback I
provided.
Accepting feedback on the other hand was still difficult for me to do. At the end of the program I had to sit down with
both the director and my intern coordinator to receive feedback. I honestly was stressing both of these meetings because I
don’t like to hear people talk about my performance. My meeting with the director ended up being less feedback and
more of a reflection of the summer which incorporated his feedback in a way that seemed more like a conversation and
less like an evaluation. The meeting with the coordinator was much different. She had seen me teach and had been
watching me throughout the program so she knew things that I needed to improve on. Her biggest piece of constructive
criticism was being able to hold and maintain the entire classes attention. This is something that has stuck with me and is
what I try to focus on during my time at my job here in Rhode Island.
(Evidence #53 = Evaluation from Intern Coordinator)
knowledge of the 7D
coaching model (Knott)
116. Student will
demonstrate personal
application of the 7D
Model (Knott)
117. Student will show HDF 412 Book: Crucial In order to have a crucial conversation, one needs to start with the heart (Patterson, Grenny, McMillan & Switzler, 2012,
knowledge of elements HDF 417 Conversations pg.30). When starting with the heart, there are many things that you have to identify so that you know and understand
of a Crucial what you really what. What do your want for yourself, for the other person, and for the relationship (Patterson, Grenny,
Conversation and steps McMillan & Switzler, 2012, pg.32).
to maintain dialogue
and move to action Throughout the conversation, you have to look for safety problems (Patterson, Grenny, McMillan & Switzler, 2012,
(Patterson, McMillian pg.49). What are your warning signs: sweaty palms, increased heart rate, jaw clenching, etc. You need to pay attention to
& Switzler) these so that you don’t make the conversation unsafe. If you fail to notice your warning signals, will you turn to violence
or silence (Patterson, Grenny, McMillan & Switzler, 2012, pg.53). If it gets to that, make the conversation safe again. You
can try to use is apologizing when it is appropriate, among other methods (Patterson, Grenny, McMillan & Switzler,
2012, pg.76).

The next step in this process is becoming the master of your stories. This means that you need to be able to separate the
facts from the story that you have created in your head (Patterson, Grenny, McMillan & Switzler, 2012, pg.96). What are
you telling yourself and what role are you playing in the situation. When it comes time to have the conversation, you need
to STATE your path. STATE is an acronym for you to share your facts, tell your story, ask for others’ paths, talk
tentatively, and finally encourage testing (Patterson, Grenny, McMillan & Switzler, 2012, pg.124). The next step of this
process would be to Explore others paths, a common way to do this is through paraphrasing what the other person said to
ensure that you are interpreting it correctly (Patterson, Grenny, McMillan & Switzler, 2012, pg.142).
The final step of having a crucial conversation would be moving to action, which is creating a way to follow up after the
conversation is over. One way to do this is by coming to a consensus where both people decide what the next step will be
(Patterson, Grenny, McMillan & Switzler, 2012, pg.163).
Crucial conversations are difficult. To get better at having them, you have to go through the steps to ensure a positive
outcome.
(Evidence #54 = Web of Crucial Conversations)
Patterson, K., Grenny, J., McMillan, R., & Switzler, A. (2012). Crucial conversations. New York: McGraw-Hill.
118. Student will describe HDF 417 Crucial I typically find myself in situations where the opportunity for a crucial conversation appears, and I don’t always make the
examples of engaging HDF 412 conversation best choices in those situations. I will usually become defensive and revert back to eye rolling, mockery, or my personal
in a Crucial with my least favorite - something I call black out-rage.
Conversation roommate Recently I have been having an internal battle with my feelings and realized that I actually need to take the time
Loomis Chaffee to have a crucial conversation. I have been feeling hurt by one of my housemates and I feel undervalued. I feel this way
Internship because there have been times where we have planned to do something, and she cancels. I then find that she has canceled
to go and be with her other friends, which makes me feel like I don’t matter.
When I had this crucial conversation, I knew that I needed to start with the heart (Patterson, Grenny, McMillan
& Switzler, 2012, pg.30). When starting with the heart, there were many things that I had to identify so that I knew what
I really wanted: what did I want for myself, for the other person, and for the relationship (Patterson, Grenny, McMillan
& Switzler, 2012, pg.32). For myself, I needed to work on letting go of emotions when they are no longer relevant, and let
her know how I am feeling so that I don’t drag out the situation. For her, I wanted her to see that when she makes those
choices, it does affect people. Lastly, for our relationship, I really wanted to be more open and direct with the way we are
feeling instead of pretending like there is nothing wrong.
Throughout this conversation, I knew that I would have to look for safety problems (Patterson, Grenny,
McMillan & Switzler, 2012, pg.49). Specifically looking at myself, I knew what my defense mechanisms are and how
quickly they progress. I needed to pay attention to my warning signs of an increased heart rate and sweating, so that I
didn’t make the conversation unsafe. If I failed to notice my warning signals, I would have most likely turned to violence
because my actions would have been loud and I wouldn’t stop talking until I had said everything that I needed to get out
(Patterson, Grenny, McMillan & Switzler, 2012, pg.53). If it got to that point I would have needed to make it safe. While
there are many methods to make the conversation safe, the one that I planned on using in the event of needing it was to
apologize when appropriate (Patterson, Grenny, McMillan & Switzler, 2012, pg.76). The other methods are useful, but
because of my defense mechanisms I believe that an apology would make the most difference because it would let her
know that I realized what I just said or did was not delivered in a way that was intended.
When becoming the master of my story, I realized that I have been telling myself the story that she wants to go out with
her other friends because she thinks they are better friends than I am. What I am not noticing about my role in this
situation is that I get easily annoyed with her and sometimes find myself asking her to do things even if I don’t really want
her to go. Once I looked at what I have told myself, I realized that I have been making myself the victim even though I
have a role in the situation. I have also ignored the fact that there are reasons why she would choose to act this way. She is
a decent person and these other friends are the people she will be living with next year. She has to maintain a friendship
or else her remaining years in college will be difficult without a friend group. To get past this situation and closer towards
what I want, I sat down with her to have a conversation instead of choosing to be passive aggressive.
When using the STATE method, I needed to state the facts that I knew. My friend said she didn’t want to go out with us,
then left to go and drive her friends. When she returned home, she informed us that she had FOMO and decided to go
out. From there I offered my story which is that I was offended that she didn’t have FOMO when it was just us going, but
then didn’t want to miss out when her other friends were going. I ended my dialogue by asking her: can you help me
understand what made you change your mind?
After discussing that I went to the next step in the process of exploring others paths (Patterson, Grenny, McMillan &
Switzler, 2012, pg.142). The main skill that I used during the exploration would be to paraphrase what she said
(Patterson, Grenny, McMillan & Switzler, 2012, pg.150). I used this skill because it let her know that I am not only
listening but also interpreting what she said. It will also give me the opportunity to repeat back what I have heard to
ensure that I am receiving the correct message from her.
The final step of this crucial conversation was moving to action, which was creating a way to follow up after the
conversation is over (Patterson, Grenny, McMillan & Switzler, 2012, pg.163). My idea was to come to a consensus where
we both decided what the next step would be (Patterson, Grenny, McMillan & Switzler, 2012, pg.166). We chose to chat
again in two weeks as a follow up after attempting to spend more time together during the fourteen days.
This was not an easy conversation to have but helped me to have them while in the work place. During my internship, I
was at odds with another intern, and I used these skills to attempt having a conversation with him. Unfortunately I did
not execute the pattern well enough, so the conversation did not have a positive outcome. Our relationship became
stagnant and every time I tried to have a conversation with him, I was turned away. Even though I was not able to
perfectly execute having a crucial conversation that time, what matters is that I made the attempt.
(Evidence #55 = Crucial Conversations Outline)
Patterson, K., Grenny, J., McMillan, R., & Switzler, A. (2012). Crucial conversations. New York: McGraw-Hill.
119. Student will SOLC Shadowing Phi After joining SOLC, I decided to shadow a retreat to learn how to facilitate. My first retreat with Phi Eta Sigma was only an hour
demonstrate knowledge Eta Sigma long, and I had a lot to learn. First, it is important to know how long the organization has been together for, and what they want to
of facilitation Retreat get out of a retreat. Once the retreat has started, facilitators should spread out within the group and not be standing/sitting next to
techniques Facilitation another facilitator.
Training Retreat
Once it is time to actually facilitate your activity, making sure that everyone is quiet and can hear you is important. I learned that
before you break the group up, you should give out the instructions and rules to make sure that everyone understands the activity
and answer any questions they may have. Once they begin the activity, you have to watch. If they are functioning well as a group,
find ways to throw obstacles at them such as blindfolding a member or even muting certain or most members. By muting
different participants, it gives different people a chance to lead the group. When a facilitator does this, it can be very intentional,
or it can just be completely random. But if the facilitator notices that specific group members are either not speaking up or are
being ignored, they should somehow throw those obstacles out in hopes that said participants are able to get their point across.
After a certain amount of allotted time, you have to debrief with the group. When debriefing, ask questions that will produce full
thoughts rather than a yes or no, and if they are not answering, try doing a one-word whip or something similar. However,
facilitators cannot resort to those backups all the time - in order for a debrief to be effective, the group needs to talk and share
ideas. Facilitators need to be comfortable sitting in silence because typically someone will talk as the silence will get
uncomfortable.
One of the most important things that I learned from a facilitator is that the phrase “you guys” is being replaced with “y’all.” This
is something that every facilitator can work on, including me. Because the most common times for this slip up is during
instructions and debriefing. Over time, this has gotten easier and I find myself rarely making that mistake. However, if I do make
that mistake, I will call myself out because it sets a precedence for inclusion. A lot of organizations are confused as to why we
tend to use “y’all” and the simplest answer is because we want to be inclusive, because it is not cool to leave anyone out.

I learned all of the new tips at a facilitation retread held by advanced facilitators who had a lot of knowledge to share. At the
retreat, we were able to discuss the many ways to facilitate and also see facilitation in action by people who excel in that area.
They also showed us that they are not perfect and make mistakes along the way, but those mistakes help build them into better
facilitators and more importantly better leaders.
(Evidence #16 = SOLC Agenda with my Name Down to Shadow, Facilitation retreat attendance)
120. Student will SOLC Facilitating For the Student Organization Leadership Consultants organization, I shadowed a retreat where I learned how to facilitate as well
demonstrate proficiency HDF 413 Delta Epsilon as debrief with the organization who requested the retreat. After shadowing, I signed up to facilitate the Delta Epsilon Mu retreat
of facilitation Mu Retreat on April 2, 2017. After meeting and planning the retreat with the other facilitators, I was going to be co-facilitating an activity
techniques Facilitating called focus ring with Dakota, and I was going to be facilitating spider web by myself.
minefield
During my co-facilitation on focus ring, Dakota and I had to think of new ways to challenge the group because they were easily
carrying the ping pong ball on the ring attached to strings from one cone to another. When we observed that it was too easy, we
decided to blindfold a member who seemed to be leading the group. They easily adjusted to that minor setback, so another
facilitator asked us what else we could do and we tweaked our idea a little bit. I asked for a volunteer from each group, then said
that they were the only one allowed to speak. Initially the groups struggled and some of the group members spoke throughout the
distance they had to travel so I sent them back to the beginning. After getting sent back about two times, they realized the “only
one person could speak” rule was going to be enforced so they actually listened to their speaker and their ideas. We then added
obstacles and eventually made them go from Atrium One in the Union all the way down to the bookstore with only one person
talking and also having another member blindfolded. From this I learned that as a facilitator you really have to be on your toes
because if you have a high functioning group, you are going to have to adjust the activity to challenge the group and see how well
they can work together. When we debriefed, we started by having the participants use their thumbs to answer questions such as
“Did you enjoy the activity?” “Did you feel you worked well as a team?” “Did you feel like your voice was heard?” If any person
had a thumb in the middle or pointing downward, I directed my attention toward them and asked why they felt that way and how
they could have changed that. While asking these questions, other members would sometimes say positive things about the other
member to reassure them that they did a good job.
When I facilitated the spider web activity, I made sure to give out instructions and emphasize that they should try and pass the
yarn ball to someone that they didn’t know too well before the retreat. Once everyone had the yarn, we still had a lot of time left
since we went from 16 members down to 8. So, I decided to have each grade drop the piece of yarn they were holding to
represent the impact that everyone has on their organization. And even if one person leaves the group, you lose their ideas and the
dynamic of the group is changed. After presenting this organization with that perspective, the energy in the room changed. I
remember that they looked around the room at each member and took the moment to appreciate one another. Unfortunately,
Since that was the last activity and I didn’t debrief with the group because we had to do evaluations.
Since this retreat I have been put into many different situations where I have had to facilitate different activities with different
groups. In my HDF 413 class, I had to facilitate an initiative that demonstrated community building. The initiative that my group
and I chose was called minefield, where the objective was to work together as a team to figure out the field patterns and get each
team member to the other side of the minefield. We added in an element that we thought would help to reinforce the aspect of
community building by making two separate minefields which would host two separate teams. However, these minefields were
set up exactly the same and were just mirror images of the opposing minefield, so they could have used each other to figure out
the pattern. Both teams ended up completing the field without the others help, and only realized what the setup was after they
finished. As facilitators we chose to set it up in this way because we knew that we had a high functioning group who could not
only figure out how to complete the task, but also could have easily figured out that the fields were the same.
(Evidence #17 = Retreat Agenda, Minefield write-up)
121. Student will HDF 413 SOLC training As a member of Advanced Facilitation and Consulting Skills, I was expected to attend a weekend retreat to get trained in
demonstrate knowledge retreat facilitation, as well as debriefing techniques. This retreat took place at the Northwoods Challenge Course with class members, as
of de-briefing well as members of the organization SOLC. At this retreat, we participated in name games, energizers, and initiatives to get us
techniques familiar with each type of activity that we would be encountering in the near future.
One of the main focuses of this retreat was to learn what a debrief is and to learn the different approaches one could use as a
facilitator. One of the many techniques we learned was using Kolb’s Experiential Learning Model where participants experience
something concrete which in these situations would be an initiative. Then during the debrief we would ask them to describe what
they did, then go into how that applies to their organization and how they function as one unit and conclude it with how they will
apply what they learned to life outside of the retreat. This method is good to use because it gets participants to think about what
they did and realize that they can get something out of a retreat if they actively participate.
If a group is not wanting to talk as much and needs a little nudge in the talking direction, there are a few methods that facilitators
can use to engage participants in a discussion. One of these methods is called ‘thumb-o-meter’ where participants are asked a
question and they can use their thumb to determine the answer. Facilitators can then say things like ‘I saw a lot of thumbs down’
or ‘I saw a lot of thumbs up’ etc. and ask if anyone wants to share why their thumb was in a certain position. Another method that
I liked was using cards, and the cards had many different words on them describing how someone could potentially be feeling.
Participants would be instructed to grab a card that describes how they were feeling during the initiative and facilitators would
then use those words to start a discussion. These are just a few methods of debriefing techniques but are the methods that I plan
to use while facilitating a retreat.
(Evidence #23: Facilitation Retreat Notes)
122. Student will SOLC Facilitating For the Student Organization Leadership Consultants organization, I shadowed a retreat where I learned how to facilitate as well
demonstrate proficiency Delta Epsilon as debrief with the organization who requested the retreat. After shadowing, I signed up to facilitate the Delta Epsilon Mu retreat
of de-briefing Mu Retreat on April 2, 2017. After meeting and planning the retreat with the other facilitators, I was going to be co-facilitating an activity
techniques called focus ring with Dakota, and I was going to be facilitating spider web by myself.
During my co-facilitation on focus ring, Dakota and I had to think of new ways to challenge the group because they were easily
carrying the ping pong ball on the ring attached to strings from one cone to another. When we observed that it was too easy, we
decided to blindfold a member who seemed to be leading the group. They easily adjusted to that minor setback, so another
facilitator asked us what else we could do and we tweaked our idea a little bit. I asked for a volunteer from each group, then said
that they were the only one allowed to speak. Initially the groups struggled and some of the group members spoke throughout the
distance they had to travel so I sent them back to the beginning. After getting sent back about two times, they realized the “only
one person could speak” rule was going to be enforced so they actually listened to their speaker and their ideas. We then added
obstacles and eventually made them go from Atrium One in the Union all the way down to the bookstore with only one person
talking and also having another member blindfolded. From this I learned that as a facilitator you really have to be on your toes
because if you have a high functioning group, you are going to have to adjust the activity to challenge the group and see how well
they can work together. For the first retreat I co-facilitated, I was expected to facilitate and debrief an initiative. This was a bit
scary for me since I had never done that with this organization. Although I did shadow a retreat, it was not enough experience
help me understand the bulk of what needed to happen. When we I debriefed this activity, we I started by having the participants
use their thumbs to answer questions such as “Did you enjoy the activity?” “Did you feel you worked well as a team?” “Did you
feel like your voice was heard?” If any person had a thumb in the middle or pointing downward, I directed my attention toward
them and asked why they felt that way and how they could have changed that. While asking these questions, other members
would sometimes say positive things about the other member to reassure them that they did a good job. This method did work
well for this group because they were hesitant to share what was going on or how they felt throughout the activity. At the time of
this retreat, I had not been properly trained, but only shadowed a retreat. Now that I have been through the SOLC training retreat,
I have a better understanding for debriefing. Something that I could have done was use a question ball, because I think this group
would have responded positively to that method. For my first official debrief with SOLC, I think I did something simple and
went off it. In the future I know that I would use Kolb’s Model to help me dig deeper instead of just doing a surface level
conversation.
When I facilitated the spider web activity, I made sure to give out instructions and emphasize that they should try and pass the
yarn ball to someone that they didn’t know too well before the retreat. Once everyone had the yarn, we still had a lot of time left
since we went from 16 members down to 8. So, I decided to have each grade drop the piece of yarn they were holding to
represent the impact that everyone has on their organization. And even if one person leaves the group, you lose their ideas and the
dynamic of the group is changed. Since that was the last activity, I didn’t debrief with the group because we had to do
evaluations.
(Evidence #17 = Retreat Agenda) (Evidence #24 = Questions for question ball)
123. Student will
of 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 HDF 413 Presentation on The four frames of organization are the structural frame, human resource frame, political frame, and the symbolic frame
demonstrate knowledge Four Frames (Boleman & Deal, pg.14-18). In HDF 413, we had a guest speaker come in and present on these four frames and how we would
the four frames of see them in an organization.
organizations, and the
meaning of reframing The structural frame is the most recognizable from an outsider’s perspective. This frame is based on economics, and there is a
by Bolman and Deal clear division of labor, if and when problems arise, they can be solved through analysis and restructuring. It is seen through the
lens of specific roles and power based on position. We see the balance of power through the roles of president, vice president,
secretary, treasurer, etc. For most organizations, this type of labor division is effective and makes sure things are running
smoothly, since everyone has their own responsibilities.
The human resource frame is based more on psychology. It looks at the skills and commitment of each individual. These
organizations exist to serve human needs and align those needs with the company to get the best results. For each individual, this
means getting valued at meetings or getting recognition for a job you did. This frame focuses on people instead of titles, meaning
that in a diagram or in a conversation you would hear the people attached to those titles.
The political frame is a competition for power, and the decisions made are about who gets what. These organizations believe that
conflict is an essential part of group dynamic and power is the most important aspect. Because this frame is so competitive, it can
create cynicism and mistrust in an organization.
The symbolic frame does not focus on policies or rules. It does not value what happened but rather what it means. There are
multiple interpretations to every situation and this frame looks at each of those interpretations. It is also a frame that uses
symbolism, for example after 9/11, the American flag became a symbol for that tragic event.
According to Bolman and Deal, reframing requires an ability to think about situations in more than one way, which lets you
develop alternative strategies (Boleman & Deal, pg. 12).
(Evidence #25 = Framing Notes)
Bolman,L.G.&Deal,T.E.(2013).Reframingorganizations:Artistry,choice&leadership.(5thed). SanFrancisco,CA:Jossey-Bass.
126. Student will describe HDF 413 Pipeline in HDF In HDF 413, my class members and I participated in an initiative called pipeline. Our class was split into two groups and then
personal application of 413 one member from each group was chosen to be blindfolded for the duration of this activity by our teachers. The basis of this
organizational analysis initiative is that the person who is blindfolded sits in the middle of the circle surrounded by a number of PVC pipes. Once they
using the four frames of are blindfolded the teachers bring in a structure built out of PVC. Once the structure was brought in, the non-blindfolded group
organizations, and members had to give 3 word instructions to help the blindfolded group member build the structure.
breaking the frame /
reframing (Bolman and Throughout this activity, a few group members were getting up and looking at the situation from different perspectives. I was one
Deal) of the members who left my spot to go and look around because my perspective was not useful and I wanted to see what my
other group members were seeing. I also moved because the person in the middle was blocking some of the pieces from my
viewpoint, and by moving I was able to see where everything was located. This reminded me of the human resource frame
because we were trying to serve a person and tried to make each member of the group feel valued.
This also showed how we broke a frame because initially it was a structural frame, group members did not have specific titles,
but the power was clearly divided. Each member had to take a turn and could only say three words per turn. But because of these
rules, we had that division of power. Once we started moving around and changing our method was when we began the
reframing, which resulted in more of a human resources frame.
(Evidence #26 = Reframing book page)
127. Student will show HDF 417 Head Organizing meetings, setting agendas, and leading meetings are interdependent on each other. In order to effectively
knowledge of Counselor organize meetings, the person in charge – or the leader – should have an agenda. This agenda should detail what the
organizing meetings / Loomis Chaffee meeting is going to cover and provide a timeframe for the period. In order to organize a meeting, the leader has to find
setting agendas / and Internship and setup a space, invite the people needed at the meeting, and have a plan of what they are going to do. This plan varies
leading meetings depending on what the meeting is for. For example, a meeting for doctors is going to look different than a meeting for
teachers. Therefore, gearing the meeting towards the audience is key. In the organizational phase, the leader has to also
determine how they are going to present the information. Will it be an open dialogue, question and answer, PowerPoint,
or another method based on the material?
Once the leader has done all of the above, it is time to actually lead the meeting. Since every leader is different, whoever is
leading the meeting has to use their strengths to carry themselves. Maybe they are organized but not loud, punctuality
might be the way they lead their meetings instead of calling everyone to order. Continuing on with strengths, the punctual
person might lead their meeting strictly following their agenda whereas someone who has an easy-going leadership style
might jump around the content not following a schedule.
The way you lead ultimately determines how a meeting will go. It is important to both organize and set an agenda, that
way there is always something to fall back on.
(Evidence #56 =Best Self Retreat Agenda )
128. Student will describe HDF 417 Loomis Chaffee During my internship I had to attend many meetings. From these meetings, I felt a true sense of preparedness and
personal examples of HDF 412 Internship organization which made being an attendee much easier. Throughout the program, I was able to work with teachers and
organizing meetings / Head other faculty members to prepare different classes and meetings. I was able to take what I learned from them and apply it
setting agendas / Counselor to meetings that I held within the internship and for other leadership positions after.
leading meetings
After the conclusion of my internship, I went directly to my next job to be the head counselor of a day camp. I had to
arrive a day late, and so I knew I was going to have 13 counselors waiting for me. Something that I got familiar with
during my internship was Google forms. Because of the newfound obsession I had with making these little questionnaires,
I created one for my counselors to answer a few weeks prior to us arriving at the day camp. I did this because I wanted to
get to know the people that I was going to be working with, and I wanted to figure out their co-pairings and unit
placements before I got there. I did this because typically that part of the process takes up valuable meeting time, and I
wanted our meeting to have a heavy focus on planning for the week to come. After I received the answers, I was able to do
assignments and had them ready two weeks in advance. Other than that, I also created a two week schedule, a daily
schedule, a trip-day schedule, a dish room schedule, and a nightly activity schedule. Because I couldn’t make it to the first
meeting, I wanted to give them information as to what to expect in the weeks to come. This also decreased the amount of
time that we had to use in the meeting, and we were able to spend more time planning.
Once I arrived, we jumped right into our first official meeting. I started out by introducing myself and explaining to them
my position and what I would be doing in the weeks to come. After that, they all introduced themselves to me, and I got to
know them a little better. Something that I also planned on doing was going through expectations. I gave them my
expectations for them and they in turn told me what they expected of me. This was all according to an agenda I had made
before I got there, which helped me to make sure that I accomplished everything that needed to be done. Using the
agenda, I was able to let them know the goals I had for the meeting, and they were then able to help decide how we were
going to achieve said goals. I think this was a good way to go about it because it gave them a voice, and made them feel
like they had some control over the job that they needed to do.
Had I not had the experience at my internship, I am not sure this meeting would have gone as well as it did. We finished
in record time of two hours, when in past it has taken two days to complete everything that we got done. I believe that has
a large part to do with how the meeting was organized and because of the pre-made agenda.
(Evidence #57 = Agenda for Worcester Day Camp)
knowledge of
Parliamentary
Procedure
130. Student will show HDF 417 Loomis Chaffee Working with difficult people can be just that, difficult. It is something that people deal with every day, but don’t always
knowledge of Internship have techniques for how to handle. Forbes created a list of potential techniques that are; minimize the interaction, make a
techniques for working specific correction, appeal to a broader mission, adopt a long-term plan, and/or change your mind (Cenzia-Levine, 2017).
with difficult people This list seams quite drastic, but also potentially effective in the world of business. I however believe that there are
different ways to go about working with difficult people. If the person continues to do something that harms you,
themselves, or the job, then making a specific correction might be necessary. However, if it is just that you don’t work
well with them, it might mean that you need to take a step back and re-evaluate.
When dealing with a difficult person, it is crucial that you have patience. If you find them difficult, then odds are your
patience with them is slim. Having patience will give them the room to gain confidence and maybe give them a reason to
try harder. As I said, it might also mean that you have to take a step back. Ask the why question, why are they so hard to
work with. Maybe they are not comfortable doing the job, they might be unaware, or maybe they don’t like the way they
are being treated so they act a certain way because they are upset.
It truly is important to try and figure out why you find them difficult and then deal with it based on that finding. If you
try and solve that mystery, you have the chance of having a better outcome.
(Evidence #58 = Article Heading)
Ceniza-Levine, C. (2017, January 25). Five Tips For Working With Difficult People. Retrieved from
https://www.forbes.com/sites/carolinecenizalevine/2017/01/25/five-tips-for-working-with-difficult-
people/#35a5ba01241b.
131. Student will describe HDF 417 Student at During my summer internship I had to work with an extremely difficult person. This person I am referring to is not a
personal examples of LSCP Summer coworker, but rather a student. A large portion of our students came from China, and English was not their first
using techniques to Program language. Specifically, I had a student on my floor who was the least fluent out of the entire group. This student was
work effectively with known for being on her phone, missing check in times, being late to classes, as well as not speaking common languages in
difficult people common areas. These were all rules that applied to every student, and there were no exceptions. After the first week, my
colleagues and I got annoyed and we definitely displayed that annoyance in our facial expressions, body language, and
tone we used when speaking to her. Because of the language barrier, we didn’t think that she understood our annoyance
or the way we acted, which was the wrong assumption.
Over the next few weeks, her behavior continued to get worse. She ended up not being able to go on field trips and having
her phone taken away as punishments because she was not following the rules. Most of this was done because she was
actually a safety concern, but no one really took the time to sit down with her and try to figure out why she was missing so
many things.
One night I was joking around, and during one of our dorm meetings we had a dance party and everyone was taking
pictures. Because I had seen her dance so many times around campus, I went up and danced with her and ended up
having our picture taken together. It was at this moment that I began to treat her differently. I would say hi to her around
campus and check in on her more often to make sure she was getting where she needed to be. Once I started doing this,
my colleagues also started to change the way they treated her. Surprisingly she became a much happier student, made it
to places on time, and was involved in the dorm activities.
I now believe that difficult people are only as difficult as you make them. Once I changed my attitude, it gave her room to
become comfortable with me and so a relationship was built. Every time I now go into a classroom, I remind myself of
this student because she helped me learn something crucial without even knowing it.
(Evidence #59 = Note from Student)
132. Student will show HDF 190 HDF 190 Small In HDF 190, we learned about Tuckman’s Stages of group development. The five stages are Forming, Storming, Norming,
knowledge of the stages Group Project Performing, and Adjourning.
of group development
(Tuckman/Tuckman & Stage one of Forming is when you would typically just meet your group for the first time. Therefore, you don’t usually know
Jensen, Bennis or anyone in the group so you are all pleasant to one another because you are strangers. Stage two is Storming; this is when you
others) have become comfortable with your group members and are able to speak your opinions and feelings that you may not have
expressed during stage one. Storming is where the stage where most groups will get stuck and is common for groups to remain in
this stage because they want their individual voice heard. Stage three of Norming means that your group is becoming able to
function as a group and one member doesn’t think that they are more important than the group as a whole. This is the realization
that work will be done faster and more effectively if they work as a team rather than trying to fight for themselves. Stage Four is
performing where the group is very open and has an atmosphere that everyone is comfortable working in. This is a great stage for
the group because the task at hand will be easier to complete since everyone is working together and to benefit the group. The
fifth and final stage is Adjourning, which is where the group recognizes, reflects, and celebrates everyone’s contribution to the
work done. Then the people who need to move on from that group will and those who do not will usually remain until it is their
time to exit the group.
It is important to also understand that this model is not linear, meaning that you do not just start at forming and travel though
each stage until you reach adjourning. Your group can actually revert back to a previous stage, and you will typically go back to
the Storming stage since that is the stage of conflict. It is possible to reach the adjourning phase, but it takes time and efforts put
forward from each group member. For example, my small group in HDF 190 was advancing through these stages well during our
group project. We were at the Performing stage because we all understood that what we wrote for the group paper needed to be
edited and cut back on to meet the page number limit. We had a group meeting even though not everyone could go because we
needed to get ahead on it and didn’t have much time until presentation day. We made edits to the paper and a group member
didn’t follow the rubric and wrote a lot of the same information that was previously in the paper. So, the members who were
there edited and rewrote this member’s part. When they found out, they took their frustrations out on me and changed the group
dynamic because it became very awkward. Therefore, we reverted back into the Storming phase because not only was one
member thinking only about themselves but now the rest of the group had to tiptoe around editing the rest of the project. We did
figure it out and were able to please everyone, but not without communication which saved us in the end.
(Evidence #18 = Tuckman’s Stages)
Stein, J. (n.d.). Learning & Development. Retrieved April 26, 2017, from http://hrweb.mit.edu/learning-development/learning-
topics/teams/articles/stages-development
133. Student will describe HDF 190 HDF 190 Small In HDF 190, we were assigned small groups who we will we would be working with for the semester. About halfway through the
personal examples of Group Project semester, we found out that we had to do a large group project. This project consists of going to a volunteering event where we
group development in would learn about something that is trying to change a societal aspect in the world we live in. After attending this event, we have
use (Tuckman/Tuckman to do a group presentation and then a group paper.
& Jensen, Bennis or
others). When my group first sat down with each other, we were in the Forming stage. It was very awkward because we didn’t really
know each other well enough to have a good conversation. Some Forming characteristics that we showed were that we didn’t
trust each other yet and we had no group history because most of us were just meeting for one of the first time. We remained in
the Forming stage for about 3 weeks before we all became comfortable functioning as a group, because we got to know one
another better. We then skipped over the Storming stage because we didn’t form cliques, or create competition, or cause anxiety
within the group. After getting assigned the group project, we had to find an event to go to that fit into all of our schedules.
I would say that weWe entered the Storming stage for probably like 5 minutes because people were only thinking about their
personal agendas resulting with each group member shouting out when they were not available making it so that we were all just
shouting out when we were not available. Then my group member Charles took the list of events and said who can’t go to this
event, and repeated this until we found a date that worked for everyone. Because of him, we were able to quickly get out of the
Storming phase and into the Norming phase because as we were working together rather than just working according to our own
agenda. This which showed that we all had a commitment to this the group and the goals we needed to achieve. After this, we
came back and discussed how we were going to do the paper. This sent us back to Storming because the room we were in was is
so small and members on opposing ends of the table were not able to hear each other. and one end of the table could not hear the
other end because the other three groups were talking, also Another issue we were facing was that everyone in our group was
having a separate conversation because we all had different ideas. Then my group member Rachel took charge and made sure
that each group member understood and was on board with what she was saying. This also quickly got us out of the Storming
stage because we were able to effectively communicate with each other.
It is important to understand that this is not a linear model, meaning that even if you have progressed to a certain stage you can
always go backwards to a previous stage until your group can work together towards your common goal. This can happen a lot
throughout a groups time together, and there is no set time limit that a group can go back and forth from stage to stage or remain
in a stage for. As you read, my group went back and forth, and even more times throughout the project.
After the completion of this project, I learned that every group I have been a part of has gone through these stages. I am lucky
because my group made it all the way through this model., and was We were able to produce and present a project that we were
all pleased with. We started by Forming where we didn’t have trust or history with each member. Then progressed to Storming
which is where we kept coming back to we revisited multiple times throughout this assignment. because we weren’t solving the
problems effectively or efficiently, and we also had a personal attack here and there because we would try new ideas. When we
were able to function again, we would move to the Norming stage where we would have a lot of success. because During this
stage we had a lot of trust amongst group members which encouraged creativity.and creativity would flow. If we didn’t have to
go back to Storming, we were able to head on up to Performing where we were all motivated to complete this project. and w We
didn’t waste time and or energy on the small things but rather were as making us more efficient. efficient as possible. As all great
things come to an end, our groups end came the day that we presented our project. Once we presented, we no longer had any
tasks to complete as a group. We patted each other on the back once we left that day and complimented members on what we
thought they did well. Although we went through a lot of stages, and some hurt feelings, this was an amazing group and we
created something that we all were proud of. Now we are ready to tackle the next phases in the Leadership Minor.
(Evidence #18 = Tuckman’s Stages, FLITE Group member)
Stein, J. (n.d.). Learning & Development. Retrieved April 26, 2017, from http://hrweb.mit.edu/learning-development/learning-
topics/teams/articles/stages-development
knowledge of group
roles and how they
contribute to group
dynamics (Johnson &
Johnson; Benne &
Sheats; Knowles &
Knowles; etc.)
personal examples of
group roles and how
they contribute to group
dynamics (Johnson &
Johnson; Benne &
Sheats; Knowles &
Knowles; etc.)
knowledge of effective
memberships skills in
groups
membership skills in

use
138. Student will show HDF 413 HDF 413 In Advanced Facilitation and Consulting Skills, we are taught about Challenge and Support during our class. We are taught this
knowledge of the Presentation on because one of the expectations of this course is for us to get field experience. We are able to achieve this through facilitating
Challenge and Support Challenge vs retreats for organizations on campus.
theory by Sanford, and Support
its relationship to The Challenge and Support Model suggests that as facilitators, we challenge a group with a task or situation that tests someone’s
organizations abilities. We then support them by giving encouragement or comfort throughout a situation (packet). In an SOLC retreat,
facilitators tend to challenge people by asking for full participation if they are comfortable or by adding obstacles such as
blindfolds. This adds a new element of challenge that we throw out there in hopes that participants will test their limits. However,
facilitators know that even when they challenge someone or a group, safety is still a concern. If the provided challenge is not safe
in some way, facilitators are expected to support participants quite literally. And if a situation is safe but participants are nervous
about the challenge, it is the facilitators job to encourage participants and let them know that they rise to the occasion and be
successful.
(Evidence #27 = Challenge VS Support packet)
Challenge VS Support Packet Provided by Chris Alves

139. Student will describe HDF 413 Delta Epsilon Sanford’s Challenge and Support theory encourages facilitators to add an element of challenge to an activity, but also remain
personal examples of Mu – Focus close by in case someone needs support, whether it be in the form of encouragement or literal support.
using the theory of Ring Initiative
Challenge and Support During the Delta Epsilon Mu retreat that I co-facilitated, I was able to facilitate an initiative called focus ring. The objective of
(Sanford) this initiative is for a group to be able to carry a ping-pong ball that sits atop a metal ring. There are strings attached to this metal
ring in which participants are supposed to grab and use to carry the ball from one cone to another. The group that I did this with
initially struggled but was able to cross without too much difficulty. Once this happened, the other facilitators and I challenged
the group by placing different obstacles in the way, then by muting everyone except for one member, and then by blindfolding
one group member. Throughout each challenge, especially the obstacles and blindfold, we checked with the groups to ensure that
everyone was comfortable with the challenge. This challenge was important to task them with because it forced them to
communicate, work together, and be concerned for their group members. No one could get left behind and they needed everyone
to be able to get the ball from point A to point B.
During the round when someone was blindfolded, we had to offer more physical support in case they tripped or stumbled because
we wanted to ensure safety. Otherwise it was more just encouragement throughout the other challenge rounds. Either way, as
facilitators we were still there providing support in its necessary forms to aid the participants in being successful with the
initiative.
(Evidence #28 = Focus ring initiative write up)
knowledge of the
construction / elements
of informative and
persuasive speeches
141. Student will
in informative and
persuasive public
speaking
knowledge of planning
and conducting
interviews (as the
interviewer)

planning and
conducting interviews
(as the interviewer)
knowledge of preparing
for and effective
answers in interviews
(as the interviewee)
preparing for and being
interviewed
knowledge of effective
collaboration / coalition
building (Sources:
Cilente/Komives et al;
NCBI; etc.)
working in
collaboratives/coalitions
148. Student will
of techniques to
communicate and
engage in difficult
dialogues related to
diversity and inclusion.
149. Student will
in communicating and
engaging in difficult
dialogues related to
diversity and inclusion.
ways to maintain
accountability in
leadership / member
relationships
personal examples
related to maintaining
accountability as a
leader
ways to build
relationships between
leaders and members
building relationships
with members as a
leader
how credibility applies
to leadership, as well as
the characteristics and
skills of a credible
leader
building, maintaining,
and repairing his/her
own credibility as a
leader
ethical standards in
influence
influence applies to
leadership
principles of effective
mentoring, as well as
problems particular to
the mentoring
relationship
mentoring and being
mentored
principles of effective
peer leadership, as well
as problems particular
to peer leadership
161. Student will describe HDF 413 SOLC Meetings At the beginning of each SOLC meeting, perhaps two people facilitate an energizer to get the organization ready for the meeting.
personal examples HDF 413 These facilitators typically are members of the HDF 413 class and have to complete this before the semester is over. In this case,
related to being a peer Presentations each class member has the chance to facilitate an energizer as well as be a participant in many energizers.
leader and being led by
peers I was a facilitator for an energizer that we called ‘Animal Barnyard – yeehaw.’ For this activity we split the group into two, and
from those groups, each participant had to silently think of their favorite animal. The goal of this energizer was to organize
themselves by animal size, but they could only make the sound of the animal to indicate what they were instead of just saying
their animal. This energizer was a good fit for the group because they are high functioning and were able to do it, even though
they had the challenge of not talking. Throughout the semester, my peers have also been coming up with energizers to facilitate
to our organization.
Another example of peer leading is through presentations that we did in HDF 413. These presentations covered four categories;

inclusion, conflict resolution, community building, and decision making. Each group had to create a presentation that informed
the class on their topic, as well as facilitate and debrief an initiative that demonstrated their topic. When I was not presenting, I
was expected to be an active listener and participant. During my presentation, I was one of the group members who facilitated the
activity. We collectively chose to set up a minefield where the opposing teams were supposed to use each other in order to safely
get through their field. After the class completed the initiative, we sat them back down to have a debrief where we discussed what
happened and what the takeaway was.
(Evidence #29 = meeting agenda with our facilitation on it)

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LEADERSHIP

MINOR IN LEADERSHIP STUDIES

Name: Kate Branciforte

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 08/22/2017 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 08/22/2017 4

 Leadership theory and

Leadership Inventory Revised 08/22/2017 5

Leadership Inventory Revised 08/22/2017 6

Outcome Target Additional Descriptive notes regarding learning and practice

Leadership Inventory Revised 08/22/2017 8

Leadership Inventory Revised 08/22/2017 10

Leadership Inventory Revised 08/22/2017 11

Outcome Category: Leadership Theories

Theory X and Theory Y: Understanding People’s Motivations. (n.d.). Retrieved from

Leadership Inventory Revised 08/22/2017 13

Theory X and Theory Y: Understanding People’s Motivations. (n.d.). Retrieved from

Leadership Inventory Revised 08/22/2017 15

Leadership Inventory Revised 08/22/2017 16

Leadership Inventory Revised 08/22/2017 17

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

Outcome Target Additional Descriptive notes regarding learning and practice

Harro, R. L. (1999) The cycle of socialization. Retrieved from https://sakai.uri.edu/access/content/group/3b3c73bf-2d41-45d4-a5b8-

Harro, R. L. (1999) The cycle of socialization. Retrieved from https://sakai.uri.edu/access/content/group/3b3c73bf-2d41-45d4-a5b8-

Harro, B. (n.d.). The cycle of liberation. Retrieved from https://sakai.uri.edu/access/content/group/3b3c73bf-2d41-45d4-

Harro, B. (n.d.). The cycle of liberation. Retrieved from https://sakai.uri.edu/access/content/group/3b3c73bf-2d41-45d4-

Leadership Inventory Revised 08/22/2017 29

Boyd-Colvin, M. A. & Camba-Kelsay, M. J. (2018). Action [PowerPoint slides]. Retrieved from

Leadership Inventory Revised 08/22/2017 32

Outcome Target Additional Descriptive notes regarding learning and practice

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target Additional Descriptive notes regarding learning and practice

Leadership Inventory Revised 08/22/2017 39

Leadership Inventory Revised 08/22/2017 41

Leadership Inventory Revised 08/22/2017 48

Challenge VS Support Packet Provided by Chris Alves

Leadership Inventory Revised 08/22/2017 49

Leadership Inventory Revised 08/22/2017 51

Leadership Inventory Revised 08/22/2017 52

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