Outcome

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

Date Enrolled: 2018
Date of Graduation: 2022
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD) at the
University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting Assistant Director of the
CSLD.  
Leadership Inventory Revised 08/22/2017 !1

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

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

Office: Memorial Union Room 210 Phone: (401) 874-2726 Fax: (401) 874-5317
CSLD Mission Statement

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

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

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

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We utilize a cross-
disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include some form of experiential
learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of interpersonal and group management, problem
solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
• Regardless of your major, you can minor in Leadership Studies.
• Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
• Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits must be earned at
URI.
• No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not apply to students in
the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken before the internship and the
capstone course.
• Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
• Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any required course.

CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented internship
3 credits or experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
MINOR ELECTIVES-9 credits
*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective

AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First-Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport - Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi-Ethnic, & Alternative Leadership (capstone PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
▪ Time management
▪ Organization
1. Know Yourself ▪ Self care
▪ Self discipline
Lead Others ▪ Strengths ▪ Perseverance
▪ Weaknesses ▪ Develop and maintain family,
▪ Values PROGRESS interpersonal, and intimate relationships
▪ Needs ▪ Academic, social, personal goals and
P ▪ Styles objectives
R o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
S RE-EVALUATE R
former stages as E
you progress S
4. Develop and Refine S
Skills
▪ Leadership theory and

practice 3. Broaden Your Perspectives…
▪ Communication Understand others
▪ Group Development
▪ Inclusion ▪ Hierarchy of needs
▪ Citizen Activist Skills ▪ Racial, cultural, gender, sexual orientation,
Critical Thinking PROGRESS
▪ 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.
__________________________________________________________________________________________
KEY—
Outcomes written in BLACK are from HDF 190.

Outcomes and revisions written in RED are from HDF 413.
Outcomes and revisions written in BLUE are from HDF 415.

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a

minimized need for approval
2. Student will demonstrate personal,

organizational, and academic examples of
self-discipline
3. Student will demonstrate the ability to HDF 415 Rotaract Halloween Service Event In HDF 415, we talked a lot about how important managing emotions is, especially in the
manage emotions role of a peer leader. Keeping composure and professionalism during high stress/highly
emotional times is crucial in maintaining credibility and staying true to the role. It was during
my time in HDF 415 that I had the opportunity to reflect on a time in my life where managing
emotions was needed in order for the success of an event. In Fall 2019, Rotaract, a service
organization on campus, was helping serve at an event at an elementary school in the area.
There were a multitude of volunteers from Rotaract going to serve and I took a car full of
people over for the event. Once we arrived, we were met with a little bit of initial conflict.
Some miscommunication had lead to two different URI groups helping with the event and
there were way too many people there during the setting up portion of the event. This was
stressful because many members were attending their first event wit Rotaract and there
was a bit of chaos happening around us. I am an empathetic person and it was upsetting to
see so many people I care about so stressed and frustrated. I had to remind myself that
showing that side of myself — being outward about my frustration and anxieties -- would not
be very productive in the long run. After taking a moment to think about the situation and
analyze, I contributed to a decision making group who delegated some tasks to Rotaract
members and found a place where everyone could contribute. Later on throughout the
event, towards the end of the evening, a lot of members from Rotaract and the other URI
group, were leaving, however participants of the events were still showing up. The issue
had completely reversed itself and now we didn't have enough people. With so many
participants and so little help, it was a lot of pressure being put on the people serving. We
wanted to make sure everyone had an enjoyable experience so we all put on a bit of a
brave face and carried out with the limited resources. We figured out a series of rotations so
that people didn’t get too tired at their station of service and were able to take small breaks
on their way to where they were assigned next. At the end of the event, those of us who had
stayed were worn out, however, the ability to manage our emotions made it possible for us
to complete the event in an orderly, manageable manor.
EVIDENCE #3
4. Student will demonstrate knowledge of

stress management methods
5. Student will demonstrate the ability to

manage stress

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 express a personal values HDF 190 VIA Institute, Gallup Strengths According to the Values In Action assessment my class participated in during HDF 190, I
statement (Sources = VIA, values HDF 413 learned about how my top five values of curiosity, zest, kindness, teamwork, and gratitude
clarification exercises, etc.) play into my own personal leadership style. Because my top value is Curiosity, I want to
approach life with an eagerness to learn and want others to explore new things and look at
different ways to approach a problem. I have seen curiosity in myself and the way in which I
lead a lot this year. In my HDF 413 class, a class that works in conjunction with the Student
Organization Leadership Consultants, I use curiosity as a facilitator in order to seek out new
ways to solve problems, create new initiatives or variations of them, and to challenge those
around me to see things from a lens they might not have considered otherwise. In SOLC, I
have gotten many opportunities to facilitate and lead other students in order to reach the
goals of their organizations and clubs on campus. I have also discovered ways in which I
implement my value of zest into everything that I do in order to create an energetic, exciting,
and engaged way to communicate with a team and maintain a safe and positive work
environment. My zest and general energy towards life is something that I take into account
when facilitating. My first experience facilitating was for an assignment in my HDF413 class
where I framed the activity “Keypunch.” Using my zest, I kept participants engaged as I
explained instructions and created a positive and lighthearted environment using that
strength. I use teamwork when working with others in all areas of my life, especially through
a facilitator lens. A good facilitation team communicates with one another, step into their
roles, and work to empower each other as leaders. I believe these are all things that my
teamwork value embodies. We also took the Gallup Strengths test in my HDF 190 class and
I expanded my knowledge of them within HDF413 and I was able to draw meaningful
connections between my values and strengths within this class and HDF413 that shape me
as a leader. For example, I try to have a sense of kindness, which is also one of my top
values, in everything that I do and can connect that to my Gallup strength, positivity.
Kindness, to me, is one of the most important things for my own personal leadership
identity. After figuring out my own style of facilitation within HDF413, I discovered that
kindness and positivity work hand in hand for me as I approach new situations and groups
as a leader. I use positivity to keep members engaged and kindness to keep them
motivated. Both of my strengths and values have direct links to the kind of leader I am for
this reason. After taking both of these assessments of character, VIA and Gallup, I learned
valuable lessons about my leadership style that have shaped my beliefs, values, and
actions towards different facets of leadership. Using both positivity and kindness, a VIA
value and a Gallup Strength, in conjunction with one another allows me to move forward as
an inclusive, relational leader who can grow and lead others to do the same.
EVIDENCE #8
EVIDENCE # 8 B
VIA Institute on Character. (2001). Learn Your 24 Character Strengths: Free VIA Character
Survey. Retrieved from http://www.viacharacter.org/www/Character-Strengths
Gallup. (n.d.). Learn What the 34 CliftonStrengths Themes Mean / Gallup. Retrieved from
https://www.gallupstrengthscenter.com/home/en-us/cliftonstrengths-themes-domains

9. Student will demonstrate practice of the
personal values statement
10. Student will demonstrate the ability to HDF 190 Social Change Project In my FLITE class, HDF 190, my peers and I were assigned groups and then asked to get
lead a project from start to finish (follow- FLM 220 Studio Production Director involved with the URI community and serve to create social change. At the beginning of our
through) social change project, we didn’t quire know what we were even going to do. We had trouble
finding something that each of us could do because your schedules were all vastly different.
When we finally decided to volunteer at the BE5k, a walk and run dedicated to mental
health awareness on campus, we came up with a common goal. We wanted to approach
our social change project with a growth mindset, a willingness to serve, and a desire to be
forces for good. Each of us have our own individual strengths and values that make us who
we are. My group in particular has a lot of people with achiever as their top strength. They
aided the group in keeping us on task, motivated, and kept our goal fresh and in our minds.
We also have a few people, including myself, with woo as one of our strengths. It was our
job to create a safe space to serve and enjoy each other’s company while also giving back
to the university and our community. Because each of us brought some of our own
creativity, individuality, and that growth mindset into our project from the beginning, we were
able to accomplish our goals and be those forces for good that we were all striving to be
and learned a lot in the process. We started the project with a goal, followed through with
what we hopped to accomplished, and finished our project as a collective body that
represented the leadership department and grew as individuals in the process.
In my FLM 220 class, a class that predominately takes place in the studio on campus, I was
assigned the role of Director for a live class project. Being the director, my duties were vast
and had to be done in a particular way in order for the production to go smoothly and in the
way in which my peers know how it is done. We all began the project with a rough idea of
what we would be doing, telling those members of our group who would be the talent for our
project what they would be doing on set. I delegated the stage director the role of making
sure our person on sound had them all squared away. A lot of moving parts within the
production made it a little overwhelming and I had to rely on those around me to help me as
I headed the project. I am not used to being the “lead” or “go to” person in projects. A
majority of the time it is a team effort in my work environments, and while this project was a
team effort and we leaned on each other in order for it to run smoothly, there was a system
of power in play that I had to attempt to navigate for the first time. Figuring that out made
leading this project more difficult than I had originally thought that it would be. The day of
our live production came and we all found our places. I sat behind a giant panel in the
control room and put on my headset, instructing others to do the same so that we could all
hear each other. We all communicated through headsets so that if conflict did arise or
anyone behind the scenes or on set had questions, we would be ready for them. During
production, because we all played into our strengths, whether or not we realized it, we were
able to communicate efficiently and create an amazing show. At the end of the project we
got feedback form our professor who was thoroughly impressed with what we had done as
a team and we were all able to make something that we could all stand behind and be
proud of.
EVIDENCE #10
EVIDENCE #10B

11. Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues

12. Student will show evidence of goals and HDF 190 Social Change Project In HDF 190, one of the very first things we learned about was our own individual strengths
objectives that were planned and HDF 413 New Facilitator Resource Project and values. These strengths and values play into the kind of leaders we are and what
achieved makes us who we are.
One of my top strengths is developer. Being a developer means that I want people to meet
their own goals and see that they are capable of much more than they think they are.
Celebrating individuality and creativity as well as each person in the groups achievements is
something that I aim to do in each and every group that I am a part of. In This is something
that I implemented when we eventually got put into our FLITE peer groups. One of the very
first things that we did in FLITE outside of class as a group was our Social Change Project.
We came together and found a common goal; We wanted to be forces for change and
serve the URI community to the best of our ability. Agreeing upon a common goal was easy
for us because a lot of the group was passionate about Social Change. We initially
struggled with finding a day that worked for all of our busy schedules, however when we
arrived to serve at the BE5k, a walk and run for mental health awareness, we all knew what
we had to do in order to be successful. After about 30 minutes, our group became a little
discouraged when the weather began to look like it might storm. I celebrated what we had
done so far and encouraged my teammates that our goals were achievable and that the
purpose of what we were doing was a lot stronger than a little rain. We eventually adapted
to the situation, kept our endgame goal in mind, planned accordingly, and eventually ended
up having a successful day of service, community, and achieving a collective goal to serve
URI. We were all so proud of our accomplishments that we’d achieved as a team.
In my HDF413 class, a group of my peers and I were assigned to create a New Facilitator
Handbook, a guide to facilitation and a little information about the organization SOLC, the
Student Organization Leadership Consultants. HDF 413 works in conjunction with the club
and we all came together in order to create a resource new members can use when
approaching a new retreat. We set a goal to have all of our work as a collective done on the
18th of November and within that, established our own internal deadlines in which we
worked in subgroup in order to maintain an organized and evenly distributed workload. We
all met and decided that the most affective way for us to stay on track was to hold each
other accountable, assign different tasks to different groups, and stay poignant and vigilant
about our work. At first, I think a lot of us saw this as just something we had to get done for
the class. We looked at it from a student lens, which in part was accurate and an important
aspect of the project. As the project progressed, however, I feel like some of us really took
some initiative and worked hard to make something that new facilitators can use and learn
from in years to come. One very specific goal we set that we wanted to make sure we
maintained was the deadline. All of us agreed as a collective that we wanted it to be
completed by November 18th. Within that deadline, my group in particular, who was tasked
with formatting, organization, and creating the introduction to the resource, asked if
everyone could have their material to us by the 15th, giving us three days to compose the
document. Every single internal group within our class as a whole set their own individual
goals that we got to see unfold. We all were able to turn in something we are proud of.
Through this project, I learned that goal setting with a group of people is so rewarding and
that we each played a part in making something we all created together and take pride in.
EVIDENCE #12
EVIDENCE #12 B

13. Student will show knowledge of the HDF 415 Peer Leader Retreat In HDF 415, after an interview process and a few weeks of rest, we began this semester
“Hierarchy of Needs” theory by Maslow with a retreat to discuss the upcoming semester and meet as a collective to plan for the
beginning of Spring semester. It was during this retreat that we were lead to some
resources and began talking about some of the things we would need to support our
students throughout the duration of the semester. One of the things that students would
bring into the class is a multitude of different needs. Some would come from places far
different than us, with varying resources, limitations, and places in life amongst the
students. We learned about the “Hierarchy of needs”, a theory coined by Maslow, which
breaks down the types of needs of people within a group or on an individual basis. It is a
five-tier model that breaks down needs in five sections. It also goes into the concept of
growth needs vs. deficiency needs and how depreciation and motivation come into play
when assessing these needs. While this model can present itself in a few different ways, the
way in which I am most familiar is set up in a pyramid-like tier system with separate
categories of needs. The section at the first part of the pyramid is self-actualization, which
means achieving or striving to achieve one’s full potential and having the need for creative
and educational freedoms in order to grow. The second tier are the Esteem needs and the
feeling of accomplishment that comes with that growth. Moving into more psychological
needs, belonging and love needs, call for intimacy in relationships and friendships. The
human need for connection and relationships with others. Next, are the safety needs like
security and safety on a broad scale. Lastly, are physiological and physical needs like food,
water, rest, shelter, etc. These needs are essential to the wellness of individuals and
learning how to help our students make sure those needs of theirs were met is something
we continued to learn about through the remainder of the semester. Offering students
support and helping them further their own goals would not be possible without taking the
Hierarchy of needs into account.
EVIDENCE #13
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-96.

14. Student will show application of Maslow’s HDF 415 HDF 190 Individual Student In HDF 415, we were assigned the task to talk to each of our students individually to check
theory to own life Meetings in on them after the outbreak of COVID-19 across the globe. This assignment was set for
the purpose of making sure each of our students were on the right track as far as the course
work went and also as a little assessment of what they needed. Each of my students
updated me on where they were — home, still at school, staying somewhere else, etc —
and I got to assess their physiological/ physical needs as well as their safety needs. When
the pandemic first struck, a lot of students were on trips home or on vacation for spring
break and this caused a lot of panic. After making sure all of my students needs for security
and shelter, food, water, etc were being met during this time, we furthered our discussion of
what they had all been up to in the class. Our group, team POP (pool of possibility, named
by the students) have become rather close knit throughout the semester. They asked
questions about if they'd see each other again in a small group setting and how other
members were doing. This was their needs for intimacy and relationships coming into play.
Each and every person has a need for human connection and it was interesting to hear how
they were tackling the lack of that over quarantine. One of my students in particular opened
up about struggling to get along with family members while being home. In an attempt to
meet their need for relationships and also need for self actualization, I reminded them that I
would continue to be there for them during this difficult time in all of our lives. I also
challenged them to try to take time for themselves, not only for the sake of their own mental
health but also to try to learn something new -- a hobby, a talent, etc. -- they took me up on
it and we engage in discourse about their new found way to grow as a person and make the
most out of all of our not-so-great situations right now. Meeting the needs of my students
through the hierarchy of needs and taking that theory into account when approaching these
one-on-one conversations made it possible for me to be there for them adequately during
this point in the semester.
EVIDENCE #14
15. Student will show knowledge of the theory

of Superleadership by Manz & Sims
16. Student will show application of Manz &

Sim’s theory to own life

17. Student will describe StrengthsQuest HDF 190 Gallup Strengths In my FLITE class, HDF 190, we all took the Gallup Strength Finder test. According to this
Signature Themes, shadow side of HDF 413 assessment, my top five strengths are empathy, woo, positivity, includer, and developer. Empathy
Strengths and/or weaknesses, and means that I approach each new situation I’m in with a sense of mindfulness of my feelings and the
examples of application (Source = Gallup) feelings of others around me. Positivity encompasses the energy and safe space I try to create
amongst others when in a work space or just in general. Woo, winning others over, is all about making
meaningful connections with people in order to build community. Includer means that I never want
anyone to feel like they aren’t welcome in a group. I aim to make sure everyone has a voice and that
voice is heard. Everyone deserves an equal seat at the table and to be listened to. Lastly, developer
means that I try to draw out the best parts of people and the strengths in them that they don’t yet
recognize in themselves. As a developer, I enjoy recognizing individuality, creativity, and diversity in
order to accomplish a common goal with group members. While I do take pride in the strengths I
possess, I can recognize that they also have their disadvantages. Take my positivity for example. In
some situations, I tend to be a little overbearing in that I come off as too outgoing and energetic. I also
know that sometimes, with my developer strength, if I’m ever feeling insecure and fail to see my worth,
I focus a lot on others and don't spend a lot of time empowering myself. I tend to forget that my
confidence and my own mental health matter as well and that there are things about me that make me
unique. Strengths and values make up who I am as a leader, but being self aware of the weaknesses
and pitfalls of these strengths
In HDF413, we have been encouraged to reflect upon our Strengths assessment from the Gallup
Strength Finder test. I took the test as a freshman in HDF190 and have been trying to recognize how
the shadow side of my own strengths can be seen as I continue to grow as a leader. My top five
strengths, according the Gallup Strengths Finder are Empathy, Woo, Positivity, Includer, and
Developer. I recognize my strength of Empathy in the way I can kind of feel the shift of tone in the
spaces I am in. If a majority of the people are tired or upset, I can feel it, genuinely, as well as if it is
the other way around. If I am in a room of high energy, happy people, I can feel it. This can be a
positive thing, however the shadow side of this is that if the “vibes” in the room are down, it can be
difficult for me to move forward with what we’re doing until this is addressed. I see my strength of woo
in my own leadership style as I approach new groups of people and desire to form connections with
them. I enjoy the aspect of “winning others over” and building those bridges right off the bat. The
shadow side of this strength is that sometimes me need and desire to win these people over can
interfere with the task at hand. I can be so focused on connecting with people on an interpersonal
level I lose sight of goals sometimes. I also tend to forget that some people do not need to have that
connection with me in the way I might want to make with them. I enjoy making meaningful connections
and winning them over, but sometimes my enthusiasm and energy can be intimidating. Being aware of
that and keeping that in check is key for me to maintain a positive professional relationships with
people in groups I’m facilitating with. My next strength listed by Gallup is Positivity. This strength is
something I see in my day to day life, always trying to pull myself out of a negative mindset, as much
as I might want to stay there and sulk for a little. The dark side of this strength is that sometimes the
bad places or the areas where conflict arises can be productive and used for the betterment of an
individual or group. My positivity strength makes me want to resolve these issues as they arise and
ease that tension, even when it can be constructive. My strength of includer is also pertinent to my
leadership style because I want to make sure everyone in the groups I work with feel heard and
contribute something. The shadow side of that strength is that including everyone does not look the
same for each person. Some do not feel comfortable speaking up in a group. I need to be mindful of
that. My strength of Developer means I want to see the best in people and watch them achieve their
fullest potential. I think sometimes this can make me push groups to set overly ambitious goals that
are kind of unrealistic. When they meet them, it’s great, but I never want to make them feel down for
not meeting them. Recognizing my strengths and their shadow sides is just one step in becoming a
well rounded and self-aware leader and facilitator.
EVIDENCE #17
EVIDENCE #17 B
Gallup. (n.d.). Learn What the 34 CliftonStrengths ThemesMean / Gallup. Retrieved from https://
www.gallupstrengthscenter.com/home/en-us/cliftonstrengths-themes-domains
18. Student will describe personal leadership HDF 415 Peer Teaching and Facilitation In my HDF 415 class, my fellow peer leaders and I had the ability to grow through the
style and/or personality style including Relational Leadership semester and aid out students as well as learn more about ourselves and the type of
strengths and weaknesses and examples leadership style we are developing as we further our education within the Leadership
of application (Sources = Leadership style Studies minor and even after our time at the University of Rhode Island. The leadership
inventories, the L.P.I., Type Focus (MBTI), model that most resonates with me is Relational Leadership. Being a relational leader
LAMP, DISC, and other career
means knowing yourself and others, being ethical as well as open minded and inclusive,
inventories, etc.)
and acting in ways that not only lift others up as part of a group, but also being able to
celebrate individuality in a way that makes you and your group feel valued. Relational
Leadership is important for me as a consultant because it is a big way that I can connect
with the groups in which I serve by making meaningful relationships with them and grow
together as a facilitator. This theory of leadership is one of the main reasons I always try to
make it a point to "stretch the circle wider." I genuinely believe everyone deserves a seat at
the table and that the best way to accomplish a goal with a group is to have a purpose that
you can all strive to reach together. In my in class facilitation, I was able to apply this theory
and teach it to the students in the class as well as facilitate and activity that promoted
inclusivity, process-oriented teamwork, empowering one another, being purposeful and
remaining on task and applying ethical decision making to reach a common goal. It was
also during my time as a peer teacher that I implemented some of my traits from the MBTI
test throughout the semester in order to grow my own leadership style. My personality type
is an ENFP, also known as the Campaigner. This assessment allows for individuals to
understand themselves, their processes of decision making, their values, and their beliefs
on a deeper scale. As a campaigner and someone who utilizes Relational Leadership as the
basis of my leadership identity, I believe making connections with others is important to
becoming a better leader. Campaigners strive to make connections with others and often
thrive in creative spaces that encourage collaboration and positivity. There is also a
personality assessment called the Enneagram test that helps people understand the ways
they form relationships, their needs, and the atmospheres in which they work. I am a Type 3
which means I strive to get things done creatively, efficiently, and through collaboration.
HDF 415 has definitely shown me how to utilize all of these — Relational Leadership, the
Enneagram test, and my MBTI results— in order to really personalize my style of leadership
and continue to grow as a leader each and every day, learning from my students, my peers,
my professors, and others.
EVIDENCE #18
Outcome Category: Leadership Theory

19. Student will show knowledge of the

“Authority and Bureaucracy” theory of
leadership Weber
20. Student will describe personal application

of the above theory (Weber)

“Scientific Management” theory of
leadership by Taylor

of the above theory (Taylor)

“Management by Objectives” theory of
leadership by Drucker

of the above theory (Drucker)
25. Student will show knowledge of “Theory

X and Theory Y” theory of leadership by
MacGregor

of the above theory (MacGregor)

27. Student will show knowledge of the HDF 190 In my FLITE class, we learned about and took notes on Robert Greenleaf, the father of
“Servant Leadership” theory of leadership servant leadership. According to Greenleaf, servant leaders “commit to the growth of
by Greenleaf others.” Servant leadership is an active choice one makes to lead others with their needs
first in mind. Greenleaf also said that servant leaders are forces for good and that they
commit to be “affirmative builders of a better society.” Within Greenleaf’s theory, there are
ten key characteristics of a servant leader that were initially extracted by Larry Spears from
Greenleaf’s theory. These include listening, empathy, healing, awareness, persuasion,
conceptualization, foresight, stewardship, commitment to the growth of others, and building
community. As a servant leader, these ten characteristics all fall under different types of
actions that one can take to serve others and are categorized into three separate sections:
relationship building, community oriented, and future oriented. Leadership is something that
needs to be practiced in order to be successful. Relationship-building actions include
characteristics like listening, empathy, healing, and awareness. Future-oriented actions are
characteristics such as persuasion, conceptualization, and foresight. Lastly, community-
oriented actions include characteristics like stewardship, commitment to the growth of
people, and building community.
The first of the ten characteristics of a servant leader is listening, referring to a skill of active
listening. Servant leadership involves listening because in order to grow as a leader and
truly serve, one must have a desire to be open to those your serving and hear them out on
their needs. Next is empathy, a skill that is necessary in order to meet people where they
are and understand what others are going through. Empathy, according to this specific
model, also encompasses embracing differences and being able to begin to understand
them. Empathy ties into the nest characteristic of a servant leader, healing, which is the way
people grow and move past hardships in a situation. It means trying to serve others in an
attempt to heal their pain and build bridges. Awareness is about being aware of the
individual and of others along with how actions and things we believe impact the world
around us. Being mindful of yourself and your own actions is the first step in this process.
Another trait that a servant leader possesses is that of persuasion. Persuasion is being able
to help others to see how a decision will affect a group and then act accordingly.
Conceptualization is all about looking at the big picture and being able to strive towards a
common goal as a collective. Another characteristic of a servant leader is foresight.
Foresight is being able to see how your actions, as well as the actions of others, will affect
things in the long run. Similar to empathy and awareness, stewardship pertains to serving
the needs of others and also having a deeper understanding of those needs. Lastly,
commitment to the growth of others is all about being intentional and following through with
the people around you. This directly ties in with community building and serving others
through this model. Servant leadership is complex, but by applying these characteristics,
practicing these things, and being mindful of your actions as well as the actions of others, it
seems more attainable to become a more well rounded servant leader over time.
EVIDENCE #27
Greenleaf, R. K. (1996). On becoming a servant-leader. San Francisco: Jossey-Bass
Publishers.
Spears, Larry. C., Lawrence, Michelle (et al); Practicing Serant Leadership: Succeeding
Through Trust, Bravery, And Forgiveness. Jossey-Bass, San Fransisco, CA. 2004.

28. Student will describe personal application HDF 190 The Odyssey Online In HDF190, we learned about Robert Greenleaf and his theory on Servant Leadership. The theory
of the above theory (Greenleaf) illustrates ten characteristics of a servant leader. Of those ten characteristics, listening, awareness,
conceptualization and building community stuck out to me. I am a writer for the Odyssey Online at the
University of Rhode Island. This past semester, I have submitted articles once a week with a wide
variety of topics. When writing those articles, I have to keep the context of when and what I am writing
about in mind. Conceptualization helps me think of new and fresh ideas each week. Listening is a key
characteristic that I use because I get feedback from my editors and readers about the content I
create for the website. Awareness is also crucial as a journalist because I need to be aware about
what is happening in the URI community and in the world around me to write current articles that are
applicable to others and will make them want to read them and relate to them. Lastly, the
characteristic of a servant leader that I can apply directly to my career as a writer for the Odyssey
Online is building community. I was recently named the newest Editor-in-Chief for URI’s section of the
Odyssey. I need to be able to create a community of writers that can bridge the gap between students
and paint a more connected, more plugged in picture of URI. Writers and editors work hand in hand to
create a diverse, inclusive, and safe place for expression at the school through the Odyssey. In this
role, I use Servant Leadership in a multitude of ways. I listen to my writing staff and creative team, I
have to be aware of what is going on in the world around me in order to create relevant content.
Servant leaders commit to the growth of others which is something I do in my role of Editor-in-Chief.
EVIDENCE #28

“Principle Centered Leadership” theory by
Covey

of the above theory (Covey)
31. Student will show knowledge of the “14

Points / TQM” theory of leadership by
Deming

of the above theory (Deming)

“Visionary Leadership” (now often cited
as “Transformational Leadership”) theory
by Sashkin

of the above theory (Sashkin)

“Individuals in Organizations” leadership
theory by Argyris

of the above theory (Argyris)

37. Students will demonstrate knowledge of HDF 190 In my FLITE class, HDF 190, we learned about the 4 V’s, Values, Vision, Voice and Virtue.
the “4 V’s” theory of leadership by Grace This theory of leadership, was coined by Dr. Bill Grace. Values outline our own individual
(Center for Ethical Leadership) core identities as leaders. This can incorporate strengths as well as values from individual
leaders. Vision is the ability to see how our actions and service to others connect to a
bigger picture. Voice is the way we articulate our vision to others authentically, convincingly,
and essentially motivating them to action. Virtue is an overall understanding that we
become what we practice and that the way we foster virtuous behavior by doing what is
right and good, further developing our character. All of the four V's work together to form an
individuals personal leadership identity. Vision and values connect together in that they both
aim to serve others on a personal and individualistic way through strengths and
values.Voice can be connected back to values because what you believe in shapes your
actions, and that can in turn, all relate back to vision and the way you set goals and are able
to meet them as an individual through these values. Voice and values connect and make it
evidenced that they both need to align with our actions, our voice, in order to fully round our
virtue. Being able to identify the 4 V’s and also understand how they each connect to each
other is key to fully understanding the entirety of the model.
EVIDENCE #37 (Crest)
(Grace, B. (1991). Center for Ethical Leadership. Seattle; Washington.
38. Student will describe personal application HDF 190 I discovered my own 4 V’s in HDF190 while doing the in-class worksheet that we were
of the above theory (Grace) given. The Four V’s, as previously stated, are a model of leadership coined by Dr. Bill Grace
that discuss the way our Values, Vision, Voice, and Virtue intertwine to shape us, not only
as leaders, but as human beings. In FLITE, each of my classmates and I made our own
little crest that connected all four of the V’s, virtue, vision, voice and values, and we were
able to truly visualize what these things looked like when applied to real life. My values
included things like curiosity, zest, kindness, and teamwork. I connected that to my virtue of
wisdom and my vision of wanting others around me to approach life with an open mindset
and that each day has the potential to be something wonderful if sought out. That all ties
into my voice. On my crest I wrote, “Never be afraid to explore and seek new experiences.
Having an open mind and letting your passions and willingness to learn be your guide is the
key to making the most our of life.” I can apply this saying I created through the 4 V’s model
to my life as a leader, specifically to my own individual style of leadership and the
experience I gained through my learning contract. I decided to facilitate an activity for the
Student Organization Leadership Consultants. I took my value of curiosity, tied it to my zest
and wanting to approach life with an open mind and full energy. I went into the retreat and
faciliated the activity to the best of my ability with those 4 V’s in mind.
EVIDENCE #38

“Situational Leadership” theory by Hersey
& Blanchard

of the above theory (Hersey & Blanchard)

41. Student will show knowledge of the HDF 190 In HDF 190, our class learned out the “Relational Leadership” model, coined by Komives,
“Relational Leadership” model by McMahon, and Lucas. In the Relational Leadership model, there are five major components
Komives, McMahon & Lucas that all play a significant role in the model. The five components are Inclusion, which refers
to making members of your group feel welcome and accepted for who they are,
Empowerment, which means lifting up others and yourself in order to celebrate individuals'
accomplishments within an organization, Purpose, which essentially means doing things for
a reason and committing to your group in order to accomplish a collective goal, Process-
Oriented, meaning doing things intentionally and finding and creating meaning during each
and every step of the way until you reach your collective goals, and lastly, Ethics, which
discusses morality and how Relational Leaders use ethics and genuine goodness to create
change. Relational Leadership also encompasses something known as the Four
Agreements that stress the importance of integrity and honesty, communication, and
willingness to grow and the way that that is accomplishable with a growth mindset. This
model discusses the importance of “knowing, being and doing.” Knowing means being
mindful of your actions, knowing yourself and other' values and ideals as well as how they
affect society and the world around you. Being refers to ethical and incorporating those
overarching ideals of open mindedness and inclusivity into an organization. You put your
ideas and strengths into action and get to see the positive repercussions of positive change
and the way you are choosing to grow and act as a leader. Doing refers to the way you
reflect your own responsibility, passion, and commitment to whatever you happen to be a
part of and then letting that inspire others to action.
EVIDENCE #41
Komives, S. R., Lucas, N. & McMahon, T. R. (1998). Exploring leadership. Jossey-Bass.
San Francisco, CA.
42. Student will describe personal application HDF 190 FLITE Retreat During my FLITE class, HDF190, my peers and I implemented the Relational Leadership
of the above theory (Komives et al) model in various ways in order to make meaningful connections with my peer group, serve
the community, and create positive change. During our FLITE retreat, my group members
and I decided to have an open and honest discussion to grow as a collective. Relational
leadership is all about being an interpersonal, inclusive, and ethical leader who works with
purpose and develops a process with their group. My peer group all came together at our
retreat and created a poster that brought all of us together as a collective. We participated
in an activity called silent library where we all wrote our names on index cards and faced the
name down in the center of the table. We then went on to grab random cards and write
something to one of our peer group members, whether it something like recognizing one of
their accomplishments, complementing one of their strengths, or just being kind, we all
wrote something about one of our group members to build relationships and create a
stronger bond amongst one another. We had to implement Knowing during the retreat and
understand that we all came form different places and held different opinions on things. We
had to be mindful and respectful to one another. Being meant that we had to be ethical and
incorporate everyone’s relevant ideas so that all of our voices were heard. Doing meant not
just writing something and forgetting it. It meant that we were genuine and intentional and
then took the ideas reflected in silent library and reflected them back onto our group poster
at the very end of the retreat. we celebrated each other and our own style of leadership
through the Relational Leadership model and grew at the retreat because of it.
EVIDENCE #42

concept of constructivism
44. Students will describe personal examples

of implementing constructivism

45. Student will demonstrate knowledge of HDF 413 SOLC Retreat In my HDF 413 at our first retreat of the semester and my HDF 415 class, we learned about the
the Experiential Learning Model (Kolb) HDF 415 Experiential Learning Model, also known as the Kolb’s Cycle. The Kolb’s cycle goes into detail on a
four stage process in which groups process and reflect on an experience. In the Experiential Learning
Model, the four steps are Concrete Experience, Reflective Observation, Conceptualization, and Active
Experimentation. The first part of the Kolb’s Cycle, the Concrete Experience, refers to the actual
activity, initiative, or anything a group undergoes as a collective. This process, of actually doing
something together, sets the Kolb’s cycle into motion in order for them to have something to actually
reflect and act upon later. The next step in this process is Reflective Observation. In this step, the
group sits down and discusses what actually occurred. Questions as simple as “What happened?” Or
“What did you all just do?” can get the ball rolling into this first step. During this stage of the
Experiential Learning Model, groups are given the opportunity to really reflect on the concrete parts of
the activity that they took part in. This is the most tangible part of the Kolb’s cycle. As well as
highlighting their experiences and answering the base question of “What happened?” group members
have time to decompress after the activity. This step is crucial in taking a step back to look at the
activity objectively for what it is. The Reflective Observation stage, or the reviewing stage and the
stage that usually directly follows the Concrete Experience, reflects on the experience or the initiative
on a content or surface level. Group members are asked to think about the contributions they and
other group members made, what their goals were and the ways in which they approached their
goals. This step takes the Concrete Experience step and turns it into a time for critical thinking. Group
members know what they did, but what were steps that they took and things that they experienced
during that time. The next part of this process in the Kolb’s Cycle is Abstract Conceptualization, where
group members take the physical and literal “what?” and transform it into a “why?”, is a very crucial
element to the Experiential Learning Model. In this step, the group digests and takes apart what they
have learned from their experience together. They begin to make meaning of the activity, —real
connects are being made between the activity and the spaces that the group members are in together,
whether that is a work place, an organization, etc— and start to understand the connections their
actions within the experience can have within their group. The concrete experience and the reflective
observation are used to help them reflect on what happened means for them. Each group dynamic is
different and the previous step in the model, the Reflective Observation stage, gives groups a chance
to verbalized their roles within the activity so that they can later breakdown how those roles, the ways
in which they acted, and the way they approached their goals in the activity translate to their group
outside of the activity itself. It helps people think about the roles they take on and the way they act in
day to day life while working together. “Why” is what just happened important? “Why” did it happen?
The final step within the Kolb’s Cycle before it starts all over again is the Active Experimentation
stage. In this step, groups must decide how they are going to take what they have learning from their
experience, reflections, and the discussion as a whole, and bring it back to implement it in the future.
The goals that groups set for themselves for the active is one thing, but taking all of the things they
have learned about themselves, their teammates, and the things they want to accomplish or work to
change together, are all verbalized and thought out during this stage. This stage is where groups plan
out tangible ways in which they can instill these lessons and skills that they have taken from the
experience and use them outside of that space. It is kind of the step where it ties the experience into
the groups “bigger picture” in a sense. The Experiential Learning Model has a variety of components
to it and is very complex, but the Kolb’s Cycle breaks it down into four stages that groups may use in
order to get the most out of their experiences together as a unit.
EVIDENCE #45
Komives, S. R. Lucas, N., & McMahon, T. R. (2013). Exploring leadership; For college students who
want to make a difference (3rd ed.). San Francisco: Jossey-Bass

Student will describe personal application HDF 413 SOLC Exposure Facilitation In HDF 413, a class that works hand in hand with the on campus organization SOLC, Student Organizational
46. Leadership Consultants, I was able to use the Experiential Learning Model by facilitating an initiative during a
of the Experiential Learning Model (Kolb) HDF 415 HDF 190 Retreat Spring 2020
retreat and using the Kolb’s Cycle within my debrief. During my experience as a facilitator, I worked with the group
Exposure, a dance group at the University of Rhode Island that encourages students to work as a collective in
order to put together routines and perform that together. Their goals for their retreat were to stress the importance
of awareness of different backgrounds within their organization and diversity. I facilitated an initiative called Key
Punch. The large organization was split into two groups. The goal of Key Punch is for each member of the group to
step on at least one number within the separated area with only one person going at a time, as well as stepping on
each number in the order we, as the facilitators, have asked. During the activity, many participants in one group
were always encouraging each other and setting big goals for themselves. They focuses on their team and
communicated with one another in order to be successful. The other team struggled, constantly yelling over one
another and trying to each find the best way to get their goals met. At the end of the initiative, we all sat down in a
circle where I led the debrief, a series of questions that incorporated the Kolb’s Cycle. The initiative itself is the first
part of the Experiential Learning Model and Kolb’s Cycle, the Concrete Experience. The second step, the
Reflective Observation came into play almost as soon as we sat down. One of the first questions I asked the group
was “What just happened?” A lot of group members raised their hands and describes the activity. Next, I asked
"What went well?” They all described times they met their goals and started to touch upon how they communicated
with each other. This was a good lead in for the next part of the cycle, the Abstract Conceptualization phase. The
organization members from varying teams both had things to say as to why they were successful and why they
were not. Someone mentioned something about perspective and how they both were tasked with the same goal,
however they both came out of it with different lessons and skills that they implemented. That was a good transition
into a conversation that tied back into their goals. A member of the group said that they all had differing ideas but
that had to take their strengths and ideas and bring them together to get things done. Lastly, the group moved into
the Active Experimentation stage. I asked them how they could use what they’d learned and bring it back into their
organization. A lot of them talked about communicating with one another more and thinking about differing
backgrounds and perspectives will help them understand their organizations members and become more of a
community. The Experiential Learning Model made my facilitation experience with Exposure productive and helped
that group reach their goals through the Kolb’s Cycle.
In HDF415, I am lucky enough to call myself a peer leader and serve as a resource to my students throughout the
course of their HDF 190 experience. At the beginning of the 2020 Spring semester, my fellow peer leaders, the
HDF 190 course instructors, and other members of CLSD helped facilitate a retreat for the incoming students.
During a portion of the retreat, myself, along with a few other peer leaders, asked all of the participating students to
stand in a circle. We then went around the circle and placed stickers on their backs. Without talking, they were
given the task to sort themselves into groups based on what was on their sticker. During the activity, a lot of
students were laughing and having fun, others seemed to be a bit more frustrated, and some helped others find the
place where they thought that person belonged. At the end of the activity we all stayed in a circle and used the
Experiential Learning model to facilitate this initiate and properly use the Kolb’s Cycle to debrief what they had all
just experienced. One of the first questions we asked was “What did y’all just do?” Or “Tell us about the groups that
your in, just so we can see where everyone is.” This opened up the floor for them to start talking to us a little bit
more about their process and how they verbalized the activity themselves. After seeing where everybody had been
placed and asking a few people to tell us a little bit more about how they felt during the activity, we started to ask a
few questions about the roles people took on during the activity. We asked them to consider their own role and to
share if they were comfortable, slowly shifting into the second phase of the Kolb’s Cycle. A few students discussed
that they’d been placed into random groups by others and that at some points felt as though they did not belong in
the groups they had been assigned. This point, raised by a handful of students, was a rather perfect segway into
the third element within the Kolb’s Cycle. This was where we asked the students to conceptualize what they had
just taken part in. What about this activity can translate into the class, HDF 190, and how could all of their
contributions, roles, and things that they felt throughout the experience translate else where. Why did they feel the
need to separate themselves into groups when, technically, they all could’ve been one group of stickers. The look
on the students faces when they made that connection was why we do that specific activity in the first place. We
lastly asked them to participate in the Active Experimentation stage, a way in which groups like this class are able
to plan for the future. We did not want what they'd learned during that retreat to be forgotten, rather implemented
throughout the rest of the semester. Each and every element of the activity was crucial in order to execute the
Experiential Learning Model and Kolb’s Cycle efficiently.
EVIDENCE #46

47. Student will show knowledge of the HDF 190 In HDF 190, our class learned about the “Social Change Model of Leadership and
“Social Change Model of Leadership Development”, coined by Astin et al. The Social Change model states that social change is
Development” by Astin et al collaborative, not simple, and addresses the root causes of problems. There are, however,
pitfalls in social change; Paternalism is one major pitfall, where those in charge restrict
certain freedoms. Assimilation also is one possible pitfall, when everything in a society is
uniform. I believe that this in particular can tie into ignoring cultural differences, another
pitfall of social change. When cultural differences are ignored, everything in a society lacks
things about it that make it genuine. A deficit-based perspective of the community is also a
pitfall of this model. While there are many pitfalls to this model, there are also many things
that make it the force for change that it is. The “Seven C’s for Change” are all things that
play into the Social Change model. These seven C’s are consciousness of self,
congruence, commitment, collaboration, common purpose, controversy with civility, and
citizenship. All of these components work together and within each other in order to create
change. Citizenship calls for individuals to see themselves as part of a larger picture, which
leads to collaboration with others and sharing that responsibility of working towards a
common purpose with collective aims, values, and visions. Within these groups, controversy
with civility is important to create disagreements that allow for constructive arguments to
occur. These disagreements can often lead to individuals reflecting on their own beliefs,
values, and attitudes, as they become conscious of themselves. This awareness leads to
congruence, or walking the talk, and practicing what they preach. Lastly, commitment to the
growth of their groups and themselves and following through with the change their making
is one final way that the social change model can be seen in action. For example, my group
were advocates and forces for social change when we participated in our Social Change
Project and volunteered at the BE5k, a run dedicated to mental health awareness.
EVIDENCE #47
Komives, S.R., Wagner, W., & Associates. (2009). Leadership for a better world:
Understanding the social change model of leadership development. San Francisco: Jossey-
Bass.

48. Student will describe personal application HDF 190 Social Change Project In my FLITE class, HDF 190, we discussed the components, the pitfalls, and the definition
of the above theory (Astin et al) of social change within the Social Change Model of Leadership and Development. The
model states that social change isn’t easy, it is collaborative, and tackles the root of the
problems that the group or individual is assessing at the time. For the class HDF 190, our
class was asked to do something called a “Social Change Project” where we, in groups,
would decide on a project that would serve our communities and create positive change
around us. My group chose to volunteer our time on a Sunday morning to set up and run a
5k race that advocates for Mental Health Awareness. The event took place on campus, and
we all arrived on time in order to make sure that we were ready to serve. We all had to
collaborate with each other and the individuals running the event so that we might serve in
the most efficient way possible. It was challenging to not only figure out an event that we all
could be present for, but that when we finally did and were at the event, we ran into a few
bumps in the road that we had to work through together. For example, the banner that was
set to hang near the starting point of the race was having some technical difficulties. We
brainstormed on how we could hang it and one of our group members even climbed into a
tree in an attempt to hang it. Social change tackles the root of the issue. We wanted to keep
that in mind during our project. Throughout the day, we each volunteered at various
positions that all tied into one, overarching theme— making sure college students know that
their Mental Health is important and that there are resources on campus for them. One
booth in particular had paper sunflowers that you could write the name of someone who
struggled with mental illness on. Taking the time to reflect, look inward, and then go out and
serve together was what the model taught me to do with my group.
EVIDENCE #47
Komives, S.R., Wagner, W., & Associates. (2009). Leadership for a better world:
Understanding the social change model of leadership development. San Francisco: Jossey-
Bass.

49. Students will demonstrate knowledge of HDF 415 In HDF 415, we learned about the Leadership Identity Development Model (LID), coined by
the “Leadership Identity Development Komives. Within this model, leadership identity development is broken down into six key
Model” by Komives et al stages. Awareness, Exploration/Engagement, Leader Identified, Leadership Differentiated,
Generativity, and Integration/Synthesis are the core stages and are crucial to knowing in
order to understand the model. Awareness is the first stage and it is when someone
becomes aware that there are leaders that exist that are external to self. Some examples of
these kinds of leaders are people with roles such as the president, one’s mother, or a
teacher. Exploration/Engagement is the second stage and is the immersion period in group
experiences were people make friends, learn to engage with others, and build relationships.
This can look anything like an organization, a sports team, a choir, etc. The third stage is
the Leader Identified stage in which one starts tp view leadership as the actions of a
position in a leadership role in a group. One is aware of the hierarchy and structures of
relationships in groups. Leadership Differentiated, stage four, is when one also begins to
view leadership as non-positional, rather a shared group process, more collaborative than
individual. Stage five is the stage titled Generativeity in which an individual is committed to
developing the leadership in others and has a passion for them as well as group issues and
objectives, in a sense becoming an advocate for those issues that they wish to change or
influence. Stage six is the final stage, the Integration and Synthesis portion of the LID
Model. During this stage, the individual acknowledges their personal capacity for leadership
in diverse contexts, claiming their identity as a leader without having to hold a titled position
or role.
Komives, Owen, Longerbeam, Mainella & Osteen (2005)
50. Students will describe personal This semester in HDF 415, I have grown to be familiar with the Leadership Identity
application of the above theory. (Komives Development (LID) Model. I now know that the core stages are Awareness, Exploration/
et al) Engagement, Leadership Identity, Leadership Differentiated, Generativity, and Integration/
Synthesis. The stages within the theory are Developing self with inner workings of group
influences, changing view of self with others, and broadening view of leadership to shape
leadership identity. This semester, group influences and the way I have been able to
engage in groups and learning from the other people around me have changed the way I
view myself. I value my style of leadership in a greater sense now. I believe I’m at an
interdependent stage, working with others and collaborating to shape my leadership style
and watch and contribute to the growth of others. Within this area, I believe the specific
stage I am in currently is the stage of Generativity. I am so excited to see each of my
students grow and have loved recognizing their progress throughout the semester. This
stage in particular is where I think I am as well because I have a passion for the group
issues and objects as well as wanting to be an advocate for changing them and aiding them
in these issues and objectives. Their goals are my goals, in a way. During my individual
meetings with my students as a peer leader, the LID model allowed me to recognize strong
leadership qualities in a lot of my students. During our one on ones, each student brought
their own questions about leadership. Seeing them so eager to learn more made me
excited.
51. Students will demonstrate knowledge of

the Strengths-Development Model by
Hulme et al

of the above theory (Hulme et al)

behavior theories of leadership from
Michigan and Ohio State

of the above theories (Michigan & Ohio
State)

Charismatic leadership

of the above theory

contingency approach to leadership by
Fiedler

of the above theory (Fiedler)

Path-Goal theory by House

of the above theory (House)

Leader Member Exchange (LMX) theory
by Dansereau, Graen & Haga; Graen &
Cashman; Graen

of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)

Leadership Substitutes Theory

of the above theory

Models of leader emergence
66. Student will describe the impact of traits

on leadership emergence and
performance

Chaos approach to leadership by
Wheatley

of the above theory (Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69. Student will demonstrate how cultural

anthropology / paradigms relate to
leadership
70. Student will describe personal example

of using cultural anthropology /
paradigms as a leader

the “Cycles of Socialization” (Harro)
theory and its uses in leadership
72. Students will demonstrate personal

application of the “Cycles of
Socialization” (Harro)

the “Cycles of Liberation” (Harro) theory
and its uses in leadership
74. Student will demonstrate personal

application of the “Cycles of
Liberation” (Harro)

the “Configuration of Power” (Franklin)
and its relationship to leadership

application of the “Configuration of
Power” (Franklin)

racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)

application of model(s) of racial identity
development above

models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)

application of model(s) of gender identity
above

additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate personal

application of additional social identity
development model(s) above
83. Students will demonstrate knowledge of

McIntosh’s theory of privilege and its
relationship to leadership

application of McIntosh’s theory
85. Student will describe the differences and

similarities of individual and institutional
oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
86 Student will demonstrate knowledge of

relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87. Student will show knowledge of effective

leadership as it relates to change agency
88. Student will describe personal examples

of being a change agent

89 Student will demonstrate knowledge of HDF 413 The Model Of Intercultural Sensitivity, coined by Bennet, suggests that this theory is
the “Model of Intercultural Sensitivity” by implemented by well-rounded leaders is the Developmental Model of Intercultural
Bennett and its uses in leadership Sensitivity. The DMIS operates on a sort of scale, the Experience of Difference. In order to
be culturally competent, one must be able to recognize differences and communicate in
order to bring people together. The different parts of this model are moving from
ethnocentrism to ethnorelativism. The first step is denial, where people reject other cultures
or refuse to acknowledge differences, seeing their own culture as better or superior. The
second step, defense, is usually the result of a polarized or stereotypical judgement people
have already placed on a minority group. Minimization is part three of the DMIS and talks
about how people try to undervalue significant cultural differences because they believe the
ideas and traditions surrounding said differences are of little importance or lacking
substance. The next stage is acceptance. People at this particular stage are less likely to
purposefully act incentive towards people of other cultures and are often curious about the
other group. Adaptation deals with altering one's behavior and actions in order to maintain a
sense of cultural competence and respect towards a group of a different culture. You begin
to see things through a different, more open-minded lens. The integration step pertains to
the way people come together and build connections with each other through this process.
By this final step, people will value other cultures and other beliefs and want to integrate this
into their own community. I believe I am personally somewhere between the adaptation
stage and the integration stage of this model. I have a genuine appreciation for different
cultures and want to make sure I am always culturally competent, using proper language,
verbal and non-verbal cues, and the way in which I address people. I love bringing people
together, I just want to make sure I am well versed in all of the prior steps and obtain the
tools I need in order to build those bridges. I think immersing myself in other cultures and
meeting people with traditions and ways of life different from my own will expand my
worldview and improve my cultural competence significantly. An ASB trip would be a good
opportunity for me to grow as an individual and broaden my horizons as a inter culturally
sensitive leader and communicator.
EVIDENCE #89
Komives, S. R. Lucas, N., & McMahon, T. R. (2013). Exploring leadership; For college
students who want to make a difference (3rd ed.). San Francisco: Jossey-Bass
90. Students will demonstrate personal

application of the “Model of Intercultural
Sensitivity” by Bennett

the ally Action Continuum by Griffin &
Harro
92 Student will demonstrate personal

application of the Action Continuum by
Griffin & Harro

Multicultural Organizational Development
Model (Jackson)

94. Student will show personal application of
the Multicultural Organizational
Development Model (Jackson)

Multicultural Change Intervention Matrix
(Pope)
96. Student will show personal application of

the Multicultural Change Intervention
Matrix
97. Student will create a personal code of

inclusive leadership
Outcome Category: Critical Thinking
98. Student will show knowledge of principles

of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of

critical thinking
100. Student will show knowledge of

metaphorical analysis to critically analyze
self and leadership situations

metaphorical analysis to critically analyze
self and leadership situations

102. Student will show knowledge of at least five HDF 413 In HDF 413, I learned about Johnson and Johnson’s 7 Methods of Decision Making.
decision making methods Decision making refers to the process of figuring our which solution to a problem will be the
most beneficial in the long run and enacting that decision successfully. I will discuss five of
Johnson and Johnson’s 7 Methods of Decision Making. One method of decision making is
Decision by authority without discussion. This refers to one person or a group of people
who have more authority within a group who make all of the group’s decisions. They do not
take the tine to consult with the majority of their group, rather decide for themselves what is
going to happen because they have that authority. Another method of decision making is to
have an Expert members make the decision. Within a group, there are a multitude of
people with varying skills, passions, and experiences. If someone within the group has
experience or a connection to the decision being made, they might be considered the
Expert member and be looked to to make that decision for the group, or at least to act as a
consultant. Decision by authority after discussion is another method decision making
where the person or people in power have a discussion with their group about the decision.
People are able to give their input, raise their concerns, or offer suggestions, however the
person or people who inevitably make the final call are those who are in power. This last
method is not to be confused with Majority control, the method od decision making that
pertains to running discussions about decision making like a democracy. The majority of
the people control the decisions being made. If 40% of the group want one thing and 60%
want the other, the 60% will have their way because they are, again, the majority. The final
method by Johnson and Johnson on decision making is rare, however, if a Consensus can
be reached, that is one way you can make everyone within a group happy. A consensus
decision pertains to a decision where everyone in the group agrees on the course of action
to take. Decision making, as told my Johnson and Johnson, is multifaceted, and groups
have a lot of methods to chose from when they get together in order to make any decision,
big or small.
EVIDENCE #102
“Kidder's Checklist: A Philosophical Tut.” Kidder's Checklist | A Philosophical Tut, dtc-
wsuv.org/jcohen/tools-for-ethical-decision-making/kidders-checklist.html

103. Student will describe personal examples of HDF 413 HDF 413 In HDF 413, my peers and I partake in initiatives and activities in class that are meant to help us
having used five decision making methods HDF 415 What Makes A Good Leader Activity grow as individual leaders and facilitators. During one of the activities on Conflict Resolution, we
were tasked with separating a list of random things into the categories “Good” or “Bad.” A lot of us
reached a consensus on many of the items on the list. There were a few that we had split decisions
on or there wasn’t any kind of strong opinion about that so we had a few issues coming to a decision
and had to implement some decision making techniques and styles in order to get the activity done
within the allotted time. I remember there was one item on the list in particular that caused a lot of
conflict within our group. The card read “Kanye West.” Kanye West is a rapper and a popular mogul
within pop-culture because of his music and his ties with his wife and her family, the Kardashians. A
few members of the group said that he could be categorized as good because his music is nice to
listen to and that they enjoyed it. Others brought up his controversial comments made on SNL about
racism and slavery that sparked a lot of conversation about Kanye and his beliefs. Others in the
group did not really care on that particular item on the list and sat back and listened to the argument
being made. There were a few minutes where the group seemed to be split in half and we eventually
used another decision making approach. We had two people from each side who seemed to be very
passionate on their stance point out why that thought their “side” was correct. We eventually decided
to label him as bad using the Majority control method because after hearing the “bad” side’s
advocate speak, minds were changed. We took another vote and found that the numbers had
shifted. We had to test our various methods of decision making for each topic. Another question
referred to “Area 51.” There was someone in our class that was very knowledgeable on the matter
and we used an Expert member method to decision making where he acted as a consultant to us
and we trusted his decision. Decision making occurs in our every day life, however I feel as though
this particular day in class really created some interesting conversation amongst my classmates
about how decision making can be affective and work to benefit a group as a whole rather than just a
few members.
In HDF 415, my students and I were given the names of 10+ “leaders” and had to sort them between
two categories. Which of them constituted as a good leader and which of them was more-so on the
bad side of that spectrum. The first method of decision making that we used was the Expert member
method, where I asked each student to pick up one of two names that they knew about in order to tell
the rest of the group about them and what about them made that specific person a good or bad
leader. Learning more about the people gave us a better understanding on how to move forward. We
then tried to use majority control, a method of decision making that allows us to see where most of
the group falls, and then chose each category in relation to that result. As time ran out, some people
were getting frustrated that we could not agree on where someone belonged. Everyone’s definition of
a leader seemed to vary which affected where people wanted the names place. Decision by authority
was put into play towards the end of their discussion where a few people simply decided for the rest,
“this is where this person belongs,” and placed them in a category. Discussion was a huge part of
this assignment, however with limited time, there were some candidates we did not have the time to
discuss, and this, decision by authority without discussion was involved, not to be confused with
decision by authority with discussion where the group members raised their concerns about the
placement and we were able to open up the conversation more. At the end of our small group
discussion we broke off into two giant groups, each deliberating amongst themselves as to why some
people put others in categories they hadn’t. With that, these steps of decision making continued and
we were able to not only sort a majority of the names into the good or bad categories, but also come
up with a class definition for leadership and what constitutes a good leader.
EVIDENCE #103
EVIDENCE #103B

104. Student will show knowledge of at least five HDF 415 Non-Violent Communications Project Within my HDF 415 and COM 221 classes, we discussed the importance of conflict
problem solving / conflict management COM 221 management and problem solving as well as some techniques used to get to the end of
methods, as well as understanding the conflict and understand the root of the issue. In COM 221, Interpersonal Communication,
roots of conflicts non-violent communication is a crucial part of the conflict management process. The theory
of non-violent communications plays into the idea that all conflict stems from an unmet
need. In the book Looking Out Looking In, there is a passage about a story from the mid
20th century. In the story, there was a military leader and a chief of village who where
butting heads with each other. If I remember correctly, the chief was upset with the military
leader allowing the troops to come so close to the village and the military leader was upset
that the chief was being so aggressive towards his troops. The book then detailed how this
situation was solved through NVC, non-violent communication. The chief had a need for
safety and security of his people, and the military leader had a need for order and freedom.
There were unmet needs on both sides that came off as aggression. By assessing the
needs, the two were able to come to an agreement on how they would settle their dispute
in a much less heated manor. Non-violent communication is all about meeting the needs of
others and facilitating conflict management and propel solving in a way that is effective and
runs smoothly. Another method of problem solving that I learned about it HDF 415 is
Johnson and Johnson’s 7 methods of Decision Making. Through this model, problem
solving can be aided through some of these 7 methods. One method of decision making
that helps with conflict management and problem solving is decision by discussion. In this
method of problem solving and conflict resolution, dialogue is opened up amongst group
members and people are allowed to voice their own opinions, experiences, and the
concerns they might have. Conflict stems from differing ideals, values, perspectives, or
beliefs. Through this method, all of those can be heard before anything happens or
changes. Another method of conflict management and problem solving that is factored into
Johnson and Johnson’s methods is the scenario of a majority ruling. If there is conflict in a
large group of people and total consensus can be reached, that is the most favorable.
However, is a conflict arrises and it cannot be met, the best way to navigate a problem and
solve it in some situations is through a majority ruling to keep the most number of people
satisfied. Again, if a consensus can be reached, more people will feel included and
satisfied, thus resolving the conflict.
EVIDENCE #104
Adler, R.B., & Proctor, R.F. (2016). Looking out/looking in (15th ed.). Boston, MA: Cengage
Learning
“Kidder's Checklist: A Philosophical Tut.” Kidder's Checklist | A Philosophical Tut, dtc-
wsuv.org/jcohen/tools-for-ethical-decision-making/kidders-checklist.html

105. Student will describe personal examples of HDF 413 Musically Inclined Retreat As a member of an a cappella group on campus, Musically Inclined, I have had the
having used five problem solving / conflict opportunity to grow as a vocalist and create meaningful relationships with people in a wide
management variety of majors and grades. We attended a retreat held by SOLC, the Student
Organization Leadership Consultants, in order to work on making the group feel more like
a community and less separated by e-board and general members. During one of the
activities, the facilitators walked around and placed stickers on our backs. We could not
see our stickers, however those around us could. We were given to the task to separate
ourselves into groups based of off what was on our sticker. The symbols on each tiger
ranged from a rocket-ship to two glasses of champagne to a cactus. We all had some
conflict amongst ourselves because some could see certain people being grouped
together, but others thought people would fit better elsewhere. We also were not able to
talk throughout the entire initiative so that added another element to our frustration. For a
while, we weren’t making any kind of progress and we knew we had to change our
tactics.We finally realized that communicating using a charades type of actin was the most
effective way to communicate with each other. At the end, we had managed to separate
ourselves into five or six groups, but not many people seemed happy with the final results.
Someone had an idea that we could all become one giant group of “stickers” and the idea
spread. We all exchanged looks and thumbs up, banding together to form one giant group.
By communicating, opening our minds to differing perspectives, and being mindful of those
around us, we reached a conclusion that made everyone feel included. It was one of our
goals to become more of a community and at the end we quite literally banded together,
solving our problem together and being confident in the big group we had made.
EVIDENCE #105

106. Student will demonstrate the ability HDF 415 Intersectional Workshop In HDF 415, a multitude of our lessons and workshops each week tackle different ways in
to synthesize multiple knowledge COM 220 which we, as students, can become better leaders, not only on campus but after our time
perspectives (course work), competencies at the university. During one of our class periods, a fellow peer of mine led a workshop on
(communication, writing, information the importance of diversity, inclusion, and intersectional practices within the workplace and
literacy or mathematical/statistical skills) amongst groups of people. In my COM 220 class, we used public speaking to raise
and responsibilities (global, diversity &
awareness on an issue on campus that needed to change. We became advocates,
inclusion or civic knowledge)
speaking to our class on why the need for change was so urgent. In COM 220, research
was done in order to give the class credible facts and lay out exactly what I needed them
to know in order for them to understand my points. Drawing a connection between these
two things, a speech advocating for change on campus, and participating in activities that
promote diversity and inclusion, I was able to understand how multifaceted leadership is
and just how crucial including others is in the narrative in order for effective change to
occur. In HDF 415, we also often take time to expand upon our strengths and learn more
about them. Within both of these classes, my Includer and Woo strengths both come into
play when collaborating with others and having meaningful conversations about leadership
and change. During the presentation in HDF 415, there was a portion where we were told
to break off into pairs and discuss what the word “intersectional” meant. My partner was
not well versed in that area and using my knowledge from prior classes and personal
beliefs, I was able to adequately aid in their understanding of the term. Intersectionality
takes all people into account. No matter what culture, ethnic background, fender identity,
sexuality, religion, or socio-economic status people come form or identify with,
intersectionality strives to stretch the circle wider. I had knowledge of intersectional
feminism before the workshop and was able to share my experiences on how
intersectional feminists believe that feminism isn’t feminism without taking multicultural
women and lifting them up. Throughout the workshop, I grew in my knowledge through the
perspective from all of my peers with varying world views. My ability to make connections
between course work and apply them to real life situations as well as furthering my growth
as a leader was crucial during this class period because it allowed me to serve someone
else and grow in their understanding. We learned from each other and shared multiple
perspectives as a class, growing from one another’s own personal experiences.

leadership that is used in crisis (i.e., James
& Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108. Student will describe examples of

leadership in crisis situations (i.e.,
application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)
Outcome Category: Interpersonal and Organizational Concepts & Skills

109. Student will demonstrate knowledge of HDF 190 In HDF 190, as well as COM 100, we discussed what it means to be an active listener and the
active listening techniques COM 100 techniques that active listening entails. An active listener knows the difference between hearing a
COM 221 message that is being relayed to them and listening to a message. Hearing is the physical way that
messages are picked up. Listening is taking what you hear and making meaning and creating context
for that message in your brain. An active listener listens, not only hears. An active listener also gives
non-verbal and verbal cues to the person they are listening to. An example of a non-verbal cue that an
active listener might give to someone speaking to them would be a nod or a smile. A verbal cue might
be something as simple as saying, “Yes, I agree,” or asking a question. Active listeners have the ability
to listen without listening to answer or respond, but listening to learn. In order to understand what it
means to be an active listener, one must also understand that active listening means being present,
making meaning, and understanding how the speakers messages relate to you and your current state
of mind. Active listening involves mindfulness and respect and requires practice.
In COM 221, interpersonal communication, active listening is taken a step further and we began to
talk about mindful listening and how you can become a better active listener by practicing and looking
to be more mindful. Being an active listener does not simply hear the messages that they are being
relayed. They listen and make meaning of the things that physically hear and react accordingly. There
are many practices of non-mindful listening and non-active listening, like psedo-listening, that can
make this step especially tricky. Psuedo-listeners pretend to listen by giving non-verbal and verbal
cues that would otherwise signal that they are listening, when in reality they are no longer paying
attention and have checked out almost entirely. Active listening is a multi-step process that each
person within a conversation engages in when they have a conversation with one another. While the
speaker may not be listening for a verbal response, they can read the body language and variations in
the persons facial expressions, another form of listening. Each thing we do can be made to have
meaning and being a mindful listener lets us take the information we receive and allows us to be more
present.
EVIDENCE #109
EVIDENCE # 109 B
2011-2019, (.C. (n.d.). Active Listening. Retrieved from https://www.skillsyouneed.com/ips/active-
listening.html

110. Student will describe examples of using HDF 190 Social Change Project FLITE and COM 100 both taught me what it means to be an active listener. In my life, I use active
active listening skills COM 101 Fall SOLC Retreat listening techniques essentially every day. Active listening is not innate. It is like a muscle. You have to
HDF 413 flex it, build it, and nurture it in order for it to grow. It takes practice. One example of active listening
skills that I have used in my own life was in HDF 190. During our social change project, our group had
to come together in order to accomplish our goal of creating positive change in URI's community
through service. I used active listening throughout the day and had to pay close attention to what was
going on around me in order to stay informed throughout the day. Each of my group members were
each assigned to a specific role. My role was to stand at a specific street corner and direct runnings in
the correct direction. I had to actively listen to the person in charge in order to fully understand my
role. I also had to ask questions so that I could do my job to the best of my abilities and succeed in
directing runnings to their end destination throughout the day. I was successful in doing so because I
implemented active listening.
In HDF 413, our fall retreat as a group was a time where we grew as leaders and met as a group to
set goals and plan for this semester. This was really the first time we were all together for an extended
period fo time and it set the tone for the rest of the semester. During one of the initiatives, we were all
seated in a circle, with a pile of building blocks of various shapes, sizes, and colors in the center. A
few of our group members were given the task to sit in the center while the rest of us on the outside of
the circle were given cards that we were not allowed to show anyone else. Our goal was to effectively
communicate what was on our cards the the people in the middle so that they would be able to build
the correct structures. Because each of our cards were different, with images taken from various
angles and distances, we had to listen to one another to figure out who had pictures of the same
structure and how was the best way to communicate to our team members in the center. Active
listening was extremely important in this activity, and while we did struggle with it during some points,
we were able to help the people building adequately and they constructed the structures properly. At
one point, I realized my card was the same as one of the cards someone else was describing. I
nodded and listened to them to confirm, using verbal and non-verbal cues as they spoke. When they
were finished, I was able to add onto what they'd been saying and so on. The entire conversation
reflected to the blocks and listening played a big role in the conflict of the initiative, but also our
eventual success.
EVIDENCE #110
EVIDENCE #110 B
2011-2019, (.C. (n.d.). Active Listening. Retrieved from https://www.skillsyouneed.com/ips/active-
listening.html

functions of group communication by
Hirokawa

of functions of group communication
(Hirokawa)

113. Student will show knowledge of techniques HDF 415 Outcome Grading Workshop In HDF 415, peer leaders are to act as a resource to their students and aid them in the class. One of
regarding giving and accepting of feedback the responsibilities that we are tasked to do is assist our students in perfecting their Leadership
Inventories and make sure they're on the right track when submitting outcomes. During HDF 415, we
had a workshop that explicitly highlighted how to do outcomes and how to grade our students to the
best of our ability. One technique we learned about was to keep feedback concise and meaningful.
There is no point in writing out exactly what needs fixing because it isn't time efficient and the student
won't grow from that. Rather than rewriting their entire sentence for them, we can say things like,
"Consider rephrasing.” “Reference this resource.” Feedback does not always have to be lengthy. It is
the quality of the feedback that matters, not the quantity. We also discussed techniques detailing ways
to highlight the things that are good about the student's work and steering them in the right direction
from there. Approaching anything that you are going to give feedback on with an open mind is
important in order to do so in an accurate and all encompassing manor. We discussed how we, as
peer leaders, could improve upon our outcomes as well. We had to be willing to accept the feedback,
which is an important part. Also having an open mind and a growth mindset when receiving feedback
helps in the revision process. When giving feedback, underlining and circling things that jump out as
needing to be revised or edited is helpful because it allows for the writer to know where they can
improve. The same thing goes for accepting feedback. Finding places where your grader circled,
underlined, and made changes is helpful to know how to go back and redo some things. Written
feedback is one topic, but another topic is the case of verbal feedback. Giving verbal feedback can be
done in a way that encourages the person while also letting them know where their areas to grow are.
Avoiding negative wording and sticking to neutral sounding ones helps so that the person giving
feedback sounds impartial. When receiving feedback, one important thing we talked about it quite
simple: Don't take anything personally. Receiving feedback is just as important, if not more important,
than giving it because you learn from the feedback you are given and can improve upon your work in
the future.
EVIDENCE #113
114. Student will describe examples of giving

and accepting feedback.
115. Student will show knowledge of the 7D

coaching model (Knott)

application of the 7D Model (Knott)
117. Student will show knowledge of elements

of a Crucial Conversation and steps to
maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118. Student will describe examples of

engaging in a Crucial Conversation

facilitation techniques

120. Student will demonstrate proficiency of HDF 413 SOLC Exposure Facilitation In my facilitation class, HDF 413, we learned a multitude of facilitation techniques that I have been
facilitation techniques able to implement into my own personal leadership and facilitation style this semester. On a retreat
with the on campus organization Exposure, I facilitated and co-facilitated two very different activities
and initiatives that helped the group begin to visualize and converse about their groups as a collective
and make real steps in order to accomplish them together and grow as a community. The first activity I
facilitated was the Full Values Smackdown. Members of the group broke off into pairs after thinking of
one core “value” they wanted from the group. Between the pairs, they had to take these values and
decide which one they were going to keep, each arguing their point. After they found one, they'd
makeup a sound and dance move with the value. Each round, the pairs combined and made quartets,
and then octets. At the end we had four groups of eight with four core values. the group then went in a
circle and repeated their dance moves together and it was a really cool and hands on way for the
group so make their goals tangible and put them out into the open. With that activity I had a more
hands on approach, walking around and asking questions, participating in their dances with the other
facilitators. The framing for that activity was very light and energetic. Another facilitation technique I
used was during my second initiative, a co-facilitation with another SOLC member, where we gave
instructions for and set up Key Punch. During this framing and facilitation, we gave each time a little
mission. The framing way key in making sure the groups not only knew the instructions, but also to
keep them engaged and energized. With this initiative, the groups had to set their own goals, make
their own mind up on the ways in which they would accomplish the task , and do it properly and
orderly. I had a more hands-off approach with this facilitation, however did offer some challenge and
support when one of the two teams didn't meet one of their time goals. Having a wide range in which I
can facilitate is important to me as a leader so that I can approach different groups with appropriate
activities and initiatives that will better their organizations and help them reach their goals.
EVIDENCE #46
121. Student will demonstrate knowledge of de- HDF 413 In HDF 413, we learned about debriefing and the different ways in which we can use debriefing to
briefing techniques create productive conversations amongst the groups we facilitate for in order to help them and serve
them in reaching their goals. Debriefing is the way a facilitator creates that space for those
conversations and the questions surrounding how people feel or felt about the activity or initiative in
which the group participates, as well as identifying what they did that they can take into the
organization for the future. A few different de-briefing techniques are using the Kolb’s Cycle, using
props such as feelings cards or body parts, or something called the thumb-o-meter. The Kolb’s Cycle
plays into the Experiential Learning Model and follows a four step process — Concrete Experience,
Reflective Observation, Abstract Conceptualization, and Active Experimentation. In that debrief style,
groups experience different parts of the cycle and reflect upon the actual experience, make ties to
lessons they learned within the initiative or activity, and discuss ways they can bring what they learned
back into their organization. Another debrief style is using props. Feelings cards can be used to
verbalize an emotion or feelings someone might not be able to do on their own. They are distributed
and group members are able to chose a card that most accurately depicts how they feel. It generates
good, meaningful conversation amongst people with differing emotions. Body part props can also be a
useful tool. By asking group members to take which foam body part they think they represented during
an initiative, it gives individuals a chance to reflect upon their own role and then discuss how things
went from there. Lastly, the thumb-o-meter can be used as a quick way to see how the group as a
collective is doing. It is a minor tool to use before da debrief, however it can be a good way to see how
the majority of the participants are feeling. Based off of their answers and where their thumbs rested,
questions can be composed to address why people had them up, down, or in the very middle. Having
a variety of debriefing techniques to draw from is important because each group is different and has
different ways in which they will be able to get the most our of an experience. Choosing the proper
debriefing technique is crucial.
EVIDENCE #121

122. Student will demonstrate proficiency of de- HDF 413 SOLC Exposure Facilitation If there is one thing I have learned in my HDF 413 class it is that each facilitator has a different style
briefing techniques that is unique to them. They each use their own personal strengths and values and draw from their
experience within each retreat that they are a part of, myself included. While facilitating on an SOLC
retreat for Exposure, I got the unique opportunity to experience this first hand and watch different
facilitators in action as well as their style of debriefing. I know for myself, after this retreat, that the
Kolb’s Cycle is the style of debrief that works best for me. Going through each of the steps,Concrete
Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation, is the
way I was able to create a meaningful experience for people on this retreat. In the future, I hope to
take this experience and grow in my debrief techniques and implement Experiential Learning Model in
on future retreats. I have already learned a lot about how to ask questions and saw the Kolb's cycle in
full affect within debriefs. On this retreat, I asked the group how they were feeling as soon as the
initiative was over. The responses varied from happy about the results to tired and feelings left out.
The differentiation in responses lead do really cool conversation that they carried on their own for a
few minutes until I asked another question on what happened that worked well and what did they
notice specifically that someone did. This got some more constructive conversation going and they
kept working in the words “we communicated” and "we worked as a team.” That was so important and
memorable because one of their main goals on the retreat was community and diversity as well as
thinking about a variety of backgrounds. The debrief also tied back into their organization’s full values
contract. They wanted to a community.The last question I asked was what were tangible goals they
had in order to implement what they had learned going forward. Their answers warmed my heart as a
facilitator. They talked about how they were going to plan out their events better, do more things
outside of rehearsal, etc. This retreat really showed me that an effective debrief can be just as
memorable, if not more memorable, than the actual activity itself. My experience as a facilitator for
Exposure showed me how to become a better facilitator by looking inward and assessing my own
personal style of leadership in order to better meet the needs of those I am serving.
EVIDENCE #122 —list of questions

framing based on psychology and its use in
group facilitation

framing based on psychology and its use
in group facilitation
125. Student will demonstrate knowledge the

four frames of organizations, and the
meaning of reframing by Bolman and Deal

of organizational analysis using the four
frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127. Student will show knowledge of organizing

meetings / setting agendas / and leading
meetings

128. Student will describe personal examples of HDF 413 Musically Inclined Management In HDF 413, we discussed what it means to be a leader. It can look different for everyone. Organizing
organizing meetings / setting agendas / HDF 415 The Odyssey Online URI meetings, setting agendas, and leading meetings are physical ways leadership can be seen in my
leading meetings Google Hangout HDF 190 own personal life. I currently hold a position on the management board in one of the a cappella groups
Candidate Project on campus, Musically Inclined. This is my first semester in this role and I have had the responsibility of
taking on the Social Media Chair. I have learned a lot about how to stay organized and maintain on a
posting schedule, arrange meetings, and ask questions to other managers in different sections when I
need clarification or more information for a post. I organized a social media blitz for our first fundraiser
of the semester. I sent the entire organization three different poster I hand made and coordinated with
our e-board and management board in order to arrange the most engagement and interaction on our
content. I am able to maintain organized by using my planer and practicing my editing skills so that I
can be the best in position that I can be. Social media is a big part of our culture and being intentional
with it on management has taught me a lot. I also currently act as the Editor-in-Chief for the Odyssey
Online at URI. It is my job to communicate effectively with my team and give them deadlines that are
attainable and fair. I work with them and serve as a leader within our community of writers. I have
organized times for us to discuss deadlines, article ideas, headlines, and implement things that I have
learned from leadership and my HDF 413 class in order to maintain a level of professionalism with
them while also engaging them with a fun, high energy working environment. Being organized and
holding and leading meetings as well as setting dates on an agenda is just one example of how
leadership entails a lot and being concise and purposeful is encompassed into that.
With the spread of COVID-19 altering the course of this school year an semester, HDF 415 and HDF
190 were forced to adjust their schedules and syllabuses in order to compensate for such a change.
In this period of adjustment, the peer leaders collaborated in order to organize meetings with out
students, set schedules for potential internal due dates, and discussed how we would continue to
connect with out students through meetings as a group and one-on-one. As we began our period of
adjusting, one of the HDF 190 assignments went along with the most recent unit of theirs. It was their
goal to be prepared with incoming information on a candidate that exhibited values and traits that they
believed would be best fit for the role of President. Before the google hangout meeting even began, I
helped them organize the materials they would need in order to participate in the conversation,
making sure each of them was caught up with assignments and taking the time to help them get back
on track if they were a little off. When the meeting started, I had a clear and concise plan for how long
I was wanting us to stay on each question so they each student would be able to contribute and
answer each question fully for the assignment. By sticking to the plan, we were able to engage in
dialogue with one another and I was able to hear about their candidates and the things that they
thought made a good leader. During the meeting, there were periods where some students’ voices
were being lost over others -- quite literally due to the issue of loud and soft microphones in online
learning. By creating an order of speaking, each student was included and were all able to share
before moving on to the next portion of the schedule. Leading this meeting was particularly interesting
because each of their candidates were so different. Each had different policies and values and things
they hoped to change about the country. It was a cool way to lead a conversation where there were no
right or wrong answers. We all got to come together in that meeting and simply learn from one
another.
EVIDENCE #128
EVIDENCE #128 B
129. Student will show knowledge of

Parliamentary Procedure
130. Student will show knowledge of techniques

for working with difficult people

131. Student will describe personal examples of
using techniques to work effectively with
difficult people
132. Student will show knowledge of the stages HDF 190 In HDF 190, we covered Tuckman's Stages of Group Development, a model based on five
of group development (Tuckman/Tuckman components that almost all groups must go through in order to be successful: Forming, Storming,
& Jensen, Bennis or others) Norming, Performing, and Adjourning. In the first stage, Forming, a group comes together and
likeminded individual members start to band together to form one cohesive group. The next stage in
the model is is Storming, a component of this model that is difficult but very necessary. During the
Storming phase, a group experiences some conflict and has trouble identifying goals or staying
motivated as a collective because of this conflict. Norming takes place right after storming and
involves the way a group begins to come into it's own and start to really shape their individual goals as
well as come together and grow as one united body of people. There is trust and new relationships
being formed and strengthened within the group as well as a sense of community starting to develop.
The next phase that successful groups are likely to experience is a phase called Performing. During
this stage, groups work together to achieve their common goals and start to really connect and solidify
what they stand for. There is a sense of community and camaraderie within the group and group
members feel a sense of pride about their group members. Lastly, the group reaches it's Adjourning
phase. Adjourning is the end or conclusion of a group where group members discuss their closing
remarks, may chose to separate, or just take a break during a period of time. While these stages can
occur in this order, a lot of groups find that they experience all five of these stages at various times
throughout their organization or groups lifespan. Some groups experience norming before storming,
some groups perform before they storm. Tuckman’s Stages of Group Development are all complex
and necessary steps to go through for a majority of successful groups.
EVIDENCE #132
Ramset, D. Tuckman’s Stages of Group Development. Retrieved April 20, 2019, from https://
www.adventureassoc.com/tuckmans-stages-of-group-development/

Student will describe personal examples of HDF 190 Social Change Project As my FLITE peer group approached our social change model, we went through many of Tuckman's stages of
133. group development and discovered many things about ourselves as a group and as individuals along the way. Our
group development in use (Tuckman/ HDF 413 Rotaract
Tuckman & Jensen, Bennis or others). group has gone through all five of the five stages in Tuckman's Stages of Group Development and a lot of those
stages began to make themselves apparent as we neared the date of our social change project. Before we even
began our project, our group went through the Forming stage. We were assigned our group and began to realize
that a lot of us were very similar. We became a closely nit knit unit very quickly. The next stage that we felt that our
group went through was the Norming stage. We all began to come together as a collective and identify our main
gorals. We lifted each other up and began to establish trust in one another. We grew as a group and used all of our
strengths to work as a cohesive body within our HDF 190 class. When we approached our Social Change Project,
we began to experience a bit of Storming. We all worked very well together, however when it came time to actually
decide upon what and when we were actually going to execute our social change project, a lot of us found that we
couldn’t all make something work in our schedules. After some arguing and a bit of necessary storming, we all
came to the conclusion that we were going to work and run the Be5k in conjunction with Rotaract. the Be5k is a
walk and run dedicated to mental health awareness on campus. We were all passionate about eh project, showed
up, and really worked to be a big force for change together. When this happened and we all showed up to
volunteer ready to serve with social change in mind, we accomplished so much together. During our service at the
Be5k, out group felt like we were in our Performing stage. We each brought something to the table that helped our
group accomplish the goals that we had set for ourselves and overall had an amazing day of giving back to URI's
community. Lastly, during our final day of classes, we all said our goodbyes and encouraged one another to stay in
touch. We reflected on the semester and how much we'd grown as a group an as individuals. We celebrated and
closed our the semester with a period of Adjourning.
Rotaract, an organization on campus that I am involved in, is centered around the idea of service above self. As we
began this semester, that was something we wanted to implement throughout the semester. Rotaract is an
organization that I have been involved with for two years an knowing what I know about Tuckman’s Model of group
development, I know that we experienced all of the stages within the model this semester. The first step in
Tuckman’s Stages of Group Development is the forming stage. The very first meeting of Rotaract this semester
was filled. We had people standing out in the hallway. There was a lot of interest in this group and we experienced
the forming stage because we had to all come together for that first meeting to get the ball rolling for the semester.
We discussed community and service during that meeting and it began to lay the foundation of what we, as an
organization, were building upon this semester. The new members were able to hear about our goals and what we
are about. The old members were able to welcome each other into a familiar space and share their passions of
service with new members. We began to volunteer for various service projects and saw the schedule for this
semester. The next stage I feel that Rotaract underwent this semester was the Storming phase. During the very
first retreat of the semester, there was a miscommunication between us and the people we were going to serve
and we wound up with an excess of volunteers with almost no jobs for them to do. A lot of tension built up on that
day, not just within our organization, but within the environment around us. People were frustrated when they didn't
have something to do and new members didn’t yet understand what exactly is was they we did. The next stage we
experienced was the Norming stage. Norming pertains to the way groups can begin to work as a unit, seeing
themselves as a collective rather than just an individual within something bigger than one person. There is a sense
of community that is established within this stage. The members who decided that the organization wasn't exactly
for them left. The members who were intent on staying grew together through service and we were very organized
and retreats seemed to go well, learning from our mistakes and things we needed to improve upon from our
Storming Phase. The next stage we experienced was the Performing stage. We not only came together as a
collective, but we were able to execute the things we wanted to get done in a timely, organized, service oriented
manor. We were all clear on our goals and it showed whenever we had another service project. All of the members
genuinely wanted to be there and contribute. We worked as one body with the “service above self” intent in our
minds. Lastly, the final stage that we experienced was Adjourning. During this stage, we concluded this semester
and said goodbye for the semester, looking back and reflecting on everything we had done in the months prior.
Rotaract experienced Tuckman’s Stages this semester and I am glad I got to experience it first hand with that
organization. All five stages made this semester one for the books because we were able to accomplish so much
together.
EVIDENCE #133
EVIDENCE #133 B

134. Student will show knowledge of group roles HDF 413 In HDF 413, we learned about how groups and the roles people take on within a group relate to
and how they contribute to group dynamics getting work done as a unit. These roles, identified by Benne and Sheats, go into detail on the
(Johnson & Johnson; Benne & Sheats; different types of people that makeup a group of people when they are trying to accomplish a task or
Knowles & Knowles; etc.) project together. The Information Seeker is the person within the group that asks for more data. They
want to obtain the most information before the group moves forward. They are driven by the need for
all the facts and then take action. The Opinion Seeker wants everyone's input before proceeding.
They want to hear everyone’s ideas and asks around to see if there is anyone amongst the group that
might have knowledge on the matter or an opinion on it. The Opinion Giver shares their own views,
letting the group know their train of thought and their own ideas. An Opinion Giver lets the others
around them know how they are feeling, contributing their own thoughts in conversations and when
decision making. The Summarizer wants to clarify others’ points, feelings, and thoughts for the rest of
their group. For this person, clarity and paraphrasing are crucial for them and feel secure in what the
group is doing. The Clarifier elaborates on the ideas presented to the group and adds or rephrases
things in order to maintain that clarity and common understanding. They do a good job of rephrasing
things that others say in order for all of the group to conceptualize the thoughts and ideas being
presented. The Gatekeeper is the person that makes sure those who have not yet spoken have the
opportunity to be heard. They see people trying to present ideas, but have not previously been given
the platform. The Gatekeepers make that space for them within a group. The Encourager is the
person that welcomes every individual group member, along with the wide range of diverse ideas that
come with them. Inclusion and empowerment are important to eh Encourager and they take the time
to thank group members for their contributions to the discussion. The Mediator is the group member
who stresses the importance of harmony and seeks to help the group find a common ground. They
are the people who help opposing sides resolve conflict. Lastly, the Followers are those who actively
listen to the group and chose to be supporters of other's actions and decisions. Each person plays an
important role in the dynamics of a group.
EVIDENCE #134
Komives, S. R. Lucas, N., & McMahon, T. R. (2013). Exploring leadership; For college students who
want to make a difference (3rd ed.). San Francisco: Jossey-Bass
135. Student will describe personal examples of HDF 413 HDF 413 In HDF 413, we take time in class to learn about facilitation and various leadership theories that affect
group roles and how they contribute to our own leadership identities as individuals. In class, we all did an initiative in which we had to get
group dynamics (Johnson & Johnson; various balls through holes on a tarp maze. It looked easy enough, however we found a lot of trouble
Benne & Sheats; Knowles & Knowles; etc.) with the task. Many people in our group fell into a multitude of the roles discussed by Benne and
Sheates in the roles of groups. During the initiatives, one of the people in my class took on the role of
Gatekeeper. She strived to make sure everyone was heard, especially those who fell into the Follower
role. Sometimes they did not have anything to say, so the Opinion Givers stepped in. The Opinion
Givers in our group had so many ideas on how we could be successful in getting the balls into the
holes in the tarp. Two sides were formed on the method that we were using and it caused some riff in
the group. The role that I personally stepped into was the role of Encourager. Each person in our
group was outwardly frustrated at some point. If not frustrated, tired of it. We were all getting
discouraged and I wanted to give everyone a little encouragement. While we were between tries, I
offered kind words and empowered those around me, telling them that we were, in fact, capable of
doing it. This role was noticed by others as well and brought up within the debrief. We eventually got
all of the balls into the holes and discussed what went well and where we ran into some difficulty. We
noticed that while there were a lot of Opinion Givers, Opinion Seekers, and Clarifiers in our group, as
well as Followers, there wasn’t really a clear Summarizer. A lot of our group did a good job of
communicated what their ideas were with the people around them, however when trying to get it out to
the rest of the group there was a bit of disconnect. Each and every person i our group had a role of
their own and those roles played into our success.
EVIDENCE #135

memberships skills in groups

membership skills in use
138. Student will show knowledge of the HDF 415 SOLC Retreat In HDF 415 and as facilitators-in-training in the SOLC fall retreat, we discussed the theory
Challenge and Support theory by Sanford, of Challenge and Support, coined by Sanford. Within this theory, we learned about how
and its relationship to organizations someone's development pertains to the function of their environment and interactions.
Sanford came up with three developmental conditions which are readiness, challenge, and
support. He argued that people couldn't show certain behaviors until they're put in a
situation or ready to do so. The first condition, readiness, results as a result of one or two
reasons — internal processes associated with how mature the person is and what
environmental factors are at play. If an individuals situation or environment appears to be
too challenging, the individual can regress to tactics that were unsuccessful in the past or
ignore the challenge entirely, feeling hopeless in the situation. If there isn’t enough
challenge in an environment of learning, however, the individual may feel like they aren't
growing at all. It’s too easy for them. An individual can handle a degree of challenge before
a support variable needs to come into play. Each level of challenge and support varies from
student to student, based on the individual environment, characteristics, strengths and
motives. The theory of challenge and support pertains to the way in which support is offered
to a student if the challenge is not benefiting them in any way, rather leading them down a
path of unproductive or counter-productive behavior.
Evans, NJ. Forney, D. S., Guido, F.M., Patton, L. D. & Renn, K.A. (2010) Student
development in college: Theory, research, and practice (2nd ed.). San Francisco; Josse-
Bass
139. Student will describe personal examples of HDF 415 Dominos Activity HDF 190 In HDF 415, the peer leaders planned to facilitate an activity with our students involving
using the theory of Challenge and Support building a structure of dominos in a specific order without telling them the order at all. The
(Sanford) peer mentors were able to see the diagram of the way the dominos were supposed to be
arranged, meanwhile the group of students in front of us with the dominos couldn't see the
structure. They were given a time constrains and a little time to strategize before they went
to work. We allowed them to ask us questions, but began with only Yes or No questions.
The dominos were multicolored and without the key, the students were having to ask which
color was next one by one. “Is yellow next?” No. “Is pink next?” Yes. The first round went on
for a minute and a half before we compared the structures amongst groups. A collective
mumble of frustration came across the groups. We'd watched them react to the task in
which they were given and struggle to try to crack the code and solve the structure. The
final round, we offered them support where we allowed them to ask us direct questions.
They were allowed to ask specifically what comes next and delegated roles and jobs
against themselves to make sure they'd gotten the entire thing build. The first part of the
initiative was causing collective frustration at first, but later became unproductive and
repetitive. WE offered them support by altering the kinds of questions they could come to us
with and they ended up working as a collaborative with more synergy to complete their
goals.

140. Student will show knowledge of the COM 202 In my public speaking class, COM 202, we learned about many principles that encompass what it
construction / elements of informative and means to give a successful and well-rounded informative speech as well as how to present a
persuasive speeches memorable and effective persuasive speech. There are many elements that go into giving a
successful speech and many things differentiate an informative speech from a persuasive speech. In
order to give an effective informative speech, a few elements must be present. First, you have to be
well versed in the topic that you are speaking on and have lots of background information and some
research under your belt in order to establish credibility. An audience is more likely to believe you if
they can tell that you know your topic well and are comfortable talking about it. Another crucial
element in formative speaking is to stay objective and attempt to remain unbiased. Unlike a
persuasive speech, informative speeches are supposed to inform the audience, not try to motivate
them to change their actions or the way they feel about something. Biased is prevalent in a lot o news
today, so when presenting an informative speech, you need to include factual evidence that is cited
from a credible and fairly unbiased source. Using these facts to form your key points and thesis is a
good basis and a good way to get started on creating an outline for your speech. In a persuasive
speech, an outline is still needed, however, this outline looks a little different. While the main elements
of establishing credibility, introduction, body, and conclusion are still the same, what these elements
consist of in a persuasive speech is very different. Persuasive speaking all about changing the
actions, behaviors, and beliefs of the audience. Using emotions, certain sources, and arguing
counterpoints all make for a well rounded persuasive speech. When presenting both an informative
speech as well as a persuasive speech, it is important to analyze the audience, practice good posture
and eye contact, and speak clearly. Using inflections in your voice and asking questions is a good way
to keep your audience engaged in whatever you are presenting on. Stating all of this on a key word
outline will also help you stay on track and keep your presentation flowing nicely.
EVIDENCE #140
O'Hair, D., & Stewart, R. (n.d.). A Speaker's Guidebook(7th ed.). Bedford/ St. Martin's. doi:https://
macmillian.vitalsource.com/#/books/9781319064655
141. Student will demonstrate proficiency in COM 202 During my public speaking class, COM 202, my peers and I were assigned a total of 5 main speeches
informative and persuasive public speaking to present to the class over the course of the semester: Informative Speech, Elevator Pitch,
Persuasive Speech, Memorized Speech on a film or movie character’s dialogue, and a Special
Occasion Speech. The ones that stick out to me and that I was most proficient in were my informative
and persuasive speeches. The informative speech was the very first speech we gave and I decided to
cover the 21st Century Film Industry. I was interested in my topic, did a lot of background research,
formed a thorough outline that included my main points and included my thesis as well as statistics
from credible sources. On my presentation day, I made sure that I showed up wearing professional
attire, spoke clearly, and references my powerpoint as well as maintaining a fair amount of eye
contact. The goal for my informative speech was to provide my audience, my classmates, with more
knowledge on the 21st Century Film Industry while keeping them engaged and interested in my topic.
I kept their attention by including a personal anecdote and grabbed their attention and ended up being
successful when I finished my speech. My persuasive speech was also successful because I showed
up having practiced a lot, addressed counter claims in my argument, organized my outline, and
executed my presentation with a confident and professional energy. In COM 202, my persuasive
speech was about Why You, my class, Should See Captain Marvel. Again, I chose a topic that was
interesting to me and that I had researched thoroughly before hand. I used personal stories, factual
evidence, and used verbal and nonverbal cues to keep my audience engaged. After my presentation
during the next class period the following week, I had two people come up to me and tell me they went
to see the film. I was successful in giving my persuasive and informative speeches for a multitude of
reasons simply because I applied key elements of public speaking and applies them to my content.
EVIDENCE #141

142. Student will show knowledge of planning
and conducting interviews (as the
interviewer)

planning and conducting interviews (as the
interviewer)
144. Student will show knowledge of preparing

for and effective answers in interviews (as
the interviewee)

preparing for and being interviewed

collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)
147. Student will describe personal examples of HDF 415 Musically Inclined Management In HDF 415, we discussed the importance of collaboration and working as a team in order
working in collaboratives/coalitions Team to reach a common goal. I was able to apply the skills I learned from HDF 415 and how
collaboratives and coalitions work in one of my on campus organizations called Musically
Inclined. I have been a member of Musically Inclined since my freshman year of college and
during the 2019-2020 school year have taken on the position of Social Media Manager.
Every week before our meetings on Monday’s, we would hold a management meeting for
the entirety of the management staff and discuss goals we had as a group and goals we
each had as individual managers of different sections. While we all have our own positions
on management, the team does have a bit of a hierarchy system that allows for things to
maintain to run smoothly. All of the managers report to the head of management/ the
management chair. During our meetings, each marketing chair member has the floor for a
period of time, detailing their plans for the future and asking the rest of the group questions
about their ideas or for some advice. After we have each had some time to share the groups
ideas and collective plans for marketing, we have some time left over to discuss upcoming
events, fundraisers, concerts, or rehearsal plans. If one person was missing, all of the other
tasks assigned to the other managers would fall apart. We rely on one another in order to
create the workflow that works for the organization. Each person's role is crucial to the
management team and the organization's success. Working as a collaborative allows us to
receive constructive feedback and inspire each other creatively within an open-minded and
diverse team of people willing to grow with one another. As a member that works directly
with social media, I have had the opportunity to engage with other members of marketing
and collaborate with them on fundraisers and promotion for the organization.
EVIDENCE #147

techniques to communicate and engage in
difficult dialogues related to diversity and
inclusion.

149. Student will demonstrate proficiency in HDF 415 SOLC Exposure Retreat In HDF 415, we discussed the importance of opening up and engaging in dialogues related
communicating and engaging in difficult to diversity and inclusion and how to have those kind of discussions with one another. It is
dialogues related to diversity and inclusion. important to approach conversations about diversity and inclusion with an open-mind and
through the use of inclusive language. I am a member of an on campus organization that
facilitates activities and discussions such as these called SOLC, the Student Organization
Leadership Consultants, and participated in a retreat as a facilitator for the organization
Exposure. Exposure is a multicultural dance group and promotes diversity and creativity
through the organization. There was a portion of the retreat where we all sat on the ground
in a circle after one of their actives. Within the activity, titled the Privilege Walk, students
would have to step into the circle when something the lead facilitator said resonated with
them and then out to rejoin the others. It is meant to show the collective the varying
backgrounds from those around them in the organization and is a fairly vulnerable activity
that can be difficult to navigate, especially when in a group as big as Exposure was. I did
not facilitate the activity but did help facilitate the debrief. Within the debrief, we asked
questions like, “What did it feel like when you had to step into the circle with a lot of people
vs. without anyone else?” and “What were some things that you noticed during the activity?”
From these questions alone, the group was starting to get into the topics of diversity and
inclusion. A few of the questions pertain to food insecurity and there was a heartfelt moment
where someone looked across the circle and said, “I've been there.” That phrase holds so
much power and as I looked around the room, there was a since of inclusion and
empowerment amongst the group’s members. There were a few uncomfortable silences
before someone began to speak. Being in spaces like that and engaging in difficult
dialogues pertaining to diversity and inclusion takes a bit of vulnerability and that was an
important thing we used to set the tone of the discussion. We wanted to let the members
know that that this retreat was a safe space for them. Through the facilitation of the activity
and asking purposeful, meaningful questions to the group, we were all able to engage in a
discussion with people from all different backgrounds and stories that make them who they
are.
150. Student will describe ways to maintain

accountability in leadership / member
relationships
151. Student will describe personal examples

related to maintaining accountability as a
leader

152. Student will describe ways to build HDF 190 HDF 415 Relational Leadership In HDF 190, my peers and I used many different models in order to learn how to form
relationships between leaders and HDF 415 relationships wit others as a leader and when working in groups such as our peer groups. As
members mentioned previously, there are a multitude of ways that people form meaningful connections
with one another and build relationships. One key way to truly make connections with people is
through the Relational Leadership Model coined by Komives. In this model, the five major
components of Inclusion, making members of an organization of body of people feel welcome
and valued, Empowerment, which means celebrating others and your own accomplishments in
order to lift people up, Purpose, which is accomplishing tasks for a reason and committing to
reaching and meeting goals with a group, Process-Oriented, meaning doing each and everything
you do with intentionality and finding the ways in which your group works best and sticking to it,
and lastly, Ethics, which discusses morality and how Relational Leaders use ethics and genuine
goodness to create change. All of these play a key role in building relationships with leaders and
members of a group. Empowerment deals with recognizing individuality and celebrating
members of a team. When you recognize things things you build bridges and create
relationships. Inclusion makes those people feel welcome and like you, the leader, want to have
that relationship with them. Purpose builds relationships by making others feel like they are a
part of something bigger than themselves. Process-Oriented also gives team members a way to
meet their goals with their leaders. Lastly, Ethics plays a big role in why you want to make those
relationships and build that community. What are the motives? Assessing all of these five
components builds meaningful relationships with members and leaders in a group.
In HDF 415, we — the peer mentors -- were each given a section to teach to the class and help
them to understand a model of leadership. I was first exposed to the Relational Leadership
Model, coined by Komives, as a first year student, but was able to grow in my knowledge as.
peer leader. Taking elements of Relational Leadership and also utilizing individual strengths are
ways that leaders and members can build relationships. Relational Leadership is a multistep
model of leadership in which relationships and connections are made in order to facilitate
change, goal meeting, or connection amongst groups. In order to build relationships with
between leaders and members through relational leadership is to be inclusive.Knowing about
multiple cultures also taking the time to know yourself as well as members of whatever group
you’re leading is a way to connect with a group. and Being inclusive by knowing that differences
amongst leaders and members are valuable and remembering that all people should be treated
with equality and fairness. The doing element of inclusivity plays into listening to members and
engaging in multiple perspectives. While teaching this model, many students shared about their
own experiences with Inclusion and what it feels to be excluded. Not many relationships can be
built on exclusion, especially between leaders and members. Another key component in
reference to relationship building and the relational leadership model is the component of
empowerment. To be empowering, one must share information and truly believe that everyones
individuality adds to a group in their own unique way. Along with these two specific components
of Relational Leadership, I believe that utilizing and admiring the strengths amongst group
members are ways to build connections and relationships between students and leaders. In
order to be an effective leader, you must also lead from within. That is one of the first things we
reviewed once starting HDF 415. The Strengths finder test also informs us that our list of
strengths do not have any weaknesses, rather areas where we can grow. We grow by learning
from those around us. Building relationships between leaders and members can happen in many
ways and taking elements from the Strengths finder test and the Relational Leadership model
are just a few ways to do so.
EVIDENCE #152
Komives, S. R., Lucas, N. & McMahon, T. R. (1998). Exploring leadership. Jossey-Bass. San
Francisco, CA. Leadership Inventory Revised 08/22/2017 !51
153. Student will describe personal examples of HDF 190 Gallup Strengths, Learning Contract In HDF 190, after taking our Gallup Strengths test, I discovered Includer is one of my top
building relationships with members as a HDF 415 strengths. I want to make sure that everyone in a group feels welcome, heard, understood,
leader and celebrated. Everyone deserves a seat at the table. This is something that I really
wanted to make sure members at the retreat that I helped facilitate for SOLC understood.
For my learning contract, I facilitated an activity for a professional fraternity in order to help
them grow as an organization and meet their goals. In order to do this, I had to first build a
relationship with them to establish mutual respect and trust for one another. I used my
strength as an includer and tied that back into the Relational Leadership Model in order to
make them feel like they were in a safe space where their individuality would be celebrated
and embraced. Establishing that sense of inclusion right off the bat was one of the main
things that made the retreat such a success. Everyone felt like they had a place to belong
and the organization grew a lot throughout the evening, even after my facilitated activity.
In HDF415, I took on the role of a peer leader. Throughout my time as a peer leader, I was
given the opportunity to form relationships and become close to a small group of first year
students in the class HDF 190. In this class, I took on some responsibilities such as
providing feedback for them, aiding them in their assignments, facilitating group discussions
and activities, and being a resource to them in and out of class. During the semester I used
many strategies to build relationships with my students as a leader. I primarily approached
HDF 415 and building meaningful relationships with my students through a Relational
Leadership lens. I had to be Purposeful, Inclusive, Process-Oriented, Ethical, and
Empowering to my students in order to grow with them throughout the course of the class.
One specific time I used relational leadership to build these relationships with my students
was during their HDF 190 retreat when we broke off and did the “Day of Discovery" packets.
The conversation surrounding this activity is heavy subject matter and I knew that I had to
set the tone in the room in order for everyone to feel comfortable with each other in that
vulnerable space. I wanted to make sure everyone felt safe, so setting the tone was a
purposeful step that I took in order to set up the rest of the activity. As we all got to talking, I
brought up a few ethical points to them about how what we were discussing should stay in
the room and how we should all stick to “I” statements. This is just something that allowed
for them to express themselves individually without feeling pressured into anything else. I
knew that we had a time restraint so I remained vigilant in checking the time, a component
of relational leadership that ties into being process oriented. During the conversation, I
learned so much about my students and they learned so much about me. We all had to be
vulnerable with each other and it meant a lot that they were all so willing to share. I wanted
to make sure everyones voices--who wanted to be— were heard. In order to be inclusive, I
started going around the circle, starting with a new person for each segment of the activity.
When the time was finally up and my group and I gathered I things to rejoin the rest of the
class, we all empowered each other and thanked one another for sharing. After that, team
“POP” — pool of possibility— a name they self titled us, has been close knit and the bonds
we’ve made have made the class so full of life. As a leader, making relationships with my
members is something that I value greatly and I would not have been able to do it without
their participation and growth mindset that we all came into the retreat with.
EVIDENCE #153
EVIDENCE #153 B
154. Student will describe 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
156. Student will describe ethical standards in

influence
157. Student will describe influence applies to

leadership
158. Student will describe principles of effective

mentoring, as well as problems particular
to the mentoring relationship

mentoring and being mentored

160. Student will describe principles of effective HDF 415 Julie's Workshop Before taking HDF 415, I had a vastly different idea of what peer leadership was. I
peer leadership, as well as problems had some general knowledge, but when it came down to it I really didn't understand
particular to peer leadership
the difference between a peer leader and a peer mentor. Within the LID Model
designed by Komives, peer leaders are asked to stop and think about their own
personal ideas about what leadership is and how it has changed. Through the six
core stages within the LID Model and through Julie's workshop, I feel like I now
understand and can grasp what effective peer leadership means and the problems
and challenges that come with it. The six stages of the LID model are awareness,
exploration/engagement, Leader Identification, Leader differentiated, generatively,
and Integration/Synthesis. Although my own journey started prior to this class, the
LID model applies most to the ways in which I’ve learned and grown within peer
leadership and learning how to be an effective leader. The first stage, Awareness,
came into play within the first time we got a chance to meet the students. I was able
to make connections between them and start to understand who they were. The
second stage, exploration/engagement, really began for me during the point in the
semester in which we were just about to start choosing out groups. Within this
stage, the peer leaders are able to connect with students and begin to build
relationships. The third stage is Leader Identification, where the peer leader starts
to see themselves and their own style as a leader within a role. I experienced this
stage as students began to come to me for assignment help. I enjoyed helping
them learn and aiding them in the teaching process. During the fourth stage,
leaders differentiated, I was able to really take a step back and acknowledge the
growth of the group. In generativety, I could really understand their group goals and
verbalize how far they'd all come. IT was a cool full circle moment to get to this
stage in the model. Lastly, within the integration and synthesis step, the peer leader
is able to take the knowledge and apply it in a multitude of areas, not just inside
their role. This experience has taught me so much about myself , my leadership
style, and has let me really think about my future through a lens of leadership. Julie
also talked with us about he difference between peer mentos and peer leaders.
Peer leaders can run into the issue of wanted to be too friendly with their students.
As someone with a Woo strength, it's my initial response to want to get close with
everyone quickly, which is good, however there were limitations. Peer leaders have
to draw professional boundaries to maintain credibility in their position which is
something I learned.
Komives, Owen, Longerbeam, Mainella & Osteen (2005)

161. Student will describe personal examples HDF 413 The Odyssey Online URI Peer leaders have a unique responsibility to maintain professionalism, respect, and goal-oriented
related to being a peer leader and being when working with a group of people that are, again, their peers. I have had the opportunity to be led
led by peers by peers as well as become a peer leader myself. During my first and second semester at the
University of Rhode Island, I was a writer for an online publication called the Odyssey Online. As a
writer, I had a responsibility to submit one article a week in a timely manner, follow the guidelines set
the Creator Handbook that my Editor-in-Chief had sent us, and share my work on a minimum of four
social media sites. My Editor-in-Chief was a senior when I was a freshman and she had a lot of useful
feedback on my articles. She always managed to lend a hand when I was stuck and could not think of
an idea for my weekly article. She was also very punctual and communicated her needs from us very
well. Being led by her taught me a lot about peer leadership. She respected all of us as equals,
however did a great job of stepping into the leader role and helping the rest of us when we had
questions or needed something in return from her. It is form her that I drew from when I was offered
the position of Editor-in-Chief when she graduated. I am currently the Editor-in-Chief for the Odyssey
Online here and lead a team of my peers who act as my creators and writers. Each week, I send them
a weekly email. I offer encouragement with weekly shoutouts, congratulating one or two writers a
week on their articles and give them feedback as to why they're getting shouted out. It is a fun way to
show my appreciation and offer feedback to the group as a whole. I also include a section of the email
called "Common Errors" in which I address things I noticed in my creators articles from the week prior.
I know that sometimes I had questions that I was too scared to ask. I have been where they are. The
common errors section is meant to address things that the entire group might be, or seems to be,
struggling with. I also attach the Creator Handbook and include other resources for my writers to draw
from as they approach their writing every week. Being a peer leader for students on my campus who
share a passion for writing is something that I have enjoyed doing a lot. We have a group chat where
we are able to communicate quickly and effectively with each other and we have a mutual respect for
each other. There is a professional, yet energetic, atmosphere surrounding my team of writers that I
am thankful for. I have grown a lot as a leader within this role an have taken my lessons from my own
previous Editor-in-Chief and have been able to implement he lessons she taught me into my own
personal peer leadership style within my team of writers.
EVIDENCE #161

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LEADERSHIP

Name: Bailey VanderVeen

Leadership Inventory Revised 08/22/2017 !1

ADVISING INFORMATION (students will include own documentation)

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

Leadership Inventory Revised 08/22/2017 !3

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 08/22/2017 !4

Leadership Inventory Revised 08/22/2017 !5

▪ Leadership theory and

Leadership Inventory Revised 08/22/2017 !6

Outcomes written in BLACK are from HDF 190.

Leadership Inventory Revised 08/22/2017 !7

1. Student will demonstrate autonomy and a

2. Student will demonstrate personal,

4. Student will demonstrate knowledge of

5. Student will demonstrate the ability to

Leadership Inventory Revised 08/22/2017 !8

7. Student will demonstrate practice of the

Leadership Inventory Revised 08/22/2017 !9

Leadership Inventory Revised 08/22/2017 !10

Leadership Inventory Revised 08/22/2017 !11

Leadership Inventory Revised 08/22/2017 !12

Leadership Inventory Revised 08/22/2017 !13

15. Student will show knowledge of the theory

16. Student will show application of Manz &

Leadership Inventory Revised 08/22/2017 !14

Outcome Category: Leadership Theory

19. Student will show knowledge of the

20. Student will describe personal application

21. Student will show knowledge of the

Leadership Inventory Revised 08/22/2017 !16

23. Student will show knowledge of the

24. Student will describe personal application

25. Student will show knowledge of “Theory

26. Student will describe personal application

Leadership Inventory Revised 08/22/2017 !17

Leadership Inventory Revised 08/22/2017 !18

29. Student will show knowledge of the

30. Student will describe personal application

31. Student will show knowledge of the “14

32. Student will describe personal application

33. Student will show knowledge of the

34. Student will describe personal application

35. Student will show knowledge of the

36. Student will describe personal application

Leadership Inventory Revised 08/22/2017 !19

39. Student will show knowledge of the

40. Student will describe personal application

Leadership Inventory Revised 08/22/2017 !20

Leadership Inventory Revised 08/22/2017 !21

44. Students will describe personal examples

Leadership Inventory Revised 08/22/2017 !22

Leadership Inventory Revised 08/22/2017 !23

Leadership Inventory Revised 08/22/2017 !24

Leadership Inventory Revised 08/22/2017 !25

Leadership Inventory Revised 08/22/2017 !26

51. Students will demonstrate knowledge of