Smcclain Leadership Inventory

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

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

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

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

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

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

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

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

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

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

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

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

Outcome Category: Self-Leadership
Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences
1. Student will demonstrate HDF 290 Major Change As I have grown throughout my college career, I have developed and
autonomy and a minimized ITR 302 demonstrated a growing sense of autonomy and a diminished need
need for approval HPR 401 for approval. When I started college, I was more focused on taking
classes and doing things that would please other people, like my
parents. I was an engineering major, and I did not really find time for
activities that I enjoyed, or those that would help with my personal
development. At the end of my freshman year, I changed my major.
This was the first step toward a path of increased autonomy that I
would develop throughout college. As I started as an Economics and
Political Science major, I started taking classes that would help me
develop skills that I knew I needed, rather than those that were
suggested by other people. I focused largely on social science
research as I knew those skills were what I truly needed for a
successful career that I really wanted to follow. During my
sophomore year, I added a leadership minor. I had not heard of this
prior to attending URI. However, upon discovering it, I knew that it
would help me grow as a person and as a leader. In HDF 290, I
learned concrete facts about leadership skills and styles, while also
exploring different ways I could grow as a leader within the minor
throughout my time at URI. Within the minor, I took on new
experiences that helped me to grow in confidence and make my own
decisions. I worked in several internships that allowed me to gain
industry knowledge that would help my career search, including one
that I did for credit via ITR 302. I now have worked in several areas
of government, and discovered through my own development that I
am passionate about economic policy research and analysis.
Following my most recent internship at the Federal Reserve Bank of
Boston, I took a large step toward increased autonomy. I proposed a
self-driven research grounded honors project (HPR 401), which I
have been working on this semester. Within this project, I am more
independent than I ever could have imagined to be as a freshman. I
am researching the development of specific banking regulations in
the U.S., and I am in charge of every creative and logistical decision.
While I can go to my professor/sponsor for advice, I have found
strength in my self-direction of this project. I have made a number of
creative decisions related to this project without a need for approval,
including those related to its scope, style, and content. By the end of
the semester, I will have completed a research paper and presented
a poster describing my research at the Honors Project poster
session. This project is just one example of the development of my
autonomy throughout college. If I had been asked to complete a
project of this scale as a freshman, I would have been terrified. I
would have asked for help at every step, and would have been
consistently concerned over others’ approval of it. Now, however, I
am more excited to work independently on this project. I am excited
to see how I can drive new discoveries and learn more about
economic regulation, which happens to be my desired career path,
on my own. I know that this individualized work will help me to gain
more skills that will be indispensable as I enter the workforce.
2. Student will demonstrate HDF 290 Delta Phi Epsilon I execute self-discipline by organizing and maintaining a strict
personal, organizational, HDF 492 Sorority Leadership schedule to keep myself on top of objectives. I have responsibilities
and academic examples of Team for my classes, like HDF 290, my position within my sorority, and my
self-discipline personal life. I remain disciplined within my academic objectives by
ensuring that I at least begin the work for each class I take on the
day that it is assigned. I make sure to finish and follow through on
assignments within the next few days, depending on the due date
and rigor corresponding with each assignment. I have a planner
used to keep track of all my assignments and due dates, and I use
this to make sure that I never turn anything in late. In this planner, I
also make sure to include events and objectives I need to complete
for my sorority position. This is so I never fall behind on event
planning or goals that I need to complete. Finally, I try to fulfill my
responsibilities and goals for my personal life, like seeing my family
or having fun with my friends, when I have free time and do not have
impending tasks I need to complete.
As I am reflecting this in HDF 492, I have realized that as I have

grown throughout college, I have continued to execute self discipline
in new and different ways. In addition to my planner, I maintain a
google calendar to keep myself organized and remember
overarching tasks on a weekly basis. I have also grown a larger
appreciation for prioritizing family while maintaining self discipline.
My family members have undergone a lot of health crises in the past
few years, and I have really come to understand that spending time
with them is a priority. Having the self discipline to complete
assignments in advance so I may spend time with family has
become very important.
3. Student will demonstrate HDF 290 VIA Character Strengths When I first started college, it was a really big transition for me. I was
the ability to manage not used to living on my own and having a large amount of agency
emotions over my life. This was initially really overwhelming and I had a
difficult time managing my emotions. During my first semester at
URI, I had trouble reaching out to people and making friends. I
frequently became worried/anxious to the point of unproductivity. I
held unrealistic expectations for myself, and I let negative thoughts
and emotions control my behavior – leaving myself in a self-enforced
cycle of disappointment.
As I grew as a college student and a leader, I not only was able to

better understand and manage my emotions, but I was able to use
them in combination with my strengths to build a strong sense of
leadership and community with others. In HDF 290, I first took the
VIA Character Strengths assessment. There, I was able to identify
that my top five character strengths were creativity, love of learning,
perspective, curiosity, and honesty. Upon seeing my results, I
understood how they aligned with my emotions and my initial
emotional troubles during college. When I did not exercise my values
correctly, I could fall into patterns of worry and negativity. For
example, when initially thinking about classes and difficult problems
– when I did not practice curiosity and love of learning, approaching
issues with an open mind, I assumed difficult problems were
impossible to solve and often gave up early. I realized then, that if I
could focus on my strengths and values and find ways to use them in
positive areas, I could also redirect my emotions to allow me to
become more positive and productive.
From then on, I have tried to find different areas of my personal and
professional lives where I could particularly practice my VIA
character strengths. I have noticed that by focusing on my strengths
in general – but especially my character strengths – I have been able
to discover new opportunities and subjects I am passionate about,
opening myself up to growth rather than focusing on the negatives.
To practice creativity, I have tried to seek out a variety of areas to
learn new things and make friends that I would have not expected to
like. For example, I joined a sorority, which I initially thought I would
hate. In reality, this helped me to make some of my best friends, and
helped me to improve my self-confidence. To practice love of
learning, I took classes in a variety of areas outside my majors,
allowing me to discover new subjects and remain engaged and
focused on new learning rather than my personal believed
inadequacies. To practice curiosity, I have sought opportunities to
perform academic research and answer many of the unanswered
questions I have held about the economy in particular. To practice
perspective, I have tried to think from a neutral point of view when I
start to worry about unnecessary issues. To practice honesty, I have
tried to present my most authentic self in social situations. All of
these behaviors – and many more – have allowed me to understand
and regulate my emotions in productive ways, reducing my worry
and self doubt.
VIA Institute on Character. (n.d.). The 24 Character Strengths. VIA.

https://www.viacharacter.org/character-strengths
4. Student will demonstrate HPR 2246 PSC 101X In my HPR 224G class, we studied many techniques to manage our
knowledge of stress HPR 344 stress in order to increase productivity and happiness as written in
management methods Martin Seligman’s text, “Authentic Happiness.” Seligman introduced
several measures to manage stress and increase happiness via
positive psychology in one’s daily life. These included Seligman’s
ABCDE model. Seligman’s ABCDE method details a way to respond
to stressful events and thought process positively in order to react
productively and avoid catastrophizing. It involves breaking down
one’s response to potential negative events or thought processes in
five steps, each represented by a letter (A,B,C,D,E). The first step is
to describe the recent (A)dverse event from a neutral viewpoint. This
involves listing the facts of the situation – the who, what, when, and
where – from an objective viewpoint. This allows individuals to
observe the event without any self-influencing biases. The next step
is to observe your (B)eliefs related to the negative event or thought
process. To do this, individuals should think about how they initially
reacted to the adverse event. This may include potential negative
assumptions, jumping to conclusions, and stress induced reactions.
The third step is to identify (C)onsequences related to those beliefs.
These may include how individuals respond to their self-driven
beliefs. For example, if an adverse event is that someone loses their
job, their beliefs may be that they would have difficulty obtaining
another job, and the consequences may be that they are less
confident/willing to apply for new jobs. Identifying the consequences
of beliefs allows individuals to see how stressful thought processes
can impact concrete actions and cause self-enforcing cycles of
stressed and unproductive behavior. The fourth step is to (D)ispute
any beliefs that may have arisen in response to the adverse event.
This involves putting beliefs into perspective, and using evidence to
assess whether they are factual or not. If beliefs are factual and
backed by evidence, disputing them can help individuals to frame
them in a more positive light. If they are not factual/unfounded,
disputing beliefs can help individuals curb self-enforced cycles of
negativity. The last step in Seligman’s ABCDE model is to identify
the (E)nergization that individuals encounter after engaging
successfully with disputation. By employing Seligman’s method
correctly, individuals should see that they are able to identify
negative thought processes and stress that is not grounded in reality.
This can assist in negating stress that may be accentuated by
negative thought processes, and allow individuals to take tangible
steps to reduce concrete causes of stress.
In some of my other classes, I also learned about more practical day-

to-day methods that can assist in stress management. These
included tactics to understand and break down stress related to
balancing stress with class workloads, family commitments, and
career search objectives. For example, in my PSC 101X class, we
discussed the importance of personal organization in balancing class
responsibilities with networking and career objectives. We mentioned
how if we as individuals were unorganized, we may fall behind in
networking and career search processes and induce larger amounts
of stress when rushing to find a position at the last minute. In turn,
we discussed how if we focus too heavily on career objectives while
ignoring class responsibilities, our academics could fall which would
have a resultant negative impact on career searches. To balance
these notions, we identified the importance of creating an
overarching semester plan. At the beginning of the semester, it may
be helpful to map out larger objectives for classes including
midterms, finals, and larger project assignments. We can add career
objectives into this, noting specific milestones we want to achieve by
certain dates, including interviews, career events, or reaching a
certain number of applications. By creating a larger plan, we can
identify objectives we want to achieve without allowing deadlines to
sneak up on us, causing undue stress. We can also delineate exactly
what needs to be done, minimizing stress due to fear of the
unknown.

In my HPR 344 class, we examined stress when examining
suicidality and risk for suicide within individuals. We discussed how
stress can influence the brain to not function properly – leading to a
greater risk of suicidal ideation/attempts. We also discussed how
stress can present in all aspects of life – personal, professional,
academic, and other areas. In discussing stress management, we
mentioned how it was important to regularly take account of our
stress in different areas of life, and how we should reach out and ask
for help when necessary. This could be from support systems like
friends or family when we need to talk about something, asking for
extensions/etc. from professors if we are dealing with
external/unmanageable stress, or asking for professional help from
counseling services when dealing with mental health
issues/emergencies.
Seligman, M. E. (2000). Authentic Happiness. Random House

Australia.
Murphy, S. (2015). Toward a Psychological Understanding of Suicide

in American Literature & Culture of the 1990s [Doctoral Dissertation,
University of Rhode Island]
5. Student will demonstrate HPR 224G PSC 101X Throughout my college career, I have managed my stress in many
the ability to manage stress HPR 344 different instances and areas of my life. In all of these instances, I
have used different stress management techniques that have helped
Balancing academic me to balance and alleviate some of my stress when necessary.
work with internship
obligations and family As a chronic overthinker, I have frequently used the ‘ABCDE’ method
health issues. that I learned in my HPR 224G class. This has helped me to isolate
negative thought processes that exacerbate my stress when I focus
too much and exaggerate the results of potentially negative events.
One instance in which I used the ABCDE method was during my
internship search in the spring of 2022. As I was applying for
government internships, the interview process was very slow moving
and I was quick to assume the worse. The Adverse event that
spurned my initial negative thought process then was that I had
reached out to a recruiter after a month of silence and not heard
anything. As a result, my beliefs spiraled out of control. I believed
that I was not chosen for this internship that I had really wanted. This
led me to believe that I would never receive an internship, and I was
very discouraged. I procrastinated continued objectives within my
academic and professional responsibilities. However, I decided to try
to use the ABCDE model in order to better my thought process and
become more productive. I identified the adverse event, and that my
beliefs about my ability to obtain an internship were causing
consequences related to my procrastination. I then was able to
engage with disputation. I went through the facts of the situation, and
disputed my negative thought process by brainstorming alternative
reasons as to why I had not heard from the recruiter yet. I identified
that even though it had been a month, government jobs take a long
time to process with HR and decision making. I realized that I
potentially had not heard due to administrative backlog rather than
some error I had committed during the interview process. I reminded
myself that the interview had gone rather well, and that they had
mentioned that the feedback process may take a long time. In
disputing my beliefs, I found a new sense of energization. I
developed more confidence in my abilities, and applied to many new
internships and caught up on my academic responsibilities. In the
end, I did obtain an internship that I was very happy with, and was
able to manage my negative thought processes!
I also have used practical applications of stress management

methods related to my career search as discussed in my PSC 101X
class. In the fall of 2022, I began my career search for a full time job
following my graduation in the spring of 2023. This was initially an
extremely daunting task for me, as I wanted to complete a large
amount of applications in order to put my best foot forward in the
career search. In addition, I was concerned as I was taking a few
particularly difficult classes in the fall of 2022 and working on a
proposal for my honors project. I knew from the beginning of the
semester that I would have a number of overarching responsibilities
related to these obligations that lasted throughout the semester. I
decided that the best way to manage these would be to organize a
larger calendar related to my academic and professional goals as we
had mentioned in my PSC 101X class. I achieved this by organizing
a large google calendar and accompanying spreadsheet in which I
included details for all my important academic and professional
deadlines. I included deadlines for my classes – including paper
checkpoints, exams, and proposal deadlines for my honors project. I
also included personal deadlines related to my career search –
including dates by which I wanted to submit specific applications or
engage with networking efforts. By creating this calendar, I was able
to manage all of my obligations without forgetting anything or
becoming stressed by my large amount of obligations. The calendar
helped me to break down things that stressed me out into small and
achievable tasks. When completing tasks, I was able to mark them
as complete on the calendar, increasing my satisfaction and
reducing my stress.
I also have used specific tactics to manage stress in all areas of my

life that I learned in my HPR 344 class. As I have encountered a few
serious personal events throughout my college career, knowing
when and how to ask for help in managing my stress in different life
areas has been really beneficial. For example, my mom was
diagnosed with cancer in the fall of 2022. This was an incredible
shock to my family, and was something that caused me to
experience a great amount of stress. It affected my ability to manage
my workload, plan for the future, and regulate my emotions on a day
to day basis. I knew in the weeks following the diagnosis that it was
time for me to ask for help. I reached out to other family members I
was close with in order to talk through many of the things I was
worried about. I was able to rely on my sense of community in order
to process many of my emotional concerns and regulate the stress
that this had caused us all. In addition, I reached out to my
professors at the end of the semester and explained the situation
and how it had affected my ability to complete assignments. I was
able to receive extensions on some of my final assignments when
necessary, which allowed me to complete them successfully and to
the best of my ability. By asking for help, I was able to reduce stress
in both my personal and academic areas of life while successfully
completing necessary objectives.
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 HDF 290 One of the first assignments I did for HDF 290 was take the VIA
personal values statement HDF 492 survey which revealed my top five character strengths as a leader.
(Sources = VIA, values My top five values were creativity, love of learning, perspective,
clarification exercises, etc.) curiosity and honesty. Now that these have been brought to my
attention, I would say that I frequently use all five of these values to
maximize my leadership potential. My top strength is creativity.
Creativity is described as the ability to come up with original, useful,
and adaptable ideas or problem solving methods. I find that I use
creativity to keep situations interesting for myself and others, and to
find new and different solutions to problems. Love of learning is my
second strength. Love of learning is something that I find myself
using on an everyday basis not only as a student, but as a person. I
am always looking to learn something new in every situation that is
presented to me. Perspective is something I use frequently to put
myself in others’ shoes. I find myself giving advice frequently, and
considering many different situations and outcomes. Curiosity works
in combination with my creativity and love of learning. I always find
myself asking questions in and out of the classroom, to inform myself
of any new information or perspective I could gather. Finally, my last
character strength is honesty. Honesty allows me to take
responsibility for my actions, and to live authentically and genuinely.
By practicing honesty, I can remain true to myself.
VIA Institute on Character. (n.d.). The 24 Character Strengths. VIA.

https://www.viacharacter.org/character-strengths
9. Student will demonstrate HDF 290 Delta Phi Epsilon After I discovered my personal values statement in HDF 290, I saw
practice of the personal HDF 492 Sorority Leadership how I was able to apply it to real-life situations. I find myself using all
values statement Team of my character strengths on a daily basis in my position for my
sorority, Vice President of Academic Affairs. My role involves
overarching planning for graduating seniors, chapter academics, and
special events. I see myself directly using creativity when I go about
planning events for the chapter. Virtual meetings and events have
presented a whole host of issues when engaging members over
zoom. My strength, creativity, has given me the ability to think of fun
ways to incorporate virtual activities that meet chapter requirements,
like zoom “study halls.” I use love of learning when working with
other chapters to learn ways to improve our programs. I appreciate
any advice I receive from people in similar positions, and implement
it in any way I can. Perspective is a character strength that comes in
handy for me. When managing events, or working with sisters who
struggle academically, I need to be able to understand their situation.
Perspective helps me to identify with other people’s needs and
struggles, and adapt to those specifically. My strength, curiosity,
helps me to always look for new ways to do things. I always am
tweaking plans for events slightly to find new ways to engage more
sisters. Honestly allows me to be fully up front with my fellow
executive board members. If I am having an issue in my position, I
know that I can always ask for help, or voice my concerns.
Reflecting on this in HDF 492, I have seen how I have put my VIA
character strengths into practice as a college student in beneficial
ways I never would have expected. Creativity gave me the skills to
think of inventive ways to visualize data for my capstone projects.
Love of learning – while useful in the classroom – also inspired me to
apply my learning in internship experiences, which in turn allowed
me to discover my intended career path. Curiosity inspired me to
pursue independent research, in which I learned a lot about both the
content I was researching (financial regulation) and the research
process in general. I have used perspective and honesty frequently
in my personal life. There were a few instances in my college
expeience
10. Student will demonstrate ITR 304 Rhode Island State Within my internship for credit (ITR 304) in the Rhode Island State
the ability to lead a project Government Internship Government Internship Program, I was elected by my fellow group
from start to finish (follow- Program members as a “government team leader” at the beginning of the
through) session. This meant that I would be tasked with organizing my
group’s project strategy, coordinating check in meetings, and
overseeing project development throughout the course of the
session. From our first meeting when I was elected, I immediately
began thinking about organizational strategy. Most importantly, I
began by setting up communication channels for my group. We
exchanged contact information so that we could communicate
outside of meetings, and I facilitated a discussion in which we
decided on the best time for us to meet regularly as a group. Within
our next few meetings, I focused on working with team members to
lay the groundwork for project development. We had a productive
discussion and collaboratively decided on a research topic. I then
worked with team members and we all discussed our strengths,
before deciding who would be best suited for each task and dividing
up the workload. As we were focusing on state ballot initiative
programs and their impact on voter turnout, some of us worked
thematically by looking at types of initiative programs that existed in
multiple states, while some of us investigated individual states’
programs in detail. At our check in meetings, I ensured that we were
hitting productivity goals while also making sure that team members
that their workloads were reasonable. I created and managed a
collaborative google doc where we shared our concrete research
findings. Toward the end of the session, my team and I focused on
the development of our final internship deliverables: a research
report and final presentation. I worked with my team to decide how
we could best divide up responsibility for final deliverables. We
decided to each write a section of our final research report, which
other members could then proofread and edit. This was the most
productive and collaborative model for the team. After completing the
research report, we met to have a final discussion and ensure that it
met all of our standards. There, we also discussed the details of our
final presentation. I volunteered to present our research with another
team member to members of the State of RI General Assembly. Our
presentation was received well, and our research report was
forwarded to policy analysts within the RI General Assembly. I am
very proud of how I was able to manage this project from start to
finish, and I have discussed it in several job interviews.
11. Student will describe goals PSC 101X Pre-Law Preparation In my PSC 101X class, we focused largely on career planning and
and objective statements planning for our futures. I am a very school and career oriented
regarding personal issues, person, and have a number of goals that will help me achieve my
career issues, and future plans. My primary career goal for the future is to be a lawyer.
community issues After talking with my professor in this class, I identified that I need to
achieve several personal and professional goals in order to achieve
this career goal. To get into law school, we discussed that I need to
set a goal to be very successful academically. In addition, we also
discussed how I should consider obtaining jobs and internships to
gain experience. Finally, we agreed that it is important for me to get
involved on campus. These goals all cover smaller aspects of my life
that will help me succeed in the future. Even if I decide not to go to
law school, by building myself up in the academic, social/community
and career aspects of my life, I will prepare myself to set and achieve
larger goals in the future. In addition, by setting and achieving goals
that help the overall community, I will have more opportunities to
make connections and support other people.
12. Student will show evidence PSC 101X Delta Phi Epsilon I have set and achieved many different goals over the past few
of goals and objectives that Sorority Leadership years. When I transferred to URI in the spring of 2020, I set a goal to
were planned and achieved Team get involved on campus and make new friends. A few weeks later, I
Pre-Law Preparation joined a sorority and met some of my best friends. In addition, I set a
goal to get more involved with the philanthropic efforts in my sorority.
I took a leadership position in my sorority which involved fundraising
and planning special events. In one of our events this year, my
chapter and our pairings raised over $23,000 for our philanthropic
cause. In addition to my social and community based goals, I also
set academic and career oriented goals. I want to go to law school,
so I set a goal to take academically challenging classes and succeed
in them to build my academic rigor for it. I have received a 4.0 GPA
during my time so far at URI, and have taken many difficult classes
in the honors program, several majors and my new minor. In
addition, I just received word that I got an internship for this summer
in local government. This will help me progress towards a career in
law.
13. Student will show HPR 224G Maslow’s theory of the “Hierarchy of Needs” was one that we studied
knowledge of the “Hierarchy in detail during my section of HPR 224G (The Pursuit of Happiness).
of Needs” theory by Maslow Maslow argued that humans have five hierarchical core needs that
need to be met in order to achieve optimal psychological health,
happiness, and satisfaction. These needs are physiological needs,
safety needs, need for love and belonging, need for self-esteem, and
need for self-actualization. Physiological needs refer to basic
necessities for survival, including food, water, sleep, and the ability to
breathe. Safety needs are needs for both physical safety (like
shelter) as well as needs for economic, social, and psychological
safety and stability. The need for love and belonging describes the
need to establish oneself as part of a community through social
connections and relationships. The need for self-esteem refers to the
human need for confidence and self-respect, which can be derived
from the respect of others. Finally, the need for self-actualization is
the highest pillar of Maslow’s hierarchy. Self-actualization refers to
an individual’s ability to realize their full potential and pursue
activities that promote personal growth and self-fulfillment. Maslow
described that individuals who have achieved self-actualization
approach life with awe, wonder, and gratitude, and that they do not
tend to fall into sarcastic/negative mindsets. To meet each need,
individuals need to first ensure that all prior needs have been met.
Individuals must meet their physiological needs before they can
pursue their safety needs, their safety needs before they can purse
the need for love and belonging, their need for love and belonging
before they can pursue their need for self-esteem, and their need for
self-esteem before they can finally pursue their need for self-
actualization. Once individuals have met all their needs in the
hierarchy and can pursue self-actualization, Maslow argues that they
can achieve their full potential, optimizing their happiness,
psychological health, and well-being.
Maslow, A. H. (1943). A theory of human motivation. Psychological

Review, 50(4), 370 396. https://doi.org/10.1037/h0054346
14. Student will show HPR 224G Delta Phi Epsilon As part of a journal activity for my HPR 224G class, I assessed my
application of Maslow’s Sorority life in terms of Maslow’s hierarchy of needs. I evaluated which levels
theory to own life RI State Government of Maslow’s hierarchy I have met, and which I still need to work on in
Internship Program order to progress towards self-actualization. I assessed that I am
meeting my physiological, safety, and love/belonging needs. I have
access to all of the resources necessary for me to fulfill my
physiological needs, including food, water, and good healthcare. My
safety needs are also fully met – I am physically safe at all times, I
am economically stable thanks to my work endeavors and support
from my parents, and I am socially and psychologically stable. I have
a network of people through which I meet my need for love and
belonging. I have a tight knit group of friends, I am very close with
my family, and I am involved with multiple organizations both on and
off campus. My participation in Greek Life, as well as multiple
internship experiences has widened my network of connections, and
I feel a deep sense of belonging as a college student. I identified that
my need for esteem is being partially met. I do derive a sense of
respect from others – I feel that I am well respected in my classes
and within extracurricular activities and internships. However, I
struggle to connect this with my sense of self-esteem. I often assume
that I will not be successful in the endeavors I take on, like difficult
classes. As Maslow implied, my negative sense of self-esteem has
made it difficult for me to achieve self-actualization. I often fall back
on a negative outlook about my life, rely on my sarcastic sense of
humor, and fail to fully approach life with wonder and awe. To
improve my approach and progress towards meeting my needs, I
have focused on correcting my negative assumptions. According to
Maslow, I need to fix my self-esteem needs before moving on to self-
actualization. To do that, I have used several esteem improving
techniques, including positive thought processes and affirmations.
15. Student will show
knowledge of the theory of
Superleadership by Manz &
Sims
16. Student will show
application of Manz & Sim’s
theory to own life
17. Student will describe HDF 290 One of the most intriguing activities I did for HDF 290 was identify
StrengthsQuest Signature HDF 492 my StrengthsQuest Signature Themes. These themes gave me
Themes, shadow side of insight into many of my talents and good qualities, highlighted how I
Strengths and/or could practice these qualities, and enlightened me as to possible
weaknesses, and examples accompanying weaknesses. My top five talent strengths are learner,
of application (Source = ideation, individualization, intellection, and input. According to
Gallup) Gallup, learner could be described as “having a great desire to learn
or wanting to continually improve.” I see myself as a learner both in
and out of the classroom. In the classroom, I always am doing extra
work to improve my grades. Out of the classroom, I take advice from
people frequently about my future and goals as a whole. A shadow
side of this could be that I often find myself too focused on grades. I
lose sight of my true goals when obsessing over achieving
numerically in the classroom. My second talent strength, ideation,
could be described as having an affinity for identifying overarching
themes and ideas. I can definitely see applications of ideation in my
life- I love doing research and making connections between
seemingly arbitrary pieces of data. In addition, I love thinking about
new ways to approach particularly difficult problems in projects and
personal pursuits. A shadow side of this strength is that sometimes I
find it difficult to ground myself. I come up with many new ideas
without fully following through and putting them into practice, as they
can be hard to achieve. My third strength, individualization, implies
an ability to recognize the unique qualities and characteristics of
different people. I see this in myself through my ability to “read
people.” I feel like I am good at getting along with others because I
can see qualities in them that are compatible with myself. A negative
aspect of this strength could be that I tend to make assumptions
about people when I am “reading them.” This could lead to ill
informed conclusions about them. Intellection is my fourth strength.
This refers to an appreciation for “deep thought” and introspectivity. I
see myself using intellection when considering ethical dilemmas and
other deep thought based prompts in higher level liberal arts classes.
I also find myself questioning many aspects of reality- the “why”
behind things. This is a strength because it allows me to innovate
within my thoughts and come up with new ideas and answers to
important questions. A downside of this is that it could slow my
productivity, as I never am able to find the “perfect” answer to my
deep questions or considerations. My fifth strength is input. Input
describes a proficiency in gathering and storing many different ideas
and types of information. I see myself using input frequently. When I
am passionate about something, I learn as much as I can about it to
further my knowledge and appreciation. This is a strength because I
have a vast breadth of knowledge, and am excited to learn new
things. This could be a weakness because I often find myself hyper
fixating on somewhat useless information.
As I discussed in my leadership portfolio and presentation, I have

seen consistent growth in my ability to put my strengths into practice.
As I discussed above when I first learned of my strengths, a lot of the
shadow sides related to my strategic strengths (learner, ideation,
intellection, and input) occurred when I would get “in my own head”
about things. I would withdraw from practical applications, and start
in on negative thought process related spirals. This was because I
was not fully using and applying my strategic strengths. When I
started engaging with experiential learning (as I discuss in the
outcome below), I was able to fully engage with my strengths. As I
saw practical applications of my cognitive strengths, I viewed this as
concrete “evidence” of growth in my strengths. Things like
performance evaluations and successes in my internships really
improved my confidence. By applying my strengths and gaining
experience, I was able to reduce my engagement with shadow sides.
Gallup, I. (2020, December 02). What Are the 34 CliftonStrengths

Themes? Retrieved December 05, 2020,
fromhttps://www.gallup.com/cliftonstrengths/en/253715/34-
cliftonstrengths-themes.a
18. Student will describe HDF 492 Clifton Strengths As I complete my leadership outcomes inventory, website, and
personal leadership style Relational Leadership portfolio in HDF 492, I have taken a lot of time to reflect on my
and/or personality style Model personal style of leadership. While I do not think one singular
including strengths and Experiential Learning leadership theory, method, or strength/character value holistically
weaknesses and examples Model sums up my leadership style, I have found that a combination of my
of application (Sources = strengths, theory, and practices is best to model my leadership
Leadership style approach.
inventories, the L.P.I., Type
Focus (MBTI), LAMP, As I discussed in my leadership portfolio, I have grown largely as a
DISC, and other career person and a leader in my ability to put my theory and learnings into
inventories, etc.) 14*** practice. I am a very cognitive person – 4/5 of my top five Clifton
strengths are in the strategic category (Learner, Ideation, Intellection,
Input). At the beginning of my college career, this tended to handcuff
me. I sought out classes rooted in theory without looking for
applications. I focused primarily on school without finding time for
extracurricular or professional engagement. I was shy and had
trouble making friends – I never could have imagined myself taking
on leadership roles.
As I reached outside of my cognitive shell, I found that I achieved my

greatest learnings by exercising my knowledge and personal skills in
practice. On a professional level, I sought out internship
opportunities where I could work with my peers and gain more
knowledge related to my majors while working in a variety of different
environments – state government, a congressional office, and a
central bank. While I knew I enjoyed my fields of study in the past, by
learning more about myself and how I worked with others in practice,
I was able to identify that I want to pursue financial regulation as a
career. By developing my hard skills throughout these experiences, I
was able to prepare myself to pursue and accept a job in economic
research at the FDIC.
I really connected with a few of the theories we discussed initially in

HDF 290. One of these theories was Kolb’s experiential learning
model – focusing on applying concepts and prior knowledge to
concrete actions and bringing them together with reflective
observation and abstract conceptualization and applying them with
active experimentation. As I discussed above, this theory and my
applications of it have allowed me to amass so many new skills and
discern my desired career path.
Putting theory into practice has also been essential to my personal

growth. Another theory whose application was central to my
development was Komives. McMahon, and Lucas’s relational
leadership model. This leadership theory does not focus on a set of
concrete steps which delineate “successful leadership.” Rather it
emphasizes a set of principles and focuses on relationship
development. These principles include empowerment, inclusivity,
ethics, purpose, and process orientation. This fluid theory rooted in
relationship building really appealed to me. While I never saw myself
as a “traditional leader” prior to college, I always was proud of my
ability to maintain positive relationships and uplift others by engaging
with our relationships. I also was able to relate this back to my other
Clifton Strength, Individualization. Individualization refers to one’s
ability to understand people’s unique qualities and motivations,
highlighting others’ strengths and motivations to assemble a dynamic
and productive team. Upon discovering my Clifton strengths, I
realized that my ability to understand people and practice
individualization was central to my ability to develop relationships
and motivate teams – making me the perfect candidate to lead
teams in certain situations.
I practiced my relationship focused leadership methods in my

personal life. I took a risk by running for a coordinator position in my
sorority, knowing that I would be able to motivate my sisters to focus
on academics and grow in a positive way. When I was elected as
academic coordinator, I focused on working individually with sisters
and using different relationship based practices – particularly
focusing on empowerment and inclusivity. As I grew in this role, I
decided to run for executive board and was elected as my sorority’s
Vice President of Academic Affairs. I continued to grow in this role,
leveraging my relationship with my sisters, my fellow executive board
members, and other inter-Greek life partners. I helped sisters raise
their GPAs, and worked with our fraternity pairing to win Greek
Week. I
I never could have imagined accomplishing many of these things

before college. I had not previously seen myself as a stereotypical
leader. I am an introvert, public speaking does not come easily to
me, and it takes me a little while to get used to new situations.
However, my understanding of leadership theories, and my ability to
put these and my strengths into practice allowed me to develop a
successful personal leadership style: one focused on learning by
experience, and focusing on growth through relationships.
Gallup, I. (2020, December 02). What Are the 34 CliftonStrengths

Themes? Retrieved from
https://www.gallup.com/cliftonstrengths/en/253715/34-
cliftonstrengths-themes.a
Komives, S. R., Lucas, N., & McMahon, T. R. (1998). Exploring
leadership: For college students who want to make a difference. San
Francisco: Jossey-Bass Publishers.
Kolb, David A., (1984). Experiential learning : experience as the

source of learning and development. Englewood Cliffs,
N.J. :Prentice-Hall,
Outcome Category: Leadership Theories
Outcome Target Additional Descriptive notes regarding learning and practice

class Experiences
19. Student will show HDF 290 Authority and Bureaucracy was a leadership model that we discussed in
knowledge of the detail in HDF 290. Within this model, Weber broke down several different
“Authority and types of authority, as well as characteristics of a smooth and well operating
Bureaucracy” theory of bureaucracy. Weber argued that there are three different types of authority:
leadership Weber traditional, charismatic, and rational-legal. Weber argued that a charismatic
authority figure has traits that make them naturally a good leader. They are
well liked and trusted by those they lead, and are good at breaking up
conflicts. Traditional authority figures rely on the established order that
places them in power. They also have strong personalities, but tend to rely
more on the tradition and role that empowers them. Finally, rational-legal
authority is one that is created by the bureaucracy and law, the system
working together rather than one single leader. In terms of the bureaucracy,
Weber asserted that there are six important characteristics for a well
organized, efficient and authoritative bureaucracy. These include
specialization of jobs, subdivision, hierarchy, rules and regulations, technical
competence and impersonality. Specialization of jobs allows for employees
to excel in one specific area, and allows for skilled and efficient work to be
done. Subdivision allows for compartmentalization of tasks and for individual
departments to manage tasks effectively. Hierarchy creates a smooth chain
of command, in which companies are divided into layers depending on rank
and level of power. Rules and regulations allow for a uniform workplace, and
ensures that all employees are following correct protocols. Technical
competence ensures that all employees possess the correct knowledge and
ability to perform their tasks. Impersonality emphasizes that advancements
should be based on achievement rather than personal connection.
Williams, Dana. (n.d.). Max Weber: Traditional, Legal-Rational, and

Charismatic Authority. Sociological Theory.
https://danawilliams2.tripod.com/authority.html
20. Student will describe HDF 290 Delta Phi Epsilon After learning about Weber’s three types of authority within HDF 290, I tried
personal application of HDF 492 Sorority Leadership to identify where I had seen and practiced these throughout my life, as well
the above theory Team as identify opportunities where each type of leadership could be useful. In
(Weber) Internship Experiences reflecting for HDF 492, I was able to bring different experiences together and
(Rhode Island State identify where I had experienced traditional, charismatic, and rational-legal
Government Internship leadership.
Program and
Congressman Jim While taking HDF 290, I held a leadership position within my sorority, Delta
Langevin’s District Phi Epsilon. There, I was in charge of maintaining my chapter’s academics
Office) (GPA minimums) while also coordinating strategic teams to fundraise for the
annual “Greek Week” philanthropic campaign. In doing this, I managed a
team of around 8 people while also overseeing the activities of the chapter
as a whole. In performing this role, I most directly embodied charismatic
leadership. I was close with all of the people I was overseeing, and had
previously developed a rapport with them throughout previous sorority
activities. I relied on my established sense of trust with my fellow sorority
members to guide the chapter through difficult conversations related to
academics and fundraising. I was able to have open and honest
conversations as a charismatic leader, lead several members through
periods of conflict, and maintain GPA minimums while hitting our fundraising
goal. Charismatic leadership and trust driven processes allowed me to thrive
as a peer leader.
The summer after I took HDF 290, I was elected as a government intern
team leader within the Rhode Island State Government Internship Program.
There, I tried to rely on tenets of traditional leadership with some elements of
charismatic leadership. As I was working closely with my peers, I wanted to
be approachable and build good rapport so that I could easily assist with any
issues. However, it was difficult to do this completely as my team and I
mostly interacted over zoom, and did not have many opportunities to build an
established sense of trust. Therefore, I tried to emphasize my role as a peer
leader in a traditional but respectful way. Throughout the session, I
mentioned that I was an established resource should anyone need
assistance, and that I could work to help the team navigate any conflicts or
issues. I worked to formally delegate responsibilities and establish
formal/respectful communication channels. However, to emphasize the “peer
leader” aspect of the role, I made efforts to support my team and establish
that I while I was a leader in a formal/resourceful sense, I did not want to
intimidate/overpower anyone. I tried to negotiate a balance between showing
myself as an established leader and not overstepping my boundaries. This
worked fairly well, as my teammates saw me as a strong leader and a
resource. We had open discussions in our team meetings, and I was able to
offer advice when my team members ran into some research issues. We
successfully completed our research project and presentation.
In the spring of 2022, I worked as an intern in Congressman Jim Langevin’s
district office. As a member of that office, I was a leader to the public I
interacted with as a member of a rational-legal bureaucratic system. Being a
Congressional District Office, Langevin’s office had established priorities and
hierarchies delegating authority to various staff members. I worked
collaboratively with Constituent Services staff members, the Scheduler, and
District leadership to share responsibility and serve the public effectively. I
was able to elevate concerns that the public shared with me when I
maintained the reception desk. I elevated these concerns to relevant staff
members, who were able to assist the public with their concerns. The
bureaucracy functioned smoothly, and we were able to assist the public with
constituent services needs they had. Within the office, jobs were specialized
to offer specific assistance with various government agencies and programs
including the Department of Human Services, the IRS, and ICE. Subdivision
within these specialized jobs allowed some people to work on specific areas
on constituent services, while others focused on administrative tasks. I was
focused mostly on constituent services, so I worked directly within that team.
The office was organized hierarchically – I had a boss who I reported to
directly, as well as a larger team that oversaw my boss who I could go to with
any additional questions. There were established rules and regulations to
elevate constituent concerns so everything could be processed fairly, legally,
and properly. All the staff members were technically competent and familiar
with various government organizations so they could best meet constituent
needs. During my time in the office, I became a lot more familiar with these
organizations and my competence improved as I could help more
constituents with technical matters. Finally, all staff advancements were
rooted in a neutral form of impersonality. All staff members were focused
primarily on meeting constituent needs as the office was public service
oriented. There was one promotion while I was in the office, and it was based
strongly in the individual’s achievements and years of service. There was no
abuse of personal connections, and everyone focused strongly on their work
without a need to advance for profit/clout. This form of rational-legal authority
functioned smoothly and efficiently, and I was able to help a lot of people by
working as a small part of its larger system.
21. Student will show HDF 290 In HDF 290, one of the key leadership theories we studied in our Intro model
knowledge of the was Taylor’s theory of Scientific Management. Taylor focused on improving
“Scientific productivity within workplaces by approaching leadership and task
Management” theory of management from an optimization-focused scientific lens. He argued for four
leadership by Taylor key principles that were central to the theory of scientific management.
These are:
1. Use scientific methods to observe/assess workplace process and use

the method assessed to be most efficient rather than “rule of thumb”
tasks
2. Train and develop workers to work efficiently on specific tasks –
instead of having them train themselves passively
3. Work together with workers in order to ensure that they understand
and are able to apply scientific methods that may improve efficiency
4. Divide work between managers/employees nearly equally – allowing
managers to have time to plan/train, while workers have time to
complete tasks
Taylor, F. W. (1911). The principles of scientific management. Harper and

Brothers.
22. Student will describe Delta Phi Epsilon Vice I employed Taylor’s Scientific Management Theory when working with
personal application of President of Academic members of my sorority who were struggling with academic compliance to
the above theory Affairs develop academic assistance/improvement plans as a part of my executive
(Taylor) board position. My chapter had standard “rule of thumb” procedures in place
when it came to meeting with/addressing members who struggled
academically. This included removal of privileges and harsh restrictions on
chapter involvement. I wanted to take a more individualized approach,
focusing on member driven methods to target academic efficiency improving
plans for each sister. While working as academic coordinator, I had observed
that (non-overwhelming) leadership roles for struggling sisters could be
motivating rather than distracting when it came to time management and
academic objectives. I wanted to introduce a more flexible model of
academic management based on these “scientific” experience-based
observations and the assumption that variable plans could improve academic
efficiency for some members. I followed Taylor’s principles as delineated
below:
1. I had observed in the past that not every member responded well to
strict restrictions associated with my chapter’s Greek Life academic
probation. I had seen in previous cases that members who were
given “exceptions” in order to pursue smaller leadership roles also
received an implicit motivating factor to focus more directly on studies
and efficiently manage their time, thereby improving academic
outcomes in the long run. I worked with my chapter advisor to institute
a more flexible academic management system to allow for the pursuit
of small leadership roles when applicable to give non-motivated
sisters this “motivating factor.” This deviated from tradition, restrictive
chapter “rules of thumb,” but was a more targeted and applicable
method for many
2. I met with members regularly to discuss academic plans and
objectives. I made sure to stress the importance of balance and
schoolwork to those with flexible plans. I made them aware that if
their academic performance continued to fall, we would have to
reevaluate this flexibility. I was clear to “train” members regarding
specific aspects of the plan.
3. Through my regular check in meetings with members, I was also able
to assess their understanding and application of time management
and balance skills associated with these flexible plans. I also made
sure to connect students with academic services on campus and
offered to liase with other executive board members if leadership
responsibilities began to conflict with academic obligations. I checked
in with members to ensure that these plans were best to improve their
individual “academic efficiency.”
4. While I wanted to ensure that members were meeting obligations, I
also ensured that our check in meetings and planning were not
overbearing. I incorporated individualized feedback, and did not try to
coax individuals into additional responsibility when they did not
believe it was best for them. Through individual meetings, I worked to
establish a sense of balance between my obligations, leadership
obligations, and school obligations with members. I spent a large
amount of time considering and incorporating feedback in order to
share the results of the program with new incoming executive board
members.
23. Student will show HDF 290 Management by objective is a leadership model we identified and defined in
knowledge of the HDF 290. It involves delegation and assigning tasks. Management by
“Management by objective involves an in depth project of assigning tasks, completing the
Objectives” theory of tasks, and reassigning and delegating. There are five stages in management
leadership by Drucker by objective. The first stage is to set organizational objectives. In this stage,
leaders and groups set the goals they want to achieve. Then, they progress
to the next stage, cascading objectives to employees. In this stage,
responsibilities and tasks are delegated to more specialized groups who will
work on them. After this stage, employees will be monitored in their progress.
During and after this monitoring, they will be evaluated on their progress in
completing these objectives. Finally, employees will be rewarded for their
progress and completion of the objectives that were set. After this reward,
new objectives would be set and the cycle would begin again.
Communication Theory. (n.d.). Management by objectives (Drucker).

Retrieved from
http://communicationtheory.org/management-by-objectives-drucker/
24. Student will describe HDF 290 Delta Phi Epsilon One specific instance in which I applied the Management by Objective theory
personal application of HDF 492 Sorority Leadership was during my time as Vice President of Academic Affairs for my sorority.
the above theory Team For this position, one of my primary roles was special events planning. I have
(Drucker) Rhode Island State a team of coordinators who I work with to negotiate with fraternities and plan
Government Internship events to fundraise for benefactors. When employing the management by
Program objective theory, I received word of the events we had to plan and delegated
tasks specifically to my coordinators. For example, when we had to plan a lip
sync event, I delegated someone to edit the lip sync track, and someone to
choreograph. We had three weeks to plan this event. I would check in with
my coordinators once a week, give them feedback and encourage them.
Finally, I would thank my coordinators and reward them for their progress.
When I found out about a new event we would have to plan, I would begin
the process again by assigning objectives.
In reflecting in HDF 492, I realized that another time I applied the

management by objective theory was as a Government Intern Team Leader
at the Rhode Island State Government Internship Program. Here, I led my
teammates in organizing and completing a research grounded policy
proposal. I began by setting our organizational objectives with my team: to
complete and revise our project surrounding ballot initiative programs. In
cascading objectives to “employees,” I worked with my teammates to divide
up sections of the paper. In the monitoring stage, I checked in with my
teammates during weekly group meetings, where we were able to give each
other feedback. When my team completed our presentation and paper, I
thanked and rewarded my team and we celebrated. By leading a team in an
objective driven environment in the workplace, I gained skills I could used in
a manager/mentor focused role in the future.
25. Student will show HDF 290 One of the interesting leadership theories I learned about in HDF 290 was
knowledge of “Theory X Theory X and Theory Y. Theory X and Theory Y are two competing theories
and Theory Y” theory of regarding management and leadership as developed by Douglas
leadership by MacGregor. MacGregor explained that managers and those in charge of
MacGregor workers can have one of two philosophies regarding delegation and general
opinion of lower level workers. Theory X takes a negative view of the worker,
asserting that workers do not like to do work and will avoid it as much as
possible. Managers and leaders who practice Theory X believe practices like
threats, control, and an authoritarian leadership style are necessary for a
productive and efficient workplace. Theory Y, on the other hand, examines
the average worker in a more positive light. Theory Y asserts that workers
are motivated by success and achievement, and do not need to be punished
or heavily regulated to achieve their goals. While both of these theories could
be applicable in many different situations, Theory X focuses more on an
efficient and streamlined workplace, whereas Theory Y is geared toward an
atmosphere of self paced problem solving.
Value Based Management.net. (2010). Theory X theory Y – McGregor.

Retrieved from
http://www.valuebasedmanagement.net/methods_mcgregor_theory_X_Y.htm
26. Student will describe ECN 327 HDF 290 I applied Theory X and Theory Y (specifically Theory X) during my ECN 327
personal application of class. For this class, we were assigned a final group project in which we
the above theory each had to write a small portion of a paper. For this project, I took control
(MacGregor) and reached out to all of my fellow group members. When they did not
respond to me within several days, I knew that I had to employ Theory X.
Once they eventually responded to me, I knew that I would have to work
closely to manage that they would all get their work done. I had to take
control, and put forth an almost authoritarian leadership style. As my group
members were initially unmotivated, I had to set smaller deadlines to ensure
we all got our work done on time. This worked rather successfully. Once I
started managing the project more closely with a more direct and present
leadership style, group members were more reliable in completing their
objectives. Theory Y helped my group and I to submit a good quality final
project on time, for which we received an A.
27. Student will show HDF 290 One intriguing leadership theory I learned about and discussed in HDF 290
knowledge of the was the Servant Leadership model. The Servant Leadership model, as
“Servant Leadership” described by Greenleaf, flips the traditionally assumed role of a leader within
theory of leadership by a community. The Servant Leadership model asserts that leaders should
Greenleaf work primarily to grow and develop their communities, rather than
implementing a pyramadic style leadership model. The leader should be
servant-first rather than leader-first, and should not look to gain personal
power and wealth through their leadership role. There are ten characteristics
of a servant leader: listening, empathy, healing, awareness, persuasion,
conceptualization, foresight, stewardship, commitment to the growth of
people and building community. Servant leaders use listening when they
consider other opinions and needs when making important decisions or
regulating the community. They use empathy when identifying with the
struggles and general sentiments of their respective communities. Healing is
an important quality for servant leaders. Servant leaders use healing when
they look to bridge shaky relationships and heal any tension in their
communities. The fifth characteristic is awareness. Awareness is employed
by servant leaders when they consider all aspects and feelings of their
communities, and respond to any situational conflicts involving dilemmas
over values or ethics. Servant leaders work with persuasion, but not in a
manipulative way. They consider the persuasive abilities of groups they work
with, and rely on this for useful perspective. The next characteristic is
conceptualization. Servant leaders use conceptualization when thinking
about the overarching plans and needs for their communities. They need to
be able to look at “the big picture” rather than just day to day concerns.
Servant leaders also use foresight when considering lessons from the past
and needs for the future in decision making. Servant leaders practice
stewardship by using their institutions or communities to work for the greater
good of society. Commitment to the growth of people and community refers
to a servant leader’s prioritization of their community’s growth over personal
gain. They don’t see people as usable, but they see them as having a
potential for growth. Finally, servant leaders focus on building community.
They should want to unite those they lead, and work for general harmony.
The Robert K. Greenleaf Center, Inc. (2008). Greenleaf center for servant
leadership. Retrieved from
http://www.greenleaf.org
28. Student will describe HDF 290 Volunteer Tutoring One instance in which I was a servant leader is when I volunteered to tutor
personal application of HDF 492 younger children in Italian when I was in high school. My Italian teacher
the above theory asked me to come and help her teach middle schoolers. I did not have a goal
(Greenleaf) or a need for personal gain in doing this. Rather, I just wanted to help the
students learn. As a tutor/teacher to them, I did not try to act authoritatively
towards them or try to control them. Instead, I wanted to be someone who
was just there as a resource, and someone who would guide them in
learning. I used the ten characteristics of servant leadership in doing this:
listening, empathy, healing, awareness, persuasion, conceptualization,
foresight, stewardship, commitment to the growth of people and building
community. I was a good listener when students had questions or concerns
about the material. I used empathy when students were confused or needed
help. I identified with their situations and tried to help in any way I could. I
used healing when there were disagreements among students or students
acted out. I talked to them and understood the situation before working with
them to fix it. I used awareness when understanding why students did not
have time to come every week or do all their homework. I held them
accountable, but was forgiving as I knew they had other things going on. I
used persuasion when inspiring people to get excited or work together. I
used conceptualization when talking about how different topics
interconnected to form a better knowledge of the language. I used foresight
when thinking about and planning when we would teach different concepts in
the future. I used stewardship by making myself available if any students
needed extra help. I used commitment to the growth of people by
volunteering to do this in hopes that more people would learn the language
and use this to further their own communities. Finally, I used building
community by having a good time with the kids and encouraging them to be
friendly and get to know each other.
Reflecting on this for HDF 492, I realized that another instance I was a
servant leader was during my time as a Congressional Intern in the office of
Congressman Jim Langevin. My primary duty as an intern was to work to
hear and process the concerns of constituents. I would do this primarily by
answering the phones at the Congressman’s office, and going with the
Congressman’s team to attend and assist at constituent events. This role
was inherently aligned with servant leadership – I was tasked with elevating
the needs of my community before focusing on personal development
objectives. I used listening and empathy when talking to constituents directly.
I worked with a lot of people who had important issues related to citizenship,
unemployment claims, etc., who needed assistance from the Congressman’s
office. I always listened with intention and was very empathetic toward
constituent’s needs. I used healing when constituents were particularly
distrustful of the Congressman’s ability to help their situations. I understood
that government had failed them in the past – with slow processing times,
inequitable processes, and bureaucratic ambivalence. I tried my best to be a
resource of support and form new and positive experiences for these
constituents. I used awareness in combination with this healing, by
understanding how government may have wronged these constituents in the
past. I used persuasion when discussing with constituents how our office was
trustworthy and would take their needs seriously. I used conceptualization
when discussing with my supervisors about external resources and support
programs we could offer to constituents in events where my office could not
help them – looking to solve the larger problems outside realms of
government. I used foresight when thinking to assist customers in
transitioning to receive support from other offices when they had casework
needs that would be processed following the Congressman’s impending
retirement. I used stewardship by having patience with constituents –
spending extra time on the phone with them when other interns or staff
members suggested there was nothing we could do for them. I used
commitment to the growth of people by going out of my way to research
external programs to help people with basic needs when it went beyond the
scope of our office. I used community by trying my best to support the people
of CD-2, my congressional district and encouraging individuals to come to
constituent events.
29. Student will show HDF 290 Another leadership theory we discussed in my HDF 290 class was Covey’s
knowledge of the Principle Centered Leadership. Stephen Covey wrote about principle
“Principle Centered centered leadership in his book, Seven Habits for Highly Effective People.
Leadership” theory by Here, Covey talked about how trust is at the center of success in business.
Covey He also focused on practicing ideals like synergy, continual learning, being
service oriented, believing in other people, living balanced lives, seeing life
as an adventure and exercising self renewal. By practicing these principles
on personal, interpersonal, managerial and organizational levels, Covey
suggests that one could be highly successful. Someone could be synergistic
by working to collaborate with others to come up with new and innovative
ideas. Continual learning could be practiced formally by learning new skills
on a large level, or informally by just being open to new ideas. A person
could be service oriented by looking for opportunities to help others, or just
by going the extra mile at work. A person could believe in other people by
looking for potential in others and giving them support. Living balanced lives
refers to a person’s prioritization of their goals, and willingness to have an
even work life balance. Seeing life as an adventure refers to someone’s
attitude- positivity can be extremely motivating and rewarding. Finally,
exercising self renewal describes how a person should be willing and open to
change/renewal in the physical, mental, social and spiritual dimensions of
their life.
Covey, Stephen. (1990). Seven Habits of Highly Effective People. Free

Press.
30. Student will describe HDF 290 Freshman Year My dad gave me Stephen Covey’s “Seven Habits for Highly Effective
personal application of Experience People” when I first came to college. I first learned about principle centered
the above theory leadership then, and decided I wanted to try and follow the tactics during my
(Covey) freshman year. I used synergy by trying to work with other friends on my
homework, and collaborate as much as possible to receive the best grades. I
tried to practice continual learning by going to office hours and learning new
material. I was service oriented when helping friends with a difficult concept,
or doing people favors when I could. I believed in other people when I
encouraged my friends when they were stressed out or upset. I lived a
balanced life because I worked hard on my school work, but also took breaks
and had fun with my friends. I saw life as an adventure because I was
excited for my future, my time in college and all the things I would achieve. I
exercised self renewal by making changes to my lifestyle- eating healthier,
studying more and trying to have fun while staying responsible.
31. Student will show HDF 290 The leadership theory I researched for my presentation for HDF 290 was
knowledge of the “14 Total Quality Management/Deming’s 14 Points. Dr. W. Edwards Deming
Points / TQM” theory of developed the 14 points in association with the Total Quality Management
leadership by Deming theory when consulting in management practices for Toyota. These fourteen
points focused on improving workplace culture and quality of workmanship,
with the belief that efficiency and productivity would come to follow this
improvement. Point 1 (create constancy of purpose for improving products
and services), point 2 (adopt the new philosophy), point 7 (adopt and institute
leadership), point 8 (drive out fear) and point 9 (break down barriers between
staff areas) focus on improving workplace culture. They discuss instituting
common philosophies, driving out fear, creating leadership opportunities, and
creating camaraderie among departments. Point 3 (cease dependence on
inspection to achieve quality), point 4 (end the practice of awarding business
on price alone; instead, minimize total cost by working with a single supplier),
point 5 (improve constantly and forever every process for planning,
production and service), point 10 (eliminate slogans, exhortations and targets
for the workforce), point 11 (eliminate numerical quotas for the workforce and
numerical goals for management) and point 12 (remove barriers that rob
people of pride of workmanship, and eliminate the annual rating or merit
system) all speak about moving away from a focus on numbers and cost
cutting, and moving towards a system focused on workmanship and quality.
They highlight the importance of first focusing on quality improvement without
the use of cost cutting or gimmicks. By buckling down and producing good,
hard work, Deming argues that companies can achieve efficiency and lower
costs naturally. Finally, point 6 (institute training on the job), point 13 (institute
a vigorous program of education and self improvement for everyone), and
point 14 (put everybody in the company to work accomplishing the
transformation) discuss company unity and workplace improvement through
education and training. In these points, Deming argues that by improving
hard skills of employees in combination with their overall unity, companies
can achieve goals faster and more effectively.
W. Edwards Deming's 14 Points for Total Quality Management.” ASQ, ASQ,

asq.org/quality-resources/total-quality-management/deming-points.
32. Student will describe

personal application of
the above theory
(Deming)
33. Student will show HDF 290 I first learned about Sashkin’s Visionary/Transformational Leadership theory
knowledge of the during our intro model in HDF 290. Here, we discussed how
“Visionary Leadership” visionary/transformational leaders bring purpose to their groups and
(now often cited as organizations by practicing four key components: idealized influence,
“Transformational inspirational motivation, intellectual stimulation, and individual consideration.
Leadership”) theory by By practicing these components, leaders can motivate and inspire their
Sashkin followers to move forward and work toward goals.
Idealized influence refers to leaders’ ability to foster a positive and values

based influence over followers. In practicing idealized influence, leaders
should practice a clear set of values and collective mission. They should
work collaboratively with followers, being empathetic/supportive and
charismatic, and opening themselves to be a mentor/role model figure to
followers.
Inspirational motivation occurs when leaders put their vision and role into
practice in order to motivate their team members. They articulate their vision,
and encourage and challenge team members to achieve goals. They focus
on both individual and collective motivation to drive progress forward.
Leaders practice intellectual stimulation when they disrupt “norms.” In order

to prepare team members to face challenges, they find ways to encourage
creativity and foster team participation in decision making/problem solving.
When leaders practice individual consideration, they motivate followers at an

individual level in addition to collective motivation. Leaders attempt to foster
personal and professional growth among all followers, attending to individual
needs. They emphasize the self-worth of all individual followers, and express
appreciation for all individuals’ contributions.

Sashkin, M. (2004). Transformational leadership approaches: A review and
synthesis. In J. Antonakis, A. T. Cianciolo, & R. J. Sternberg (Eds.), The
nature of leadership (pp. 171–196). Sage Publications, Inc.
34. Student will describe Delta Phi Epsilon Vice As my sorority’s Vice President of Academic Affairs, I worked as a peer
personal application of President of Academic leader, running a team of eight people and overseeing the entire chapter in
the above theory Affairs specific functions. I tried my best to apply Sashkin’s model of
(Sashkin) visionary/transformational leadership, as I saw motivation as a positive way
to produce long lasting progress. Particularly within the team I managed, I
worked to practice Sashkin’s principles.
I practiced idealized influence by clearly delineating my goals for my team

and chapter throughout my team in the position. I was in charge of chapter
academics, Greek Week fundraising/organization, senior ceremonies, and
other obligations. I believed balance and organization were key to achieving
success in the different aspects of my position. I maintained a well-organized
google drive with different folders covering different parts of the position to
practice this balance. I also worked to support and mentor different
individuals in coordinator positions on my team. I was driven to motivate
team progress in my idealized focus.
To practice inspirational motivation and articulate this vision in team

meetings, I always focused on progress and overarching goals. I discussed
my desire to improve chapter academics, fundraise and participate in Greek
Week successfully, and honor our graduating seniors in creative ways. To
achieve these goals, I stressed the importance of organization and balance
that I valued. I focused on how the different branches of my position required
equally targeted levels of dedication, and dedicated equal time to all aspects
in practice. I discussed progress and collective goal achievement often with
team members in order to motivate continued focus and efforts toward
growth.
I practiced intellectual stimulation by encouraging coordinators on my team to

participate in creative/strategic decision making. For example, I worked very
closely with my Greek Week coordinators, allowing them to have a lot of
creative direction when it came to event planning. While I oversaw event
strategy, I encouraged them to brainstorm ideas to put events like Greek
Sing and Lip Sync into practice. I encouraged my academic coordinator to
seek out feedback on study planning objectives, and I worked closely in
creative planning with my senior coordinators.
I particularly focused on individual consideration within my team. I knew that
each of my eight team members had different management styles, strengths,
and support needs from me as a leader. I met with individually with
coordinators frequently to ensure that their needs were being met and that
they felt comfortable working to meet goals we had set. When one academic
coordinator’s workload became too much for example, I helped to share
responsibility and redesign her obligations. On the other hand, one Greek
week coordinator expressed interest in future leadership roles at the
executive level. I worked closely with her in order to provide more growth-
focused training and creative opportunities that would benefit her in the long
run.
35. Student will show HDF 290 In our intro model in HDF 290, we discussed Chris Argyris’s “Individuals in
knowledge of the Organizations” leadership model. This model focuses more on the process of
“Individuals in learning through behavior rather than the employment of specifically
Organizations” delineated theories. Argyris focuses on organizational learning through error
leadership theory by – specifically in single and double loop processes. According to Argyris, this
Argyris can be modeled as “single/double loop learning.” Single loop learning occurs
when individuals/organizations implement specific actions, experience
consequences, and adjust their actions to prevent/overcome consequences
as a result. Single loop learning addresses problems at intermediary stages –
addressing “symptoms rather than root causes.” Double loop learning, on the
other hand, occurs when individuals/organizations understand and
acknowledge when there was a governing variable or underlying cause that
was influencing actions that led to consequences. Double loop learning has a
more comprehensive approach to problem solving. It leads to pattern
recognition, better understanding of underlying assumptions, and effective
and lasting organizational learning. Double loop learning implies that
individuals must develop an awareness of underlying assumptions and
governing variables that lead to problem-causing actions. By adjusting these
assumptions and variables, individuals can achieve effective and long lasting
solutions, driving organizational learning.
Argyris, C. (1977 Sept). Double loop learning in organizations. Harvard

Business Review. Retrieved from
https://hbr.org/1977/09/double-loop-learning-in-organizations
36. Student will describe Boston Fed Internship I practiced Argyris’s “Individuals in Organizations” theory during my
personal application of internship at the Boston Fed during the summer of 2022. When I first started
the above theory at the Fed, I was overwhelmed – I had to learn a lot of new technical and
(Argyris) regulatory language/processes in order to understand the material I was
working on. As part of my training, I had to complete some self-paced intro
learning modules related to central bank structure and organization.
When I attempted to first complete one of the modules, I did not take it as
seriously as I should have, and I worked largely independently. I assumed
that I already had learned most of the material in my economics classes, and
that I would not need to ask for help. My assumed confidence in the material
was the “governing variable” in this situation. As a result, I took actions
delineated by this assumed confidence. I skimmed through preparatory
material in hopes of getting to more serious/actionable tasks more quicky.
However, consequences occurred when I failed the quiz following the
preparatory material. Following this, I begrudgingly studied the material in
more detail. I still wasn’t able to fully grasp the material, but I was able to
pass the initial preparatory quiz. In this instance, I experienced single loop
learning. I still retained my governing variable – believing that I was prepared
enough on my own and that I did not need to ask for help. I changed my
actions (time studying), which affected my consequences but did not alter the
governing variable.
I experienced double loop learning as I progressed throughout the modules.

Content got more difficult, and I realized I needed to admit that I needed
help, thereby changing my governing variable by releasing my assumed
overconfidence. I then changed my actions again- and reached out to one of
my supervisors and talked through some of the content. I realized that
collaborative discussion was a really practical tool that would help my
learning processes in the long run. Once I talked through material, I started
doing better on preparatory quizzes. By changing my governing variable, I
further changed my actions and consequences, and amassed skills that
would help my project leadership in the long run. As I worked analyzing
regulatory documents throughout the rest of the summer, I used collaborative
discussion frequently to talk through and make sense of complex legal
concepts. This helped me to organize my explanatory projects in more
approachable ways, which made my summative documents more useful to
my team members and their larger projects in the long run. Double loop
learning allowed me to function more successfully and collaboratively as a
member of an organization.
37. Students will HDF 290 In HDF 290, we discussed Dr. Bill Grace’s model of the “4 Vs” theory of
demonstrate ethical leadership. The model connects internal values/beliefs of leaders with
knowledge of the “4 how they act and lead in practice. The four key concepts are each of the four
V’s” theory of vs: Values, Vision, Voice, and Virtue. Values and vision are central to the
leadership by Grace practice of ethical leadership. To lead a group around a central goal, leaders
(Center for Ethical need to identify and maintain core values. These values are coupled with
Leadership) vision, guiding an overall structure and plan for objectives to be reached.
Together, values and vision are used to make decisions about strategy and
move leadership forward. In order to implement values and vision, leaders
need to use their voice to articulate values/vision, relate them to team
members, and persuade members to assist in their implementation. The use
of virtues by leaders is what makes their leadership ethical rather than just
effective. According to Grace, virtue is a combination of commitment to the
common good, incorporation of relationships, and acting according to
principles. Ethical leaders practice virtue, living out their core values in all
aspects of their life. Virtue brings all four Vs together. In practicing the four
Vs, leaders can relay their groups around ethical principles and move
progress forward.
Center for Ethical Leadership. (2007). The four –v model. Retrieved from
http://www.ethicalleadership.org/philosophies/ethical-leadership
38. Student will describe HPR 224G In my HPR 224G class, “The Pursuit of Happiness,” I practiced ethical
personal application of leadership when motivating my team to work to fundraise for a LGBTQ+
the above theory youth center in providence as a part of our final project. Our final project for
(Grace) the class was to engage with a civic action project to increase the happiness
of a population of our choice. When I initially met with my fellow group
members, we all agreed on a core set of values when deciding on the
population we wanted to assist. We all agreed that we wanted to increase
the happiness of LGBTQ+ youth in RI. I grew up in Rhode Island and have
many queer friends and family members, so I knew how much fundraising to
assist a population like this would be truly helpful. I knew it was important to
help a population that often faces discrimination and may be without
resources/family support. In coming up with our project itself, my team
members and I focused on our vision. We wanted a way to tangibly help this
population. We knew that fundraising would be the best way to assist those
without financial support due to family issues/etc., but we did not know the
best way to reach them. I thought that assisting with a youth resource center
could be beneficial. A resource center could help LGBTQ+ youth with basic
needs when they were struggling. I then used my voice to express my vision,
suggesting that we fundraise for some kind of youth center if that would be
possible. I explained how this would be a concrete way to assist LGBTQ+
youth who may be struggling. My team members agreed – one of my team
members actually already knew about a center that we could support –
Youth Pride Inc. in Providence. We continued brainstorming as a group and
decided that we would sell lollipops on campus as a way to fundraise for
Youth Pride Inc. After our discussion, my team was motivated and ready to
put our values, vision, and voice into practice through virtue. We eached
worked on aspects of the project that were suited to our skill sets. I worked
with logistics on campus, booking booths and sending out promotional
materials. Others worked to contact Youth Pride Inc, to create promotional
materials, and to acquire supplies. We all came together to sell our lollipops
and held several days of sales in front of the union. We ended up raising
$1,000 for Youth Pride Inc. We went to visit the center to deliver our
donation, and were very grateful to get a tour and talk with staff about the
services they offer. Our commitment to common good and work emphasizing
our strengths and principles was fruitful, and we were able to contribute to
bettering a population while collaborating ethically.
39. Student will show HDF 290 In HDF 290 when discussing different leadership theories and their
knowledge of the applications, we discussed Hersey & Blanchard’s Situational Leadership
“Situational Leadership” model in detail. At its core, the Situational Leadership model stresses that
theory by Hersey & leaders should focus, adjust, and tailor their leadership approach depending
Blanchard on A. the maturity level of the individuals they are leading and B. the details
related to the task they must achieve.
The situational leadership model can be depicted as a four quadrant graph,

with directive/task behavior on the X axis and supportive/relationship
behavior on the Y axis. Each quadrant of the graph is correspondent to a
different style of leadership which is best suited to individuals of each specific
maturity level. Each different style requires different levels of commitment to
relationship/supportive behavior and task/directive behavior.
The first style, S1, is also known as directing. It is related to high

task/directive behaviors and low relationship/supportive behaviors. When
practicing this style, leaders focus more on the ascribement of the task at
hand and less on the use of support/relationships. Leaders may give
direction related to both the final objective and steps necessary to complete
it.
The second style, S2, is also known as coaching. This style places
emphasize both on high task/directive behaviors and high
supportive/relationship behaviors. Leaders offer guidance as to how to best
accomplish a task, and also offer themselves as a resource working to
emphasize relationship support for those they lead.
The third style, S3, is also known as supporting. This style involves emphasis
on high supportive/relationship behaviors in combination with low
task/directive behaviors. Leaders employing the supporting/S3 style may be
leading individuals who have more skill and thus need less task direction.
However, the individuals may still lack confidence and thus may need
relationship support from their leaders.
The final style, S4, is also known as delegating. Leaders practicing

delegation practice both low supportive/relationship behaviors and low
task/directive behaviors. Individuals being led by delegation usually have
high skill levels and high confidence, thus requiring less supervision/direction
and less relationship support from their leaders.
As referenced above, each leadership style is applicable to different maturity

levels of groups/individuals that leaders lead. These maturity levels, modeled
in 4 stages (M1-M4), can be modeled as an axis moving right to left,
correspondent to S1-S4 on the Hersey-Blanchard scale. Individuals in M1
may need to be pushed to accomplish tasks as they could lack confidence,
knowledge, or skill. This maturity level is closest to S1 or directing on the
scale. Individuals in M2 may be more willing to complete a task, but still may
not have the skills necessary to do so. As such, they require a lot of support
from their leaders. This maturity level is closer to S2 or coaching on the
Hersey-Blanchard scale. Individuals in M3 have higher skills than M2 but still
may not be confident. As such, leaders could practice S3, supporting. This
focuses on less oversight/directive behavior and more supporting behavior
from leaders. Lastly, M4 corresponds with individuals who are both high skill
and high confidence. They may require less oversight in both task and
supportive fronts, and thus may be best suited to be led via S4, delegation.
Hersey, P. & Blanchard, K. H. (1969). Life-cycle theory of leadership.

Training and Development Journal,
23, 26-34.
40. Student will describe I have practiced all four types of Hersey and Blanchard’s situational
personal application of leadership models throughout my different experiences in class, as a peer
the above theory leader, and in internship experiences.
(Hersey & Blanchard)
I practiced S1, directing, when trying to motivate my group to finish a project
for my ECN 328 class. We all had to complete sections of the paper on our
own, and all had to do independent research related to this. As such, some
of my group members had not completed their research by the end of the
semester – meaning that they had low motivation and low skill levels. When
we met as a group, I led the meeting. I did not have a personal connection
with my group and did not believe that my encouragement was really
relevant. I knew that we needed to focus on completing our individual
sections and task. As such, I saw S1/directing as most appropriate for my
leadership style. In our group meeting, I discussed the objectives we needed
to meet for each section of the paper. I mentioned steps I had taken to
complete my section of the paper, and collaboratively discussed objective
goals – to achieve a well researched and written paper. I mentioned how all
of our grades would suffer if we did not complete our tasks. While some
group members did not complete tasks, I successfully motivated most of the
group to finish the paper and we scored well.
I practiced S2, coaching, when working as a peer leader supporting

academic needs as part of my sorority executive board position, Vice
President of Academic Affairs. As part of my position, I had to develop an
academic plan with sisters who had not met minimum GPA requirements for
Greek life participation in previous semesters. Many of these sisters were
freshmen who were newly adjusting to college – who were not necessarily
prepared for the academic rigor, and/or who were not as confident about
their academic skills. I focused on a supportive leadership style, developing a
relationship and working to be a resource for sisters I met with about
academics. I focused on relationship behaviors by offering support and
discussion about their particular skill sets. I frequently convinced them that
higher GPAs would be achievable if their confidence improved and they were
able to focus on their talents and strengths as college students. I focused on
task behaviors by implementing study plans/requirements for these sisters,
requiring that they complete additional study hours, and connecting them
with different on campus resources like the AEC and tutoring that could
benefit their study habits.
I practiced S3, supporting, when working on a civic action project as a part of

my GWS 150H class. My teammates and I hosted a zoom eating disorder
awareness night. We all had high skill level related to the material, having
completed extensive research on the subject matter and compiling materials
to present for our event. My teammates, however, lacked confidence in our
preparedness to effectively present this material to our campus community.
Here, I worked as a leader focusing on relationship behaviors. I gave my
team frequent pep talks, discussing how we all had high skill levels related to
the material. I emphasized that we would most effectively spread awareness
by presenting the material confidently. I suggested that we have practice
sessions for the event, and that we meet with our professor to assess our
preparedness in order to bolster confidence. These were all very effective,
and our event went successfully.
I practiced, S4, delegating, when working as a Government Intern Team
Leader during my time at the Rhode Island State Government Internship
Program. Here, my team and I completed a research based policy proposal
for the RI State General Assembly. As we were all experienced political
science majors, we all had high skill levels related to policy analysis. After
several team meetings, I was able to identify that my team also had high
confidence in our ability to complete the project successfully. As such, I was
able to practice delegation, dividing up tasks among team members while
remaining confident that we could all complete this successfully without an
overly strong focus on task direction or relationship support. While I did
check in with my team regularly and offer myself as a resource, I did not
overstep and focused on delegation which allowed us to compile our
materials successfully while incorporating our own insights and creativity.
41. Student will show HDF 290 In HDF 290, we discussed the Relational Leadership model. This model is
knowledge of the more holistic, focusing on different aspects of leadership that are beneficial
“Relational Leadership” and inclusive for leaders to practice, rather than describing specific steps in a
model by Komives, leadership process. Komives, McMahon, and Lucas’s Relational Leadership
McMahon & Lucas model focuses on using relationships with others to develop an inclusive
sense of leadership and bring about actionable results. The principles of
relational leadership are Ethics, Purpose, Empowerment, Inclusivity, and
Process Orientation. Ethics refers to maintaining strong principles/morals,
purpose describes the importance of sharing common values related to goals
in order to achieve progress, empowerment occurs when leaders welcome
others’ skills by sharing power and responsibility to welcome new
contributions, inclusivity involves remaining open to a number of diverse
viewpoints, and process orientation involves focus on collaboration and
moving group goals forward cohesively. Each principle has applications in
knowledge, being/believing, and doing/applying. Knowing occurs when
individuals understand the meaning behind and importance of each principle.
Being/believing occurs when leaders believe in the importance of these
principles and internally commit to implementing them. Doing occurs when
individuals put the principles into practice and apply them to team based
process to achieve actionable results.
Komives, S. R., Lucas, N., & McMahon, T. R. (1998). Exploring leadership:

For college students who want to make a difference. San Francisco: Jossey-
Bass Publishers.
42. Student will describe GWS Sorority Leadership I have liked to think that I have practiced relational leadership throughout my
personal application of 150H Team experience as a college student. In my classes, as a peer leader, and in my
the above theory Experience/Transition work experiences, I have appreciated working dynamically with others and
(Komives et al) applying these principles in order to bring different perspectives into group
responsibilities and improve decision making and collaborative processes.
One of the first times I can concretely identify my use was as a member of a
team completing a “feminist action project” for my GWS 150H class. My
classmates and I were tasked to complete a project that would have a
civically engaged impact on our local community. I was in a group with two
other classmates. While I was not an officially elected leader, I would like to
think that I applied the principles of relational leadership in order to help
move our project forward. At the start of the project, my teammates and I
knew we wanted to focus on raising awareness surrounding eating disorders
on campus. We knew that we had to uphold strong ethics/morals when
completing this progress, to spread awareness while remaining respectful
and sensitive to those who would be in attendance who had experience with
eating disorders. I also knew that one of my teammates had experienced an
eating disorder, so I worked throughout the process to ensure that we were
remaining sensitive to her needs. My group and I retained a strong sense of
purpose – I made a list of our goals at the beginning. I knew we wanted to
spread awareness about the realities the presence of eating disorders on
campus while providing information on resources. We remained dedicated to
providing information and connecting those who needed with help. When
incorporating empowerment, I ensured that work was divided equally, and
that we were able to focus on specific tasks that suited our strengths. For
example, one of my teammates was a nutrition major, so she was able to
focus on information related to the clinical aspects of eating disorders. To
incorporate inclusivity, I made sure that my teammates’ and my voices were
all being heard equally. All three of us held different perspective, some
experiencing eating disorders, some knowing people who had experienced
them, etc. We checked in regularly to ensure that our event felt balanced and
respectful. Finally, to maintain process orientation, I worked with my
teammates to organize a collaborative and cohesive master doc with all of
our event plans and details. We maintained this throughout the semester,
ensuring that everyone had met their tasks and we were on track to achieve
our goals and purpose. At the conclusion of the semester, my group and I
held our Eating Disorder Awareness night. We had collaboratively achieved
our goals, and were able to connect many students with information and
resources.
I continued to use relational leadership skills as a grew as a peer leader.

When I was elected into my first leadership position in my sorority, academic
coordinator, I wanted to ensure I understood the needs of my fellow sorority
members. My first task was to manage our required study hours system. I
worked to incorporate relational leadership skills to understand how my peers
felt about the system in order to make plans for potential future improvement.
I held discussions with different members to gather sentiments on the study
hours system for potential improvement. To emphasize ethics, I made it clear
to all of my fellow members that these discussions would be fair, honest, and
anonymous to anyone considering the material besides me and the
individual. To uphold the integrity of the plan, I wanted to avoid biases
against specific individuals, and kept comments anonymous to other
leadership members I discussed plans with. I announced my purpose for
asking for this feedback within my request for feedback– I wanted feedback
to make the program more flexible and tailored to individuals’ majors. When
receiving feedback, I made sure to reiterate this purpose to ensure that all
who provided feedback were aligned with the central perspective. In
practicing empowerment, I encouraged contributions from people in whatever
form and length was most accessible to them. I let people know that I wanted
people to focus on how this program could help them grow within their major,
and how their contributions could help us better the program for many in the
future. I encouraged people to talk to me, text me, submit anonymous form
feedback, or send me an email. These different types of contributions
allowed me to access feedback in ways that were best and most comfortable
for people. I also encouraged people to submit suggestions for alternative
options for study hours programs. In receiving proposals to change the
program from many individuals, I was able to utilize the creative strengths
and support of many different members. To encourage inclusivity, I also
emphasized the importance of feedback from people in different majors. I
wanted to help tailor the program for different majors, from engineering to
film. These perspectives allowed me to think about different tailored
approaches for study programs in many nontraditional majors. Finally, to
implement process orientation, I gave regular updates on feedback and
attempts to modify the program. I made goals and progress clear, and was
open to criticism of the process as a whole. I held myself accountable to my
chapter, and showed progress toward change. In conducting feedback
initiatives, I was able to receive feedback on the program that helped me to
implement positive change when I transitioned to my executive board
position, Vice President of Academic Affairs. When entering that role, I
incorporated the feedback I received and implemented several initiatives I
had worked on with members to improve the program. This included a
reinstatement of our academic mentorship program, which was beneficial to
many members.
43. Student will show HDF 492 In HDF 492, I reviewed the concept of constructivism as it related to
knowledge of the educational settings and leadership oriented classes. Constructivism
concept of describes a non-traditional approach to teaching and learning. It focuses on
constructivism interactive learning in which students “construct” their knowledge of larger
concepts by applying that knowledge through filters of their own pre-existing
ideas and unique experiences. In traditional instruction, educators focus on
repetition and teaching basic skills to students in specific ways. In
constructivist environments, instructors foster an interactive environment with
students. Instructors relay larger concepts, allowing students to construct
knowledge by applying it to their existing knowledge and experiences.
Students may apply certain parts of information in their construction of
knowledge, or disregard parts as irrelevant/unimportant. Discussion and
student questions are emphasized as an important tool of learning. Student
led discussion and question sessions are seen as essential to allowing
students to construct knowledge in their points of view. While traditional
instruction is individualistic and focused on assessments with “correct”
answers, constructivism is dynamic and collaborative, allowing students to
apply knowledge to their changing experiences and showcase learning
through collaborative products and applied work in addition to traditional
assessments.
Educational Broadcasting Corporation. (2004). Constructivism as a paradigm

for teaching and learning. Retrieved from
http://www.thirteen.org/edonline/concept2class/constructivism/index.html
44. Students will describe PSC 341 In my PSC 341 class, I applied constructivist principles as a learner and a
personal examples of peer educator. This was an ancient political philosophy class, but most of our
implementing assignments and discussions were focused on applying it to present day.
constructivism Each week, we studied 2-3 ancient political philosophers. At the end of the
week, a different group gave a peer taught session applying the principles of
the ancient philosopher to a modern day thinker, and the class took a quiz in
which we were able to relate ancient philosophies to our ideas of related
current thinkers/thought processes. For example, one week when taking a
quiz, I was able to relate Islamic philosopher Abu Al-Farabi’s emphasis on
the state as a tool for increasing individual happiness rather than profit to
current criticisms of dark money and campaign contributions in the U.S.
political system. I was able to see Al-Farabi’s larger conceptual claims about
political systems, and apply them to a recent and relevant example. While
the timing and context regarding the two systems were different, I was able
to construct and apply my knowledge of modern day political systems to Al-
Farabi’s beliefs. During my group’s week to lead peer instruction, we
focused on connecting Aristotle’s philosophy with the works of Martin Luther
King Jr. My group identified how each thinker focused on virtue, and using
civic engagement to introduce a “good life” for governed peoples. In leading
our peer teaching session that week, we focused on a discussion based
environment. We began by asking the class how they would define the
Aristotelian concept of the “good life” and considered if this was even
applicable in today’s world. I drew on experiences from working in
government areas and taking previous political science classes. Moving on
from that, we asked for suggestions of how people believed government
could contribute to the “good life” for citizens and how this related to
MLK/civic engagement. This led to a holistic discussion in which classmates
brought up very good points about the ethics of government and the good life
as a whole. One student remarked that governments today allow for income
inequality to persist, meaning the perpetuation of the good life for some and
the suppression of it for others. Thoughts like these expanded my worldview
related to these concepts and allowed for future discussion and questioning
about the reliability of authority in general.
45. Student will ITR 302 In my ITR 302 class, we discussed the importance and usefulness of
demonstrate HDF 290 experiential learning in detail. As this was a class component of an internship
knowledge of the I did for credit, we emphasized the importance of experiential learning and
Experiential Learning learning through hands on work. As part of my research for assignments
Model (Kolb) related to this, I looked back on HDF 290 notes to learn more about Kolb’s
experiential learning model. Kolb focused on principles of constant learning
by converting experience into knowledge. According to Kolb, we may learn
consistently by leveraging and understanding our experiences so that we
may gain something from them, rather than just focusing on recollection and
memorization. Kolb described four stages that learners should complete to
transform their experiences to useful learned knowledge. By completing the
four stages, learners can engage with experiential learning and better
internalize material they have interacted with in their experiences. The four
stages of Kolb’s model are Concrete Experience, Reflective Observation,
Abstract Conceptualization, and Active Experimentation. The first step,
concrete experience, occurs when individuals engage with actual experience
regarding the material they are learning about. This involves learning by
doing, which Kolb stresses is important to acquire knowledge in addition to
just learning or watching. The second step, reflective observation, occurs
when individuals reflect on the experience they just completed. This can
involve discussion, asking questions, or clarifying any potential
misconceptions. This helps to bridge learning with concrete experience. The
third step, abstract conceptualization, occurs when individuals are able to
draw conclusions and connect their observations from this experience to
prior knowledge or theories or ideas that they are comfortable with. This can
also involve discussion. Finally, individuals engage in active experimentation.
They test their experiential knowledge in new or continuing situations,
applying the knowledge and conclusions they have discerned. Individuals
can move on to have new concrete experiences, and reengage in the cycle.
Kolb, David A., (1984). Experiential learning : experience as the source of

learning and development. Englewood Cliffs, N.J. :Prentice-Hall,
46. Student will describe Internship in When working in Congressman Jim Langevin’s District office as an intern, I
personal application of Congressman Jim applied Kolb’s model of experiential learning regularly, especially when
the Experiential Langevin’s District learning about receiving comments from constituents via phone. Learning to
Learning Model (Kolb) Office use the phone system and receive calls professionally was a situation when I
learned best by doing. I had watched my supervisor answer several calls and
discussed the protocol with her, and we decided together that I was ready to
begin answering the phone. I began by having a concrete experience,
answering the phone when it rang. I followed the steps I had seen my
supervisor do, and answered the phone and talked with the constituent. I
knew that the constituent needed to be transferred to a constituent services
representative, but I was unsure of how to do that. I asked the constituent if I
could place them on hold, and then asked my supervisor how to proceed. My
supervisor transferred the constituent and then we discussed the call. At that
point, I moved into reflective observation. I asked my supervisor to show me
how to transfer calls for future reference. I had her watch me practice doing
it, to be sure I was doing it right. After understanding how to transfer calls, I
moved to abstract conceptualization. I came to understand how the larger
layout of the phone system made sense, and why certain extension buttons
were placed near each other. During the next call that came in, I practiced
active experimentation. I answered the call and was able to help the
constituent and transfer it without help. While the concept of properly
managing constituent calls seems simple, I would not have been able to
grasp it without experiential learning and practice.
47. Student will show HDF 290 In HDF 290, we discussed Astin et al.’s Social Change Model of leadership
knowledge of the development as part of our introductory leadership theories module. A key
“Social Change Model concept related to this model is its focus on leadership as a process, rather
of Leadership than solely a formal hierarchical structure. The Social Change model of
Development” by Astin leadership development emphasizes how individuals who may not hold
et al traditional leadership roles may lead by making positive change. This
involves using three different perspectives when focusing on leadership
development: individual values, group values, and community/society values.
Within these perspectives are seven values which are essential to
collaborate, develop trust, and achieve advancement toward common goals.
These seven “c”s are Collaboration, Common Purpose, Controversy with
Civility, Citizenship, Consciousness of Self, Congruence, and Commitment.
Collaboration, Common Purpose, and Controversy with Civility are related to

group values. Collaboration refers to working with others and developing
trust while working toward a common goal. Common purpose refers to
shared goals/values within a group. Controversy with Civility reflects a need
for differences in viewpoint to be discussed with respect and trust in order to
effectively resolve conflict.
Consciousness of Self, Congruence, and Commitment are related to self-

values. Consciousness of Self is related to a sense of awareness of one’s
own values/beliefs. Congruence revolves around behaving consistently to
support these beliefs and values. Commitment is related to one’s passion to
work with a group and to complete objectives at hand.
Citizenship is related to community/society values and perspective. To

achieve this, individuals and groups aim to invest time, effort, and resources
and align with a community in order to invoke positive change.
Positive change is at the center of the model and unites all the values. When
putting the seven cs into practice, leaders can work at individual, group, and
community levels to invoke positive change.
Higher Education Research Institute (HERI). (1996). A social change model

of leadership development:
Guidebook version III. College Park, MD: National Clearinghouse for
Leadership Programs
48. Student will describe HPR 224G I practiced the Social Change model as a group member working on a civic
personal application of action project in my HPR 224G class. My teammates and I fundraised for a
the above theory (Astin LGBTQ+ youth center in providence by hosting multiple fundraising booths
et al) selling lollipops on campus. We were tasked with “increasing the happiness”
of a specific population. We raised over $1,000 for the youth center, which
then purchased basic needs/supplies to provide struggling LGBTQ+ youth
with. I worked within my team to bring positive change within this population
by encouraging the seven cs throughout our fundraising process.
I displayed Consciousness of Self, Congruence, and Commitment as self-

values. I was aware of my dedication to fundraise for struggling LGBTQ+
youth in Rhode Island. I realized how this population may not have access to
familial support in many instances, and how our fundraising for basic needs
could be largely beneficial. I displayed congruence through my consistent
promotion of our fundraising tactics. I did whatever I could to make those I
knew aware of my fundraising campaign in order to spread the word and
reach more potential donors, reinforcing my commitment to the cause. I
practiced commitment both to my group and to the cause. I volunteered over
20 hours of my time to promote, set up for, and fundraise for this cause over
several different days. I was excited to do hands on work that would really
benefit this cause. I also worked to use my strengths to assist my group. If
someone was falling behind on a task, I was eager to help them catch up.
My group and I all practiced collaboration, common purpose, and controversy

with civility. We were very collaborative, dividing tasks and working as teams
to build supplies for booths and fundraise in pairs. We all showed common
purpose, and frequently discussed our connection to and commitment for the
cause. We discerned that fundraising for the youth center would have
immediate beneficial impacts, and this motivated us to work harder and
fundraise for more days than we had initially anticipated. We displayed
controversy with civility when discussing fundraising methods. One team
member suggested that we pivot plans and focus on selling raffle tickets for a
higher price rather than individual lollipops, as this could be more profitable.
While we agreed that this was a good suggestion, several other group
members and I had a respectful discussion in which we suggested that it was
too late to alter plans without encountering logistical issues. In the end, we
stayed with our original plan to sell lollipops and raised over $1,000.
We displayed citizenship in all our actions, but primarily through our

dedication to the LGBTQ+ youth center. At the end of our fundraising period,
we drove to Providence to deliver the funds in person. We got to tour the
center, discuss plans with the staff, and meet some of the kids that the funds
may have assisted. This reinforced our strong commitment to help the cause.
All of these virtues helped us invoke positive change. By working within my

group, I was able to have a tangible impact and assist LGBTQ+ youth within
Rhode Island, my local community.
49. Students will
demonstrate
knowledge of the
“Leadership Identity
Development Model” by
Komives et al
50. Students will describe
the above theory.
(Komives et al)
51. Students will
demonstrate
knowledge of the
Strengths-Development
Model by Hulme et al
the above theory
(Hulme et al)
53. Student will
demonstrate
knowledge of behavior
theories of leadership
from Michigan and
Ohio State
the above theories
(Michigan & Ohio
State)
55. Student will
demonstrate
knowledge of
Charismatic leadership
the above theory
57. Student will
demonstrate
knowledge of
contingency approach
to leadership by Fiedler
the above theory
(Fiedler)
59. Student will
demonstrate
knowledge of Path-
Goal theory by House
the above theory
(House)
61. Student will
demonstrate
knowledge of Leader
Member Exchange
(LMX) theory by
Dansereau, Graen &
Haga; Graen &
Cashman; Graen
the above theory
(Dansereau, Graen &
Haga; Graen &
Cashman; Graen)
63. Student will
demonstrate
knowledge of
Leadership Substitutes
Theory
the above theory
65. Student will
demonstrate
knowledge of Models of
leader emergence
the impact of traits on
leadership emergence
and performance
67. Student will
demonstrate
knowledge of Chaos
approach to leadership
by Wheatley
68. Student will describe 29
the above theory
(Wheatley)

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

class Experienc
es
69 Student will
. demonstrate
how cultural
anthropology
/ paradigms
relate to
leadership
70 Student will
. describe
personal
example of
using
cultural
anthropology
/ paradigms
as a leader
71 Student will HDF In research done for my HDF 290 class, I learned about Harro’s Cycle of Socialization. This model
. demonstrate 290 describes the impact socialization by society and other influences impacts our perception of the
knowledge world and people around us. Harro asserts that socialization begins before birth, and that while we
of the are born without bias or specific judgements “installed” in our perceptions, we are born into
“Cycles of conditions which allow these to develop quite easily. After we are born, we move on to the next step
Socialization of socialization, in which these norms and conditions that are present begin to affect our perceptions
” (Harro) and how we interact with others. Moving on in the cycle, institutions continue to support these norms
theory and and conditions, further socializing us and moving us further along the cycle. The next part involves
its uses in how norms and ideals are reinforced within our lives. We are often rewarded for following norms,
leadership and punished for straying from the status quo. The next part of the cycle of socialization describes
the effects of these rewards and punishments. If people differ from the socialized norms accepted by
society, they can face problems like isolation and silencing. The last part of the cycle of socialization
describes a choice we are faced with upon being socialized: we can do nothing, and continue
repeating the cycle of socialization. Or, we can choose to interrupt the cycle of socialization. We can
do this by questioning norms, speaking up for the underrepresented frequently, and working to break
from the “status quo.” Regardless of this choice, we all are victimized by the cycle of socialization,
and feel its effects on a daily basis.
Harro, B. (1982). Referenced in Adams, et al. (1997). Understanding the Cycle of Socialization.
Teaching for Diversity and Social Justice. Retrieved from https://depts.washington.edu/fammed/wp-
content/uploads/2018/06/Cycle_ofSocializationHandout.pdf
*** I know this isn’t initially covered in HDF 290 – I submitted it as an outcome for HDF 290 after
doing independent research and realizing that wasn’t how this worked hahaha – but I think the
concept is covered effectively!***
72 Students will GWS As we all have, I have dealt with aspects and applications of Harro’s Cycle of Socialization on a daily
. demonstrate 150 basis. But in my GWS 150 class discussion, I was able to see how much these applications had
personal HDF affected me directly. During class, we were discussing gender socialization, and how norms put forth
application 492/PS by dominant culture can affect how we see ourselves and work within society. One example of
of the C 441 application I truly could identify with the cycle of socialization was how my childhood requirement to
“Cycles of wear school uniforms affected my perception of gender roles. Going to catholic school from ages 9-
Socialization 18, I was required to wear a uniform all the time at school, typically consisting of a skirt or dress.
” (Harro) These uniform requirements enforced norms of hyperfemininity and the need to look put together as
a woman in modern society. They also removed much of my’ ability to assert individuality. This is a
clear example of how institutions like catholic schools enforced norms like hyperfemininity. By
removing the capacity for individuality from students like myself, uniform requirements also could be
likened to the fourth part of the cycle of socialization, in which individuals are isolated or silenced if
they stray from the status quo. As I was faced with the choice of how to react to gendered
socialization through uniforms, I made the choice to do nothing. This is because I was largely
unaware of the negative impacts these uniforms had on everyone, not just myself. I, along with many
others, was an unknowing victim of the cycle of socialization.
Reflecting on this for HDF 492, I realized that I had effectively applied Harro’s cycle of socialization
when discussing gendered socialization in political arenas for a presentation in my women and
politics class (PSC 441) this semester. For this presentation, I researched the double-bind present in
social expectations for many female candidates, particularly in Republican elections. I saw how
women in primaries often were forced to choose how they would represent themselves – as a “good
woman/ladylike” or a strong political candidate with demonstrable leadership skills. I realized that
this double bind was strongly related with Harro’s cycle of socialization. Female candidates – like
many women – are socialized to believe that they must present as timid and agreeable. This
socialization is indicative of the norms and conditions placed on women – expectations to be a good
woman/good mother. Rewards for retaining this hyperfeminine persona are limited – candidates may
earn some request for upholding “socially acceptable ideas.” Punishments for straying from this
socialization are strong in elections. If women showcase their leadership skills by calling on their
ability to command a group, lead a discussion, etc., they are more likely to be perceived as
aggressive or unladylike – which may harm their chances of being elected. The choice women must
make as political candidates relates to this self presentation: will they give in to feminine norms and
be perceived as bad leaders, or stray from the status quo and be perceived as unladylike.
Gimenez, Karpowitz, Monson, and Preece. 2017. “The double bind still constricts: Gendered
self-presentation and electoral success in Republican neighborhood caucuses”
73 Student will
. demonstrate
knowledge
of the
“Cycles of
Liberation”
(Harro)
theory and
its uses in
leadership
74 Student will
. demonstrate
personal
application
of the
“Cycles of
Liberation”
(Harro)
75 Student will
. demonstrate
knowledge
of the
“Configuratio
n of Power”
(Franklin)
and its
relationship
to leadership
76 Student will
. demonstrate
personal
application
of the
“Configuratio
n of Power”
(Franklin)
77 Student will
. demonstrate
knowledge
of racial
identity
development
(Cross &
Fhagen-
Smith;
Rowe,
Bennett &
Atkinson;
Ferdman &
Gallegos;
Kim; Horse;
Renn etc.)
78 Student will
. demonstrate
personal
application
of model(s)
of racial
identity
development
above
79 Student will
. demonstrate
knowledge
of models
related to
gender /
identity /
gender
identity
development
(Lev;
Bussey;
Bussey &
Bandura;
Bilodeau;
Gilligan;
Belenky et
al; etc.)
80 Student will
. demonstrate
personal
application
of model(s)
of gender
identity
above
81 Student will
. demonstrate
knowledge
of 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 GWS HDF 290 In my GWS 150H class, we read essays by Peggy McIntosh detailing her theories of privilege and its
. demonstrate 150H relationship to one’s position in society. We discussed how, in her essay, McIntosh described
knowledge privilege as an “invisible knapsack.” This metaphor was used to describe how privilege is essentially
of a set of interlocking implicit advantages that some people hold over others due to uncontrollable
McIntosh’s aspects of their identity. Facets of one’s identity that could influence privilege could include race,
theory of gender, sexual orientation, religious preference, neurotypical status, etc. In her essay, McIntosh
privilege and focused directly on race and gender. She mentioned that while she had spent large amounts of time
its studying male privilege over females, she had not acknowledged many of the privileges she held
relationship simply due to her identity as a white person. McIntosh detailed some of the privileges she had in her
to leadership “knapsack,” including the fact that she did not face additional discrimination in making financial
decisions due to her race, and that she did not have to regulate her emotional responses to
situations in fear of invoking racial connotations. McIntosh emphasize how, often, privilege is not
necessarily a state of situational benefits, but rather, a set of conditions that systemically place
dominance on some groups over others. She explained how these identities can often interact,
conferring more or less systemic privilege to individuals and groups depending on their combinations
of identities.
In our discussions of equity in HDF 290, I was able to connect McIntosh’s descriptions of privilege to
equitable leadership. I understood that equity involved understanding and addressing individuals’
levels of privileges as represented by their “invisible knapsacks.” To allow for better equity, leaders
should understand how the individuals they lead may experience different knapsacks and different
levels of privilege. To lead equitably, leaders should attempt to uplift those who may have lower
levels/experiences with privilege than others in the group. Leaders should work with individuals to
address their needs and provide resources so that everyone may have equal opportunities to
succeed and thrive despite differences in their privilege knapsack.
McIntosh, P. (1989). White Privilege: Unpacking the Invisible Knapsack. Peace and Freedom.
84 Student will Diversity As a member of Greek life, I have participated in several diversity dialogues and trainings to
. demonstrate Dialogue understand my role as a privileged member of our campus community, as well as how I may work to
personal acknowledge my privilege and understand how others may experience different levels of privilege. In
application one of these dialogues, we did an activity in which we identified our different identities in different
of areas of life and categorized them in a wheel before discussing them. These categories included
McIntosh’s race, sex, gender, socioeconomic status, religious preferences, sexual orientation, and
theory ability/disability. By assessing my own identity in this wheel activity, I was able to understand what
privileges I hold in my “invisible knapsack” and how these related to my peers. I was able to identify
that I am very privileged. I am a white, straight, woman who is not disabled. Dominant culture
privileges white, heterosexual, nondisabled individuals in many ways. For example, I never have to
worry that I will be treated differently at a traffic stop or in an employment review due to my race. I do
not have to consider my ability when going to new places. I do not have to carefully adjust my
language when discussing romantic partners around new individuals. I also experience privilege due
to my religious preferences and socioeconomic status. I am a Christian in an area where being
Christian is the “norm.” I am never questioned over my religious beliefs or practices in everyday life.
In addition, I have a privileged socioeconomic status. I am lucky enough that my parents pay for my
college tuition. This is an advantage that many individuals do not have access to. As a result of my
privilege, I do not have to take out loans or work as often as others, and I am able to use spending
money for different social opportunities, including Greek life. I may experience a lack of privilege due
to my sex/gender. Men due to tend to have privilege over women – especially when it comes to
employment opportunities and pay. However, my role as a white person may offset some of this
discrimination. While all women are paid less than men, white women tend to be paid more than
other women.
By assessing my strong privilege in most areas of life, I was able to understand that I should use this
privilege to advocate for others. Due to many of the components of my invisible knapsack, I am able
to operate within privileged spaces – at a large university, in social spaces, and in historically
privileged outlets like Greek life. It would be largely beneficial to use my role in these spaces to
advocate for equitable outcomes for future individuals who may have less privilege than I do. I have
tried to take my privileged role and advocate for some without privilege. This has included
advocation for equitable outcomes and scholarships in Greek life recruitment.
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 HDF In my HDF 290 class, we had an in class discussion where we discussed different policies and laws
demonstrate 290 related to equity. We started by first discussing equity, and how to achieve equitable treatment,
knowledge different groups require different levels of societal support. We then discussed policies including
of relevant Affirmative Action, Title IX, and Protected Classes, which can aid people in receiving equitable
laws and treatment. Affirmative Action refers to procedures that are set in place to curb discrimination in hiring
policies on the basis of sex, race, class or other measures. Protected classes describe characteristics that
related to unite a group that discrimination is prevented against. These could include sex, race, class, national
issues of origin, age, disability and other characteristics. Finally, Title IX made discrimination on the basis of
equity and gender illegal in the education system. Some other legal issues include the Equal Pay Act of 1963,
its which asserted that people of different genders performing the same or similar tasks in the same
relationship workplace legally could not receive different wages. The Age Discrimination Act of 1967 made it
to leadership illegal to discriminate against older workers in hiring and employment. All of these legal provisions
(i.e., Title IX, work to prevent differential treatment of people because they have different characteristics. Effective
Affirmative leadership does not function without inclusion. All of these policies related to equity add to
Action, leadership as the promote diversity in both types of people and opinion in the workplace. These
Protected different people coming from different experiences with different opinions will all provide diverse
Classes, insights that will lead to innovation and effective collaboration.
etc.)
Affirmative action. (n.d.). Retrieved April 08, 2021, from
https://www.law.cornell.edu/wex/affirmative_action
Harvard Title IX. What is Title IX?. Harvard University. Retrieved April 12, 2021, from
https://titleix.harvard.edu/what-title-ix#:~:text=Title%20IX%20is%20a%20federal,that%20receive
%20Federal%20financial%20assistance.
Mikaloff, J. (2019, June 28). Protected Classes under Anti-Discrimination Laws. LegalMatch Law
Library. https://www.legalmatch.com/law-library/article/protected-classes-under-anti-discrimination-
laws.html.
National Parks Service. (2016, April 1). Equal Pay Amendment of 1963. Retrieved from
https://www.nps.gov/articles/equal-pay-act.htm#:~:text=The%20Equal%20Pay%20Act%2C
%20signed,different%20salaries%20for%20similar%20work.
US Equal Employment Opportunity Commission .(2012, August). Selected list of pending and
Resolved cases under the age discrimination in Employment Act (ADEA). Retrieved April 08, 2021,
from https://www.eeoc.gov/selected-list-pending-and-resolved-cases-under-age-discrimination-
employment-act-adea
87 Student will
. show
knowledge
of effective
leadership
as it relates
to change
agency
88 Student will
. describe
personal
examples of
being a
change
agent
89 Student will HDF While completing my inventory for HDF 492, I reflected on my previous applied experiences
demonstrate 492 regarding intercultural sensitivity and did more research into Bennett’s Model of Intercultural
knowledge Sensitivity. While I had learned about the process of cultural interactions through the lens of
of the intersectionality and individual identity formation in many of my previous classes including GWS
“Model of 150H and PSC 441, this research allowed me to fully understand Bennett’s scaled system breaking
Intercultural down the process of intercultural sensitivity when interacting with others/in groups.
Sensitivity”
by Bennett Bennett’s model displays his six stages of intercultural sensitivity/communication on a scale of
and its uses ethnocentrism to ethnorelativism. Ethnocentrism describes the worldview in which individuals/groups
in leadership view their cultural socialization as central to reality. Their beliefs and socialization are unquestioned,
and they avoid/do not acknowledge cultural differences. Ethnorelativsim, on the other hand, refers to
an awareness of the fact that one’s culture/beliefs/socialization are one small part of a network of
many different cultural possibilities. Ethnorelativist individuals/groups/organizations seek out cultural
differences rather than avoiding them.
The six steps of Bennett’s model of intercultural sensitivity are denial, defense, minimization,
acceptance, adaptation, and integration. Denial occurs when individuals/groups/organizations fail to
recognize/acknowledge that cultural differences are present. It also may involve unfounded/naïve
beliefs that those from other cultures are “less than” or simplistic, and the assumption that
differences in cultural or beliefs are meaningless. Defense describes viewpoints in which individuals
view cultural differences as competitive or in an “us against them” light. Those in the defense stage
may view their culture as supreme to all others. They may also feel victimized in conversations
acknowledging bias, and may be opposed to policies that support intercultural equity like affirmative
action policies. Minimization occurs when people believe that everyone shares their specific
culture/beliefs. This often focuses on a proposed form of “equality” in which cultural differences are
minimized, neglected, or obscured. When individuals/groups/organizations are in acceptance, they
are able to identify and acknowledge cultural differences. They realize that different
culture/socialization can allow for different beliefs, ideas, and patterns of behavior. They may be
curious/wanting to learn more about other cultures and there differences. Adaptation is the next
stage, and it occurs when individuals/groups/organizations are able to empathize with others’
cultural experiences and interact with those cultural backgrounds while retaining their own culture
and identity. Integration is the final step. Individuals/groups/organizations experiencing integration
are able to adapt some beliefs/practices of other cultures in appropriate/respectful ways, moving
through different cultural worldviews when appropriate.
Bennett’s model has many appropriate uses in leadership. Bennett’s model can be used to assess
team members’ attitudes/position toward intercultural sensitivity, and potentially move them toward
ethnorelativism within the spectrum. Especially within organizations serving populations of different
cultures – like those working in Multi Lingual Learner classrooms, Bennett’s model provides a path
for leaders to assist individuals and team members in adjusting to and empathizing with new
cultures. Leaders may also use Bennett’s model to self-assess their cultural awareness and move
themselves toward ethno-relativism to better serve the groups they lead.
Bennett, M. J. (1986). A Developmental Approach to Training for Intercultural

Sensitivity.International Journal of Intercultural Relations, 10(2), 179–196.
90 Students will Meeting Interestingly, I have seen myself move through several steps of Bennett’s Model of Intercultural
. demonstrate new friends Sensitivity when meeting new friends from different cultural backgrounds throughout college. One
personal from particularly clear example has been my process of getting to know two of my closest friends, who
application different are Jewish.
of the cultures in
“Model of college. When I first met my friends Amber and Rachel, I was somewhere between the stages of
Intercultural minimization and acceptance when it came to identifying and appreciating cultural differences
Sensitivity” associated with Judaism. I was not in denial of/holding naïve beliefs related to Jewish people, and I
by Bennett did not feel a sense of competition/threat from Jewish populations/individuals. However, I really did
not know a lot about the specifics of Judaism, and was unaware of how some practices that Jewish
people follow were different than my own. I grew up Catholic in a predominantly Catholic area, and
went to Catholic school from age 9-18. I probably had only met one or two Jewish people before
meeting Amber and Rachel. I didn’t know why Jewish holidays like Rosh Hashanah and Yom Kippur
were important, and I didn’t understand some of the specific dietary restrictions associated with
keeping kosher. Rachel kept Passover our sophomore year – meaning that she didn’t eat anything
leavened during the week of Passover – and I did not understand why that (initially seeming)
inconvenience was important to her religion and culture. However, I was respectful and curious,
wanting to understand more of Amber and Rachel’s religious practices to be able to more fully
empathize with them. As I moved further into acceptance, I asked questions to understand why
certain practices like keeping kosher and keeping Passover were important. Amber and Rachel
helped me to learn more about these practices’ relation to their religious tradition and the Torah.
They told me stories about their religious upbringing, and directed me to resources where I could
learn more. When I transitioned to adaptation, I was able to empathize, and connect this knowledge
with my own experience. I was able to connect dietary restrictions related to keeping
kosher/Passover to Catholic obligations to fast/abstain from meat on Fridays in Lent. I continued to
learn more about Judaism and Amber and Rachel’s practices, and garnered a large sense of respect
for their beliefs and religious obligations. I learned more about URI’s Hillel center from them, and
was even able to participate in a Rosh Hashanah dinner with them this past fall where we ate
traditional foods. This was all really helpful to my ability to understand, empathize with, and value our
cultural differences and contributions. I would not say that I have achieved full integration – Bennett
says that this is usually reserved for those living within a community of a different dominant culture,
living as an expatriate, and global nomads who are able to transition between cultural viewpoints
easily. However, I have a large sense of respect for Jewish culture and cultural differences, and may
be able to achieve integration one day.
91 Student will
. demonstrate
knowledge
of the ally
Action
Continuum
by Griffin &
Harro
92 Student will
demonstrate
personal
application
of the Action
Continuum
by Griffin &
Harro
93 Student will
. show
knowledge
of the
Multicultural
Organization
al
Developmen
t Model
(Jackson)
94 Student will
. show
personal
application
of the
Multicultural
Organization
al
Developmen
t Model
(Jackson)
95 Student will
. show
knowledge
of the
Multicultural
Change
Intervention
Matrix
(Pope)
96 Student will
. show
personal
application
of the
Multicultural
Change
Intervention
Matrix
97 Student will 7
. create a
personal
code of
inclusive
leadership
Outcome Category: Critical Thinking

class Experiences
98. Student will show knowledge
of principles of critical
thinking and fallacies (logic is
used in this minor)
proficiency of critical thinking
of metaphorical analysis to
critically analyze self and
leadership situations
proficiency of metaphorical
analysis to critically analyze
self and leadership situations
102. Student will show knowledge HDF 290 Doing more research for my HDF 290 class, I learned about five
of at least five decision different and important methods of decision making. Making
making methods decisions in groups is a difficult task to manage, as people can
disagree or have conflicting opinions. However, these tactics all
emphasize collaboration. The first decision making technique I
learned about is brainstorming sessions. These encourage all
collaborators to come up with ideas without facing judgement as a
way to examine all possible solutions to a problem or task. Another
decision making method is the Delphi method, in which group
members are sent questionnaires and provide their input through
that. This is useful when group members cannot meet
synchronously. The third decision making method is Bain’s RAPID
framework. Each letter in RAPID stands for a task that the group
members will fulfill. These tasks are: Recommend, Agree, Perform,
Input, Decide. All of these tasks are equally important. The fourth
tactic is Multi-Voting Decision-Making. For this option, groups come
up with a list of possible solutions. Then, each group member is
allotted a particular number of votes for options to approve (like ⅓ of
the total options, for example). The solutions with the highest
number of votes are used. Finally, the Nominal Group Technique is
the last tactic. This begins with group members writing ideas down
on a sheet of paper. Each idea is discussed individually, and
members rank it on a scale of 1 to 5. The group then selects and
uses the idea with the highest score.
5 Group Decision-Making Techniques. (2018, August 18). Retrieved

from https://www.organizationalpsychologydegrees.com/lists/5-
group-decision-making-techniques/
103. Student will describe HDF 290 I have used all five of these decision making tactics. Having worked
personal examples of having ECN 201 on group projects and in other group settings for nearly all of my
used five decision making GWS 150H educational career, I have a lot of experience with different methods.
methods COM 100H I used the brainstorming method most recently in a project for my
HDF 492 GWS 150 class. We have to complete a ‘feminist action’ with a
group related to eating disorder awareness. Upon first meeting with
my group members, we brainstormed actions that we could do, and
came up with many different ideas before settling on a zoom
awareness event. I also participated in the Delphi method for my
GWS 150 class. When deciding on whether or not to have class in
person, my professor wanted to hear students’ input. She sent us a
survey asking questions regarding our class preferences, and we all
responded before sharing results and making a collective decision. I
used Bain’s RAPID decision making process when creating an
academic plan for my sorority. My academic team of coordinators
recommended ideas to me for a concrete plan. Then we all
discussed the ideas and agreed on them. We then ‘performed’ this
plan by presenting a study hours system to the chapter. We received
input through a feedback survey. Finally, we decided to finalize our
plan and implement it. I used the Multi-Vote Decision-Making
method when choosing a group project topic in my COM 100 class.
My group submitted potential topics to our professor. We discussed
these topics with him, and then we all were given two votes to
choose ideas we liked. The one with the most votes was the one we
chose. Finally, I used the Nominal Group Technique in my ECN 201
class. When choosing a fim to discuss in terms of policy
applications, we all talked about several different ones. Then, we all
ranked each firm on a numerical scale.
Upon reflecting on this for HDF 492, I realized that I have used the
RAPID decision making method in a professional context. As a
Government Intern Team Leader at the Rhode Island State
Government Internship program, I used the RAPID method with my
team when we structured our presentation following the creation of
our research paper. My team had to select two people to present the
final presentation to the assembly. As a team leader, I
recommended that my co team leader Shannon, present the
presentation. Another team member, Nick agreed. Shannon
performed by practicing the presentation in a group meeting.
Another group member Genna, provided input and said she thought
the presentation went well. Finally, a team member Abby examined
the facts and made the final decision.
104. Student will show knowledge COM 100H In my COM 100H Class, we talked about conflict management
of at least five problem styles when discussing communication in relationships. People in
solving / conflict relationships have different ways that they deal with conflict, and this
management methods, as can affect their communication methods. While these methods apply
well as understanding the to relationships, they also can apply to larger contexts and
roots of conflicts leadership situations. These styles of conflict management include
accommodating, avoiding, collaborating, competing and
compromising. The accommodating style occurs when a group
member puts the needs of others before their own in making a
decision. The avoiding style occurs when the group member or
leader puts off the issue in hopes that it will solve itself. The
collaborating style happens when the leader or individual will work to
satisfy everyone’s needs by making compromises. Collaboration
involves all people contributing to a solution. People practice the
competing style when they take a firm stance in their own beliefs,
and work to negotiate logically to achieve the solution they want.
Finally, the compromising style is practiced when the individual
practicing it works as a mediator. It differs from the collaborating
style as it is less assertive, and more focused on other people
getting what they want. Usually in compromise, every party gives up
a little bit.
Dixita. (2020, November 3). 5 Conflict Management Styles To

Improve Your Productivity. Matter. matterapp.com/blog/5-conflict-
management-styles-to-improve-your-productivity/

105. Student will describe COM 100H Delta Phi Epsilon I have a number of examples using each different time of conflict
personal examples of having HDF 492 Sorority Leadership management style. As I have gotten older, my conflict management
used five problem solving / Team style has changed. It also has varied in my personal and
conflict management Family Interactions professional life. When working on group projects in high school, I
typically used the avoiding style. One time, my history group could
not agree on a topic for a project we were planning over text. I did
not answer my texts until the rest of the group had figured out their
differences, probably not the best decision. I also tended to use the
accommodating style early in my college career. When choosing
sections of a group project to research for my COM 100H class, I let
the other group members pick their topics before choosing my own.
As I have gotten older, I have started to use more assertive conflict
management styles. I used the competing style when discussing
event planning within my sorority. One of my fellow executive board
members wanted to plan an event during finals week. I argued with
logic, and asserted that it was unfair to hold an event as our sisters
would be studying. After discussing for a while with me, the person
understood and we did not hold the event. I used the collaborating
style when deciding with a group as to when we would have
meetings to plan our projects. We all suggested times that would
work for us, and chose the time that overlapped. Thus, we were all
making suggestions, but no one really “gave anything up.” I used the
compromising style when recently planning to get my mom a gift for
Mother’s day with my siblings. I wanted to get my mom a specific
dress, but my siblings wanted to get something slightly more
expensive. So we compromised, and got something that looked like
my initial dress in a price range that was in the middle.
Reflecting on this for HDF 492, I realized that I have really grown in
my use of the collaboration problem solving/conflict management
method. Toward the beginning of my college career, as I mentioned
above, I tended to focus on the avoiding style. I did not like conflict,
and I left problems to be solved by others. As I have grown, I have
used a variety of methods. Collaboration has really stuck out to me
because it focuses on combined efforts and brainstorming to solve
problems. Often, I have found that avoidance and competitive
behaviors are counterintuitive when dealing with conflicts and
external problems. Collaboration allows all voices to be heard, and
allows the group to reach a consensus together. This is very
productive when working toward a common objective. One time I
used collaboration as I have grown was when discussing logistics
related to fundraising sessions for my civic action project in HPR
224G. My team and I were preparing for an outdoor fundraising
session the next day and had to connect with a representative with
the LGBTQ youth center we were working with. However, we faced
some logistical challenges as it was supposed to rain the next day.
We worked together to come up with solutions – I reached out to
Aaron, the representative, while one of my other team members
prepared our supplies should we have had to remain outside, and
another team member made contingency planning efforts to try to
get us a booth inside. In the end, we were able to get an indoor
booth and reach Aaron successfully. Collaboration helped us to get
through an external issue without too much of the workload falling on
one single person. This was a useful process and skill that I will
bring forward into high pressure situations in the workplace.
106. Student will demonstrate the

ability to synthesize multiple
knowledge perspectives
(course work), competencies
(communication, writing,
information literacy or
mathematical/statistical
skills) and responsibilities
(global, diversity & inclusion
or civic knowledge)
knowledge of leadership that
is used in crisis (i.e., James
& Wooten; Garvin; Covey;
Frohman; Lalonde;
Schoenberg; Joni; Braden et
al; etc.)
108. Student will describe 4
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

class Experiences
109. Student will demonstrate COM 100H In my COM 100H class, we discussed the importance of using active
knowledge of active listening listening techniques in providing verbal and nonverbal feedback cues
techniques to speakers in both formal and informal settings. Some of the basic
active listening techniques we discussed were: paying attention,
withholding judgment, reflecting, clarifying, summarizing, and
sharing. Paying attention could include skills like nodding,
maintaining direct eye contact, and allowing for “wait time” after a
speaker finishes their point. These all signify clear dedication and
attention to the speaker and their point. Withholding judgment is
more internal – it involves the suppression of potential
criticisms/interruptions while the speaker is speaking. By withholding
judgment, we can allow for a more open and comfortable
environment for the speaker and listener, which could allow for
clearer and more direct communication. Reflecting involves
paraphrasing key detailed points the speaker has made during times
of pause. By reflecting and paraphrasing, the listener can show they
understand the speaker’s point and clear up any misconceptions.
Clarifying occurs when the listener asks open ended or reflective
questions in order to gather more information and allow the speaker
to expand upon their points. Listeners can ask clarifying questions
during quiet periods to clear up any confusion they may have.
Summarizing is similar to reflecting, but on a larger/more abstract
scale. Listeners may summarize key themes (in addition to reflecting
on smaller details) to display and check their synthesis of the
speaker’s overall argument. Finally, sharing occurs when a listener is
able to add their own context, ideas, or understanding to the
speaker’s argument. By sharing after a speaker has made their
points, a listener can connect, offer constructive feedback/ideas, and
guide the conversation forward.
How to use active listening skills to coach others. CCL. (2023, April
7). Retrieved April 16, 2023, from
https://www.ccl.org/articles/leading-effectively-articles/coaching
-others-use-active-listening-skills/
110. Student will describe COM 100H GWS 150H Active listening skills have been essential to my liberal arts
examples of using active education. As I have given and watched countless presentations, I
listening skills have identified the importance of employing active listening skills to
facilitate effective conversation and knowledge sharing. As I
discussed above, I first formally learned about active listening skills
in my COM 100H class. As we advanced throughout the semester,
every student gave both an individual and group presentation, while
listeners employed active listening skills. Throughout these
presentations, I worked to develop and refine my active listening
skills. I paid close attention to presentations, nodding and
maintaining eye contact so speakers were aware of my attention. I
withheld any judgment I had any held my questions until the end of
each presentation. During the question/answer portion of
presentations, I made sure to reflect, clarify, and summarize. For
example, one group’s speech focused on explaining the origin and
rise of Charles Manson and his cult. At the end of the presentation, I
was confused about some minor details related to Manson’s larger
strategy. I used a combination of reflection, clarification, and
summarization to advance my understanding. First, I raised my hand
and reflected by paraphrasing some of the facts I had learned about
the individuals Manson had recruited. I then asked clarifying
questions about Manson’s motivations and his recruiting techniques,
which allowed the speaker to expand more about Manson’s larger
strategy. I then was able to put this knowledge into context, and
summarize my learnings to the speakers. Finally, I was able to add
context by relating Manson’s cult to the subject of my group’s
speech, Jim Jones and the Jonestown cult. (The speech theme was
cults). By employing active listening skills, I was able to connect with
the speakers, clear up any misconceptions I had, and add helpful
context. By doing this, I was able to advance my understanding of
the content put forward in the presentation.
Another instance in which I used active listening skills was during a

“discussion kick start” portion of my GWS 150H class. Every week, a
student spent the first 20 minutes of class “kicking off” class
discussion by presenting some of the materials we had studied in the
textbook that week, while also connecting them to outside
knowledge. In many instances, I was able to use active listening
skills to understand more of the presentation’s connections to our
present world. For example, one discussion kick start focused on the
Equal Rights Amendment, initially proposed in the 1970s. I employed
active listening skills throughout the kick start. I paid attention, and
gave nonverbal cues to show that I was listening. I withheld any
judgments I had during the presentation, and only used them to
inform questions that I saved for appropriate times during the
discussion. I was unsure of the logistics of the ratification process for
the amendment, so I used a combination of reflection and
clarification to advance my understanding. I reflected to the
presenter, saying that I understood that the amendment had not
been ratified by the minimum number of states in order to be
implemented. I then asked a clarifying question, asking if the
amendment could still be ratified today if it reached the correct
number of states. The presenter explained that it would most likely
need to be re-proposed, but this was a constitutional gray area. I
then summarized my knowledge of the amendment to ensure that I
understood the larger context. The presenter agreed, and then I was
able to add my own context by relating the ERA to some similar bills
that had been passed in the years since its proposal. By using active
listening techniques in this situation, I gained a more comprehensive
knowledge of the ERA, and was able to connect with the speaker
and discuss it in a larger context. In this situation, we both learned
more!
knowledge of functions of
group communication by
Hirokawa
functions of group
communication (Hirokawa)
113. Student will show knowledge COM 100H PSC 441 COM 100H was the first class I formally learned of techniques to give
of techniques regarding and receive appropriate feedback. As we were tasked with giving
giving and accepting of each other feedback on our speeches, this was a necessary
feedback discussion that would benefit our learning. The most important thing
that we discussed was giving balanced feedback in that class. We
discussed that feedback is important for improving work, but should
not be overly critical or complimentary. We highlighted constructive
criticism, and discussed how feedback should point out things that
could be improved for the future. We also discussed “pro-con-pro”
techniques, in which those giving feedback mention one positive
thing about the work, followed by a negative thing, and another
positive thing. Following this format allows the commenter to
highlight both the high and low points of the work, and gives the
receiver a basis for growth and improvement. In terms of receiving
feedback, we discussed the importance of focusing on the parts we
could improve, and not getting discouraged if we did not get the
feedback we had expected. By maintaining a growth-focused
mindset, we could improve our work without focusing too much on
the negatives. We also discussed the importance of discussion and
clarification in giving feedback. If the receiver is unsure of the
reviewer’s intended message, they should make attempts to clarify in
a positive and respectful way.
During my women and politics class this semester, we have heavily

emphasized peer review in our research writing process. As a result,
we have had multiple discussions regarding the importance of giving
and accepting useful and beneficial feedback. My professor has
strongly emphasized the importance of targeted and actionable
feedback. She encourages us to leave specific comments on the
pieces we are peer reviewing so that the author can focus on specific
things that are well written/need improvement. We discussed that
good feedback is not abstract, and focuses on concrete pieces of
work that are well written or need changes. We discussed that
criticism should focus on things that can be changed, rather than
abstract comments like “I don’t like this section.” We also discussed
that in receiving feedback, we should address all parts of a comment
comprehensively, and that we should consider holistically how we
can improve parts of our work that received critical feedback. By
doing a targeted review of our pieces with feedback in hand, we can
improve specific sections of work while maintaining comprehensive
integrity.
Floyd, K. (2014). Communication matters. (2 ed.) McGraw-Hill.
How to use active listening skills to coach others. CCL. (2023)

Retrieved from https://www.ccl.org/articles/leading-effectively-
articles/coaching-others-use-active-listening-skills/
114. Student will describe WRT 104 PSC 441 I have given and accepted feedback in many instances throughout
examples of giving and my college career. I have participated in peer review programs for
accepting feedback. many of my classes, in which I have both given and received
feedback. One of the earliest instances I recall participating in peer
review was for my Writing 104 Class. As my classmates and I
focused on completing our “badge” assignments, we participated in
peer review efforts at each stage. We each posted our assignments
on discussion forums, and left actionable comments on several of
our classmates’ postings. In writing my peer review assessments for
this class, I focused on two main components. First, I focused on
leaving an appropriate mix of positive and critical comments. I
focused on both the highlights and low points of each person’s draft,
which was explaining some of the environmental impacts of climate
change to high schoolers. I liked the transitions and structure this
person used in their draft as this made the draft readable. However, I
was confused as to how it would suit their desired audience of high
scholars as the draft was rather technically complex. In my peer
review, I commented that I appreciated the style and structure of this
work. I followed this by asking if adjustments could be made to
simplify the work for a less knowledgeable audience. I then finished
by writing that the transitions helped the work become more
readable, and suggested that the author could focus on a similar
approach for some of the more technically complex material. In
leaving this comment, I followed the pro-con-pro approach,
highlighting both the strengths and weaknesses of the piece. I also
saw the importance of receiving feedback properly in this discussion
assignment. The draft that I had posted for this peer review
assignment was a multimedia guide describing different buildings
around the URI campus. Peer reviewers commented suggesting that
I include photos of the outside of certain buildings I had described to
make the guide more accessible to those who did not know what the
buildings looked like. I understood that this comment was very
relevant and helpful to the context of my overall work. I found room in
my guide to include these outdoor pictures, and took the time to go
capture them and insert them in the guide.
As I have progressed throughout my education, I have advanced to

opportunities in which I both give and receive more complex
feedback. As I have given and received feedback on technically
complex/research oriented work, I have focused on the importance
of targeted and actionable feedback. For example, I have given and
received targeted and actionable feedback related to research
source evaluations for my Women in Politics (PSC 441) class.
Recently, my classmates and I posted annotated bibliographies for
our research projects to our peer review network. I was tasked with
reviewing one of my classmate’s annotated bibliographies, while
focusing on the recency, relevance, and credibility of their sources. I
ensured that all my feedback was targeted and actionable. Rather
than giving overarching comments about their five sources, I went
through each source individually to focus on their relevance,
recency, and credibility. In doing this, I found that most of my
classmate’s sources were appropriately relevant, recent, and
credible. I made a few minor comments that were targeted toward a
specific source. This source, while relevant, was written in the 1980s,
which is a little out of date in terms of our research. I left a specific
comment, highlighting that while this was a credible and relevant
source, it may be more beneficial to include a source that is more
recent exploring similar themes. Similarly, I received feedback on my
annotated bibliography. My peer reviewer wrote that while all of my
sources were recent and credible, some of them may not have been
specifically relevant to my topic. While my research focuses on
generational differences in political participation, one of my sources
focused only on younger generations, rather than differences across
multiple generations. My peer reviewer commented and suggested
that I either look for more comprehensive sources or include more
sources related to research on older generations to remain balanced.
I reached out to my peer reviewer to clarify this. As I am writing for a
general audience, I valued their opinion on whether more specific or
general subjects related to this material would be more helpful for my
research. In our discussion, I was able to understand their feedback
more fully. I realized that my work needed to be more
comprehensive to cover all subject matter, and that I could focus less
on research sources that were specifically detailed to individual
generations. This aided my search for sources, and I was able to find
more comprehensive sources that better suited both my research
question and intended audience.

of the 7D coaching model
(Knott)
personal application of the
7D Model (Knott)
of elements of a Crucial
Conversation and steps to
maintain dialogue and move
to action (Patterson,
McMillian & Switzler)
examples of engaging in a
Crucial Conversation
knowledge of facilitation
techniques
proficiency of facilitation
techniques
knowledge of de-briefing
techniques
proficiency of de-briefing
techniques
knowledge of framing based
on psychology and its use in
group facilitation
proficiency of framing based
on psychology and its use in
group facilitation
knowledge the four frames
of organizations, and the
meaning of reframing by
Bolman and Deal
organizational analysis using
the four frames of
organizations, and breaking
the frame / reframing
(Bolman and Deal)
127. Student will show knowledge ITR 302 SMART Goals In my ITR 302 (internship) class, we discussed the importance of
of organizing meetings / preparing and running meetings with proper context and organization
setting agendas / and within the workplace. We discussed how meetings can be an
leading meetings extremely beneficial tool for both task achievement and relationship
development within groups. Meetings can foster collaboration, and
lead to brainstorming and new idea formation. However, when
meetings are not well organized/run, they can waste time for
individual team members and slow productivity as a whole. As such,
we discussed several strategies that could be used to make
meetings more efficient and productive.
One thing we discussed was the importance of properly formatted

and well employed agendas. Agendas should be concise – covering
central themes and objectives to be discussed while allowing room
for flexibility in discussion. Agendas should be sent to participants
before the start of meetings. This allows participants to become
familiar with meeting content and enter meetings prepared to delve
into content without wasting time on introductions/etc.
A specific strategy we discussed to keep meetings productive and
efficient was the use of SMART goals. “SMART” goals fit a tailored
set of criteria – they are specific, measurable, achievable, relevant,
and time bound. SMART goals are a good set of criteria to set for
productivity within meetings. It is unproductive to enter a meeting
hoping to solve massive, unwieldy problems. Setting a number of
SMART goals allows teams to work collaboratively to make progress
on tasks within a time limit relevant to the meeting. Specific means
that goals are beneficial as they help a group to remain on task.
Measurable means that goals give groups a sense of agency and
allow them to make progress in constrained periods without
underestimating the amount of work needed. Achievable means that
goals similarly are realistic for groups to achieve given their time and
resources. Relevant means that goals are related to necessary
group tasks and help the group to remain on the right track. Time
bound means that goals have targeted deadlines and are prioritized
appropriately.
SMART goals. MindTools. (n.d.). Retrieved 2022, from

https://www.mindtools.com/a4wo118/smart-goals
128. Student will describe ITR 302 DPhiE Vice President of Throughout my college career, I have had plenty of opportunities to
personal examples of Academic Affairs put “efficient/productive meeting” tactics into practice.
organizing meetings / setting RI State Government
agendas / leading meetings Internship As a peer leader and Vice President of Academic affairs within my
sorority, I organized and ran meetings regularly. I had one on one
academic meetings with sisters. I had fundraising/Greek Week
meetings with fraternity pairings and IFC/Panhellenic governing
board members. I also held internal meetings with my coordinator
team, and helped to facilitate chapter meetings with my fellow
executive board members. In all of these cases, meetings were
important and crucial to key functioning of chapter activities.
However, the social/friendly relationship I had with many of my
coordinators/fellow sisters meant that it was easy for meetings to
deviate from efficient outcomes if I was not properly organized. To
ensure meetings ran smoothly, I exercised formality in terms of
meeting organization and subject matter. I made it clear to fellow
attendees that coordinator/academic/chapter meetings were different
than hanging out in a more relaxed context. While I was still friendly,
I ensured that we remained on task. For more formal/longer
meetings, I produced agendas for attendees in advance in order to
ensure that they were aware of topics of discussion, and to allow
them to come up with any questions or relevant ideas in advance.
Meetings were central to my role as a government intern team leader

at the Rhode Island State Government Internship Program. As the
internship was largely remote, our weekly meetings were the only
time my team had to collaboratively discuss our individual research
findings. Due to external constraints, these meetings were usually
only around 45 minutes. In order to keep my team on task and allow
for meaningful discussion in meetings, I prepared agendas prior to
each meeting with several SMART goals for our team to discuss. For
example, some team members expressed concern about citations
for our final paper. Discussion of citation consistency and formatting
was specific to our paper and team member needs, measurable and
achievable to discuss in our meeting, relevant to our paper as a
whole, and easily discussed and solved within the meeting time
frame. As such, I added a description of this goal to our agenda.
of Parliamentary Procedure
130. Student will show knowledge COM 100H In my COM 100H class, we discussed communication and conflict
of techniques for working resolution in different contexts, one of which being the workplace.
with difficult people We discussed as how the workplace can be a largely
formal/competitive place, miscommunications and conflict situations
can arise easily. For example, managers and employees may have
different understandings of employee expectations which could lead
to conflict over work performance, etc. In addition, customers who
are impatient/stressed/aggravated could end up being difficult to
employees, leading to another form of conflict.
A few techniques we discussed to deal with difficult people and

conflict resolution relied on communication strategies. When
coworkers/bosses are the “difficult people” in question, we stressed
the importance of regular and open communication, clear
expectations, and active listening skills. Regular and open
communication can help workers clear up misunderstandings and
allow coworkers to develop a relationship that might diminish the
likelihood of one remaining difficult. Clear expectations may also
prevent miscommunications in the first place. Active listening skills
(especially including reflection, clarification, etc.) can help coworkers
engage in active discussion as to prevent misunderstandings. When
customers are the “difficult people” in question, many of the same
skills can be utilized. In particular, the use of proper active listening
skills can significantly help to diffuse a situation with a difficult
customer. The use of clarifying questions and a calm demeanor can
help get to the root of the larger issue a difficult customer may be
having.
Communication tips for conflict resolution in the Workplace. Business

News Daily. (n.d.). Retrieved from
https://www.businessnewsdaily.com/8766-resolving-workplace-
conflicts.html
131. Student will describe Internship in As a District Office intern for Congressman Langevin, one of my
personal examples of using Congressman primary duties was to answer the phone and attend to constituent
techniques to work Langevin’s District concerns/comments/casework needs. In many instances,
effectively with difficult Office disgruntled/upset constituents would call the office to voice concerns
people related to local or legislative preferences. In addition, constituents
who were in urgent need of assistance with matters such as
unemployment, Temporary Disability Insurance, and other
government programs would often call the office in distress. Many of
these disgruntled/distressed constituents could easily become
difficult. As such, I had plenty of practice using the above techniques
to deal with difficult people.
Clear communication and active listening skills were essential to my

interactions with difficult constituents. I found that most of the times
when people were calling in an aggravated state, they either felt
unheard/wanted someone to genuinely listen to them, or they were
stressed about an urgent issue. When I could tell someone was
disgruntled/difficult, I remained as calm as possible. I would ask
clarifying questions and let the individual know that their thoughts
would be taken seriously, before trying to get to the root of an issue.
One difficult constituent I interacted with regularly was known to

Congressman Langevin’s office as “Mr. X.” He would call several
times a day to voice his opinion, but would always give a different
name and sometimes would become aggravated with staff members.
One day when I was answering the phones, Mr. X had called several
times prior to my arrival. About 20 minutes into my shift, the phone
rang with his number again. Rather than becoming impatient with the
constituent, I was very calm and spoke respectfully with him. I asked
him about his concerns, and assured him that his concerns would be
addressed. I asked him if there was anything else I could do for him,
and he asked if I could read him back my notes as he was worried I
had missed something. I obliged, and he was content and hung up
the phone. He did not call again that day – I believe that my
reassurance eased his underlying worry about messages being
relayed.
Another important aspect of dealing with difficult people that I

practiced when working in Congressman Langevin’s office was
identifying the line between calmly working with a difficult constituent
and avoiding harassment. While I was always happy to calmly
engage with difficult constituents, sometimes conversations would
move from difficult to threatening/harassment. I had several
interactions in which constituents threatened myself or my office on
the phone. I came to learn that while difficult conversations start with
respect, when they move to a point of unsafety, it is best to
disengage. During the instances I was threatened, I aptly moved to
either transfer the call to a more senior staff member, or hang up the
phone when appropriate.
132. Student will show knowledge HDF 290 One of the more prominent theories we discussed in HDF 290 was
of the stages of group the stages of group development, as identified by Tuckman.
development Tuckman broke down the concept that all groups go through a cycle
(Tuckman/Tuckman & and different stages of development when getting to know each
Jensen, Bennis or others) other, interacting, and producing work. This cycle varies in terms of
timeline, but has five set stages. These stages are forming, storming,
norming, performing and adjourning. The forming stage occurs when
groups first meet and get to know each other. Leadership roles are
assigned, and expectations are set. Storming then often occurs
when personalities of group members clash and friction occurs.
Small and large disagreements could happen, and the group
struggles to find a central footing. After the storming phase comes
norming. When norming is happening, the group tends to overcome
differences and conflicts that began in the storming phase. Members
start to work well together, give and receive feedback, and work
towards the common goal. After norming, group members enter the
performing phase. In the performing phase, group members are
working to their strongest and most effective capacity. They are
efficient and most productive in achieving their goals. The final phase
of Tuckman’s group development is adjourning. This occurs when
there is no longer a need for a group to work together, and the group
parts ways as a result. The phases of forming, storming, norming,
performing and adjourning all accurately reflect negotiations and
shifting dynamics in working with groups. They illustrate how if a
group can get past a frictional storming phase, highly productive
norming and performing can occur.
MindTools. (n.d.). Forming, Storming, Norming, and Performing:

Tuckman's Model for Nurturing a Team to High Performance.
https://www.mindtools.com/pages/article/newLDR_86.htm
133. Student will describe HDF 290 Delta Phi Epsilon I used Tuckman’s Group Development when working to plan greek
personal examples of group HDF 492 Sorority Leadership week with my sorority’s greek week team. In my leadership position,
development in use Team I manage 3-4 people to plan special events like greek week in
(Tuckman/Tuckman & addition to planning academic endeavors. This year, I saw my greek
Jensen, Bennis or others). week team undergo all five stages of Group Development. We
started the forming stage when we first were elected into our
positions at the end of last December. I was elected into the
executive board position, so I was selected as the leader who would
manage coordinators in planning Greek Week. After our elections,
we had an initial meeting going over expectations. We entered the
storming phase as planning and work for greek week got a little more
intense. We had to have weekly meetings and communicate with
fraternities, and some of the team members did not want to do that.
However, after having another serious conversation with my team
members about their expectations everyone started putting in more
work, including me. During the norming phase, our team was united
and worked tirelessly to plan events. We ran practices, worked with
fraternities, and fundraised as hard as we could. We entered the
performing phase during greek week itself. Here, we actually
participated in events and won greek week, raising over $23,000.
Finally, we adjourned after greek week ended.
Reflecting for HDF 492, I realized that I had used Tuckman’s group
development when working on my group project to fundraise for
Youth Pride Inc., an LGBTQ youth center for my HPR 224G class.
My group formed during one of our initial class meetings. We
discusses intentions to support populations related to
underprivileged queer youth in RI. We were all motivated around this
central cause. We assigned responsibilities for the project in general:
coordinating fundraising, marketing, working directly with Youth Pride
Inc., etc. Storming occurred when we could not initially agree on the
best way to fundraise. While we initially agreed on a lollipop sale on
campus, another group member proposed a raffle at the last minute
(days before our fundraising would commence). However, after
serious logistical discussions we all understood that a fundraiser
change at the last minute would be impossible and entered norming.
We worked cohesively, sharing responsibility and focusing on our
individualized roles to ensure fundraising went successfully. When
fundraising began, we moved to performing. We fundraised for
several days on the quad and in the union, and raised $1,000. We
then traveled to Youth Pride Inc. to donate the money in person.
Following this (and our presentation for class), we adjourned, happy
that we had worked collaboratively to bring good to our cause.
Working with group development in formal/class related dealing as

well as informal extracurricular arenas helped me to realize that
while group development is never perfect, overcoming differences is
possible. Honesty, accountability, and openness to compromise are
very important when moving from storming to norming. Patience and
collaboration helps to move the process forward as a whole. Group
development will be central to my future career as I work on
collaborative research/policy analysis, and I will certainly return to
this model.

of group roles and how they
contribute to group dynamics
(Johnson & Johnson; Benne
& Sheats; Knowles &
Knowles; etc.)
personal examples of group
roles and how they
contribute to group dynamics
(Johnson & Johnson; Benne
& Sheats; Knowles &
Knowles; etc.)
of effective memberships
skills in groups
personal examples of
membership skills in use
of the Challenge and
Support theory by Sanford,
and its relationship to
organizations
personal examples of using
the theory of Challenge and
Support (Sanford)
140. Student will show knowledge HDF 290 For HDF 290, I did a group project with several other classmates on
of the construction / public speaking. For this presentation, we did a lot of research and
elements of informative and discussed the concept of public speaking as a whole, as well as the
persuasive speeches differences between informative and persuasive speaking. We
discussed how public speaking serves many different purposes
including to inform an audience, to explain a concept, or to convince
an audience of a specific viewpoint. We also talked a lot about how
this purpose differentiates an informative speech from a persuasive
speech. An informative speech seeks to inform or explain a concept,
make an audience aware of an issue, or to discuss an event or
occurrence from an unbiased perspective. When giving an
informative speech, a speaker remains as neutral as possible in
language and context, and should try to remove both external and
internal bias from the speech. Examples of an informative speech
are a how-to speech, a retelling of a historical event (without opinion
or influence), or an explanation of a new phenomenon. Persuasive
speeches on the other hand, seek to convince an audience of a
specific point of view or idea set. Persuasive speeches use
compelling language and evidence in an attempt to convince
audience members to think more about or side with a specific issue.
Examples of a persuasive speech could include a campaign speech,
a sales pitch, or an opening argument within a debate.
Lumen. (n.d.) Types of Public Speeches.
https://courses.lumenlearning.com/boundless-communications/chapt
er/types-of-public-speeches/
141. Student will demonstrate COM 100H Boston Fed Internship I have had a few different experiences in which I displayed
proficiency in informative HDF 492 proficiency in informative and persuasive speaking. I have given
and persuasive public several informative speeches recently. I gave an informative speech
speaking in my COM 100H class last semester about Cystic Fibrosis and the
Cystic Fibrosis Foundation. I was nervous about it at first, as I found
it hard to remain exactly neutral in my language when talking about a
life threatening condition. However, as I rewrote my speaking notes
and practiced my speech, I adjusted my language to remain as
factual as possible. I informed people about the condition, things the
foundation does, and where they could go for resources. I ended up
getting a 96 on my speech and several good compliments about
remaining neutral! I demonstrated proficiency in persuasive speaking
when I gave a speech when running for my sorority position. I
needed to convince my fellow sisters as to why they should elect me
into this position, even though I was running against an older and
more well known speaker. I highlighted my strengths, what I would
do in the position, and what I would do to work for the chapter. This
speech clearly was effective as I won the election and was elected
into the position.
In reflecting on this for HDF 492, I realized that my public speaking

skills have definitely improved. I have used public speaking skills in
classes, in extracurricular events, and in professional settings. For
example, this past summer, I had to give an informative presentation
to my bosses at the Boston Fed that lasted about an hour. This
detailed regulatory differences between the banking supervision
programs I had studied throughout the summer. I was comfortable
with the material, and therefore not very nervous. My ability to
complete this presentation with confidence showcased my growth in
public speaking. At the beginning of my college career, the idea of a
1 hour presentation would have been terrifying. When I completed
this presentation, my confidence and speaking skills had developed,
and I was prepared to properly deliver the presentation. As an
introvert, my public speaking development has been extremely
valuable, and I will continue to use these skills when explaining
complex concepts throughout my career.
142. Student will show knowledge HDF 290 In both my HDF 290 and GWS 150 classes, we discussed the
of planning and conducting GWS 150H importance of and details behind planning and conducting formal
interviews (as the interviews for projects. In HDF 290, we discussed covering criteria
interviewer) within interviews, and ensuring that we have our questions planned
in advance. By preparing ahead, we can ensure that we cover all
necessary topics and maintain a professional appearance and
reputation when presenting as an interview. In GWS 150, we talked
about the importance of “going with the flow” within an interview.
While one should have a basic set of questions, it is acceptable to
deviate from them when the conversation flows that way. Essentially,
an interviewer must be able to remain on topic and cover important
points, but still be flexible.
Berkley Career Center. (n.d). Informational Interviewing. University of

California Berkley. https://career.berkeley.edu/Info/InfoInterview
143. Student will describe HDF 290 I have planned and conducted several interviews in the role of
personal examples of GWS 150H interviewer for my classes. For my HDF 290 class, I interviewed the
planning and conducting Westerly Town Council President about local politics and her
interviews (as the experiences with leadership. Here, I applied skills of content
interviewer) management. I was very prepared with my list of questions, and was
able to cover all important details within a short time. For my GWS
150 class, I interviewed my grandmother on her experiences as a
feminist working within URI administration. Here, I worked on
applying my flexibility as an interviewer. While a lot of the questions
involved the facts of my grandmother’s work experiences, her stories
were often more helpful and informative in gathering information for
my paper. Because of this, I allowed us to deviate more from the
questions and talk in detail about stories of experiences she had.
144. Student will show knowledge ITR 304 Interview preparation for As a part of my ITR 304 class, I studied and practiced some effective
of preparing for and effective various internships and techniques to prepare for being interviewed for internships and full
answers in interviews (as the career search time positions. Within the class, we discussed the importance of
interviewee) formal dress in order to physically and mentally evoke
professionalism before and during interviews. We also discussed the
importance of researching a company before an interview – to
identify its mission and values, as well as to gather more information
about details related to the position to prepare for questioning. We
discussed and practiced responses to both content based and
behavioral interview questions. In particular, we emphasized the
STAR method of interview responses, ensuring that the response to
an interview question includes the Situation, Task at hand, specific
Action taken to meet the task, and Results that occurred in the wake
of that action. We discussed the importance of preparing targeted
questions for the end of an interview in order to express interest in
the position. Finally, we practiced writing thank you notes/emails to
send to our interviewers following the interview.
Using the star method for your next behavioral interview (worksheet
included). MIT. (2022, July 8). Retrieved April 16, 2023, from
https://capd.mit.edu/resources/the-star-method-for-behavioral-
interviews/
145. Student will describe ITR 304 Interview preparation for I have applied the interview preparation skills I gained in my ITR 304
personal examples of various internships and class to several of my interview experiences throughout my college
preparing for and being career search career. One instance in which I used techniques I learned from ITR
interviewed 304 was when I was preparing for/being interviewed for my
internship as a Supervision, Regulation, and Credit Analyst at the
Federal Reserve Bank of Boston. This was a position that I was
extremely interested in, so I did a lot of background work to learn
more about the position and company culture before entering the
interview. I found a lot of information about the Boston Fed’s public
service mission, and was able to connect it to some of my previous
experiences working in government. As I had done this background
research, I was able to speak on my passion for public service work
in the interview, which really connected well with the interviewers. I
prepared my professional interview outfit in advance, which helped
me to get in the right headspace for the interview. I also used the
STAR method several times throughout that interview. In one
instance, I was asked to describe a time I experienced difficulty while
working on a team. I described a situation in which I was a member
of a team in my economics class, and that our task was to complete
a group paper. I explained that my team had some difficulty getting in
contact with one of our team members. I explained the specific
actions I took – privately reaching out to the individual and asking my
professor for advice. Finally, I explained the results – that the team
member responded to my private inquiry and we were able to
complete the project. In the hours following the interview, I sent a
detailed thank you note to my interviewers. Thanks to my rigorous
preparation and use of skills, I received and accepted an offer for
that internship. I also used the skills I gained in ITR 304 to prepare
for an interview I had for a full time position at the FDIC very
recently. Firstly, I picked out an outfit that would convey
professionalism over zoom, as my interview was virtual. In the weeks
prior to the interview, I looked at specific details related to the
department I was interviewing within – the FDIC’s center for financial
research. I was able to prepare a list of questions related to new
projects and developments in the center, which would allow me to
further express my interest in the position. Within the interview, I
used the STAR method to answer several content based questions,
including my strategy to develop and execute a semester long
research project. Following the interview, I sent a well-researched
thank you note to my interviewers.
of effective collaboration /
coalition building (Sources:
Cilente/Komives et al; NCBI;
etc.)
personal examples of
working in
collaboratives/coalitions
knowledge of techniques to
communicate and engage in
difficult dialogues related to
diversity and inclusion.
proficiency in
communicating and
engaging in difficult
dialogues related to diversity
and inclusion.
150. Student will describe ways to ECN/PSC In my political economy class, we discussed the logistics policy
maintain accountability in 344 decisions and leadership roles through a lens of accountability. For
leadership / member example, we discussed that leaders in democratic systems are less
relationships likely to implement unpopular political programs as accountability is
enforced by democratic election systems and leaders believe they
may be less likely to be re elected. Democratic accountability is an
important facet of modern governing systems. This led me to
research accountability in leadership in other, more general contexts.
I found that accountability can be maintained/enforced in a number

of ways. An article from the center for creative leadership discussed
five ways to maintain and increase accountability in leadership in
general contexts. These included: give support to group members,
provide freedom, share information, provide resources, and be clear.
Giving support to group members involves providing top down
support – executives should support team leaders, who should
support their teams. Leaders should tolerate differences of opinion
and criticisms that arise related to accountability. Provide freedom
refers to processes in which leaders give team members leeway to
pursue self-led projects without fearing retaliation/lack of
accountability. Share information refers to the fact that group
members should be provided with resources needed to make
decisions related to accountability holding and criticism processes.
Provide resources refers to the fact that leaders should be supportive
of their team in providing resources necessary to accomplish tasks.
Be clear refers to the fact that a group’s vision and motivation should
be clearly communicated to team members, so that they are aware
of expectations and responsibilities.
Eichengreen, B. (2013) Globalizing capital. Princeton University

Press.
Yes, you can increase accountable leadership. CCL. (2022, August

25). Retrieved April 16, 2023, from
https://www.ccl.org/articles/leading-effectively-articles/yes-you-
can-increase-accountability/
151. Student will describe RI State Government I took a number of steps in order to ensure I was following processes
personal examples related to Internship Program of accountable leadership as a Government Intern Team Leader at
maintaining accountability as the Rhode Island State Government Internship Program. I tried my
a leader best to provide support to group members. I checked in with them
regularly about their workload, and helped to redistribute obligations
or take them on myself if responsibilities became too much. I shared
information related to the project itself as well as accountability
processes frequently. I encouraged anyone who had criticisms or
feedback to go to our project supervisor, or to come to me if they felt
comfortable discussing them with me directly. I provided freedom
and leeway for team members to complete their sections on their
own terms/with whatever academic direction they believed was best
suited. I provided resources from the internship program related to
the project information, contact information for supervisors and other
team members, as well as my own contact information. Finally, I was
clear about our project mission and values and frequently reaffirmed
these at meetings. By taking these steps, I hoped to share workloads
evenly, give my team members freedom to complete work as they
deemed best, and give them opportunities to provide feedback
related to the project and my performance in general, thereby
increasing accountability.
152. Student will describe ways to HDF 290 In HDF 290, we learned informally and formally about many of the
build relationships between ways leaders can connect and build relationships with their
leaders and members members. One of the main units we discussed was Inclusion in the
Workplace. Here, we talked about equity and how fostering a sense
of inclusion can create better connections between leaders and
members. Equity describes how different groups of people require
different levels of support depending on how they have been
privileged or disadvantaged by society. By fostering equity, leaders
can form deeper connections with their members. Leaders can also
work to build relationships with their members by fostering a sense of
positivity and supporting their members. This is one aspect of
servant leadership- commitment to the growth of people. By
supporting their members, leaders can form deeper connections.
Bourke, J. (2021, November 30). Why inclusive leaders are good for
organizations, and how to become one. Harvard Business
Review. Retrieved April 16, 2023, from
https://hbr.org/2019/03/why-inclusive-leaders-are-good-for-
organizations-and-how-to-become-one
153. Student will describe HDF 290 Delta Phi Epsilon I have had many experiences in building relationships with my
personal examples of Sorority Leadership members as a leader, mainly through my sorority position. My role is
building relationships with Team a very personal one, I have to negotiate with sisters who have
members as a leader grades that are below average, and recruit girls to participate in
chapter events. I feel like the best way to lead effectively is through
building relationships. Obviously, there is a professional line that
should not be crossed between leaders and members. However, I
think that relating to members on a personal level can make the
leadership experience better for everyone involved. With personal
connections, it is easier for both leaders and members to understand
the “bigger picture” behind situations. For example, if I know sisters
have been struggling with situations outside of their commitments to
school and the chapter, I will approach difficult conversations in a
different light. Personal relationships allow me to include context in
my leadership style
154. Student will describe how PSC 341 In my PSC 341 (Political Philosophy) class, we discussed how
credibility applies to credibility applies to leadership through different theoretical lenses.
leadership, as well as the For some ancient monarchs, credibility was derived from a “divine
characteristics and skills of a right to rule.” Others achieved credibility via their reputation as a
credible leader philosopher, scientist, or war hero. Credibility in general refers to a
leader’s ability to earn trust and display rationale that enforces that
they are well qualified/committed to lead. As we moved toward the
study of modern thinkers and leaders in democracy, we focused on
two important principles that apply to modern leadership and
credibility: accountability and authenticity/drive.
Accountability is key to credibility for leaders intending to fully

represent and take into account the needs of their people. Leaders
who hold themselves accountable to promises they have made are
generally receptive to the individualized struggles and successes of
the group they are leading. Thinking about accountability in terms of
political processes – government officials try to maintain
accountability and adherence to promises in their governing actions
so that they are continually supported in elections and everyday life
by the populations they need – thus upholding their credibility and
reputation as a leader. In a more general sense related to
leadership, accountability is necessary for leaders to allow their
groups to progress and collaboratively solve problems and
accomplish tasks. If leaders are not accountable for their actions,
they may ignore challenges, suggestions, or questions from the
group they lead. The group may lose faith and respect in the leader,
diminishing the leader’s credibility and ability to effectively lead their
group.

When a leader is visibly and authentically passionate about the tasks
they are completing and the group they are leading, they reinforce
their commitment to their tasks and thus uphold their credibility. From
a political sense – when a leader takes steps outside of performative
actions in order to bolster legislation or programs they believe are
beneficial, they show a real commitment to that legislation and
reinforce the legitimacy and credibility of their platform. In a more
general sense, authentic commitment to a task is displayed in a
leader’s willingness to put all the necessary work (and more) to both
complete a task, and motivate/support their team in completing that
task.
Kelly, P. J. (2013). The Politics Book. DK.

155. Student will describe ITR 304 RI State Government As someone who struggles with self-confidence, building,
personal examples of Internship Program maintaining, and repairing credibility as a leader is something that I
building, maintaining, and Delta Phi Epsilon VPAA have struggled with at times.
repairing his/her own
credibility as a leader During my time as a government intern team leader at the Rhode
Island State Internship Program, I had to build and maintain
credibility as a leader among a group of students around my age. I
had to show that I was committed to the project through my authentic
actions. I also had to show that I was committed to my team by
maintaining accountability. To show credibility, I regularly reaffirmed
my commitment to material at group meetings. I did background
research about subject matter that my team members were working
on, and had external conversations with team members about that
additional material. I was excited about my team’s progress, and
tried to motivate my team by regularly discussing content findings in
meetings. I showed accountability by encouraging feedback,
questions, and/or criticisms from my teammates. I had one on one
conversations with team members who felt they either had too much
or not enough work, and was able to adjust accordingly. I built a
trust-grounded relationship with my team, and encouraged them to
come to me with any issues they may have had.
I have had to repair credibility when I was unable to balance my

obligations and fell short on some of my responsibilities as Vice
President of Academic Affairs for Delta Phi Epsilon. One of my
responsibilities as VPAA was to have regular check in meetings with
sisters who were on academic supervision plans. During midterms
week, I got caught up with my own academic responsibilities and
forgot to schedule the meetings when they were supposed to
happen. This could be seen as a lack of authentic commitment to my
role – resulting in a loss of credibility. To restore my credibility, I
started primarily by apologizing to the sisters I was supposed to meet
with. I admitted that I was in the wrong, and made it clear to them
that I would take steps to make the situation right. I then made a plan
to restore my credibility by scheduling all future meetings far in
advance. I made a public google calendar and allowed sisters to
schedule meetings with me through that early on. To repair my
credibility, I reinforced both my authenticity and accountability.
156. Student will describe ethical
standards in influence
influence applies to
leadership
158. Student will describe ITR 302 In my ITR 302 class, we had to set up and execute an informational
principles of effective interview with someone who was currently working in our desired
mentoring, as well as career path. I interviewed a friend of my mom who is a lawyer. We
problems particular to the discussed a lot of different things related to preparation for a legal
mentoring relationship career, etc. One thing that really stuck out to me was his suggestion
that developing a mentor relationship at a new place of employment
was really beneficial for career development in general. After the
interview, I went on to research more about mentorship in general –
including effective principles and problems.
A useful article I found from the center for mentoring explained four
key principles of effective mentorship, Conversation, Connection,
Community, and Culture, also known as the “4 Cs.” Conversation
refers to meaningful discussions that occur between mentors and
mentees- more than just small talk. These conversations can focus
on problem solving and development, and can build trust between
mentors and mentees. Connection refers to a meaningful
workplace/systemic relationship mentors have with mentees. This is
reliant upon trust, and allows mentees to have open conversations
with mentors about learning and feedback. Community refers to how
mentorship should encourage connection with the larger
community/organization/goal as a whole. Mentorship should be
empowering and connecting. The last C is Culture. Culture describes
the nature of a mentor relationship in general. It should be positive,
progress driven, and connected to core values.
Another article I found discussed some problems that could arise
from mentor relationships. Many of these were associated with
improper imposition of mentor-mentee culture or communication. For
example, one problem related to miscommunication is that
mentors/mentees may assume the other is not fully committed and
thus may not take the program seriously. Another
communication/culture problem could arise if mentors (or mentees)
use the mentorship relationship in order to manipulate the other
person to achieve desired aims in the workplace/organization.
Fain, L. Z. (n.d.). Grow good social capital through the 4 C's of

mentoring. Center for Mentoring Excellence. Retrieved April
16, 2023, from https://www.centerformentoring.com/grow-
good-social-capital-through-the-4-cs-of-mentoring
Addressing Common Challenges With Mentoring. OHSU. (n.d.).

Retrieved April 16, 2023, from https://www.ohsu.edu/school-of-
medicine/mentoring/addressing-common-challenges
159. Student will describe I have had positive experiences as both a mentee and a mentor. I
personal examples of was a mentee during my internship at the Boston Fed in the summer
mentoring and being of 2022. My boss assigned someone on his larger team to work
mentored closely with me, checking in on my understanding and development
throughout the internship, and answering any questions I may have
had. My mentor and I had regular check ins and positive
conversations. She helped me to understand a lot of the difficult
regulatory language I was working with. I had a lot of trust and
connection with my mentor – I was able to ask her important
questions without feeling dumb. My relationship with my mentor
allowed me to amass a larger sense of community despite working
remote most days with a team based all over the country. There was
a positive culture surrounding my relationship with my mentor – she
encouraged my progress and growth.
I have been an (informal) mentor by taking a “little sister” as a kind of

mentee in my sorority. Nina, my little, is a year younger than me and
joined my sorority a semester after me. As her “Big Sister,” I was
tasked to welcome her into the chapter – being an initial friend and a
role model to encourage chapter participation and development.
Nina and I have had many conversations about our sorority in
general and growth within it. We have built a relationship based on
friendship and trust – she has told me she feels this connection and
would feel comfortable coming to me with issues/questions. As
Nina’s big, I encouraged her to participate more broadly in our
sorority’s community by running for leadership positions. I have also
worked to create a positive environment and culture within the
sorority for her.
160. Student will describe ITR 304 Rhode Island State As part of my internship for credit (ITR 304/Rhode Island State
principles of effective peer Government Internship Government Internship Program), I acted as a formal peer leader. I
leadership, as well as 26 Program was elected by my team to be a co-Government Intern Team Leader.
problems particular to peer I wanted to do my team justice and prepare for this role adequately.
leadership As such, I did some independent research into effective principles of
and problems related to peer leadership.
Going into this role, I had been a peer leader in several prior areas –
in clubs in high school/extracurriculars in college, etc. I had amassed
some firsthand knowledge about problems associated with peer
leadership. I knew that separation of personal and professional
relationships can be difficult – people peer leaders are friendly with
may expect different treatment by peer leaders. In addition, peer
leaders can sometimes have trouble building credibility and respect
among peers of a similar age group/ability. As I was reflecting on
past experiences prior to this role, I discerned that an air of
professionalism and neutrality was key to retaining authority as a
peer leader, as well as key to remaining fair and unbiased to those
you lead.
The formal research I did brought forward similar points to those I

had discerned from past experiences. An article I found by the
website “Serve Learn “included some points I really strongly
identified with. These included self awareness, leadership in mission,
time management and prioritization, mutual benefit, empathetic
communication, creative cooperation, and continuous improvement.
Self awareness refers to a peer leader’s ability to identify and accept
responsibility for one’s vision and actions. Leadership and mission
refers to the importance of mission based relationship development.
Time management and prioritization are rather self explanatory,
related to organization and balance. Mutual benefit relates to a de-
emphasis of competition between leaders and peers. Leaders should
view peer success as a win-win situation. Empathetic communication
refers to a leader’s ability to practice empathy and understanding
with those they are leading. Creative cooperation is related to growth
through teamwork. Continuous improvement is related to a leader’s
commitment to mission and relationship based growth and
improvement. Used together, these principles help leaders to
balance the importance of remaining professional, respectful, and
mission focused, while also emphasizing relationships with the peers
they are leading.
Principles for Effective Student Leadership. Serve Learn. Retrieved

from https://servelearn.co/blog/principles-for-effective-student-
leadership/
(next page for last outcome)
161. Student will describe Delta Phi Epsilon I have had experiences with peer leadership in both personal and
personal examples related to Sorority Leadership professional contexts.
being a peer leader and Team (& General
being led by peers Membership) During my time in Delta Phi Epsilon, I experienced peer leadership
both as a member being led, and eventually as a peer leader holding
Rhode Island State a coordinator position, and eventually an executive board position.
Government Internship None of these experiences were perfect – but I can most definitely
Program say that I grew as an individual and as a peer leader throughout my
time in Greek Life.
Situational Leadership
model As a general member, I have been led by several different executive
boards. I have noticed how leadership “culture” has transitioned as
leadership teams have transitioned. Some executive boards focused
more on professional, mission driven leadership – when thinking
about this in terms of Hersey and Blanchard’s situational leadership,
I would describe it as directing, or high task/low relationship
behavior. Self awareness, time management, leadership and
mission, and continuous improvement were emphasized. Other
teams focused more directly on participating, or high relationship/low
task behaviors. They focused on empathetic communication,
creative cooperation, and mutual benefit. There were strengths and
weaknesses to each approach. Teams that focused more on
objectives tended to avoid drama and get more done, but morale
could also fall largely. Teams that focused on relationship
development generally saw higher morale, but might not have
accomplished as much. In addition, they could fall victim to
drama/chapter politics.
As I advanced through my coordinator and executive board roles, I

tried to find a middle ground between these two areas. Delta Phi
Epsilon was (and is) new, small, and developing. The chapter was a
group of 50-70 girls trying to complete tasks meant for chapters of
200+ members. I knew that while the chapter was dedicated, it
needed a lot of support. As such, I tried to practice “coaching”, or
high task and high relationship support. I began by emphasizing
relationship development, emphasizing empathetic communication in
particular. Personal drama did get in the way at times, however, and
I let myself be taken advantage of in assigning academic/fundraising
responsibilities to specific members, etc. As I grew as a leader, I
realized that a realigned commitment to mission/task-focused
leadership, self awareness, and time management would be
beneficial for all – finding the middle ground. I focused on making my
actions more professional, developing a new sense of mutual
respect with many sisters in the long run. This was largely beneficial,
and allowed me to finish my term successfully.
As I had grown as a peer leader throughout my term in Delta Phi

Epsilon, I found working as a (peer) Government Intern Team Leader
to be a much smoother process. I set out from the start to emphasize
balance between task orientation and relationship development. I
frequently affirmed group commitments to our project/task, and
worked to build mutual respect with team members while remaining
on task. Self awareness, leadership in mission, and time
management all flowed from this. My group functioned smoothly, and
we produced a final paper/presentation that my team had bonded
over and was proud of.


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LEADERSHIP

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 08/22/2017 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 08/22/2017 5

 Leadership theory and

Leadership Inventory Revised 08/22/2017 6

Leadership Inventory Revised 08/22/2017 7

As I am reflecting this in HDF 492, I have realized that as I have

As I grew as a college student and a leader, I not only was able to

VIA Institute on Character. (n.d.). The 24 Character Strengths. VIA.

In some of my other classes, I also learned about more practical day-

Leadership Inventory Revised 08/22/2017 12

Seligman, M. E. (2000). Authentic Happiness. Random House

Murphy, S. (2015). Toward a Psychological Understanding of Suicide

I also have used practical applications of stress management

I also have used specific tactics to manage stress in all areas of my

VIA Institute on Character. (n.d.). The 24 Character Strengths. VIA.

Maslow, A. H. (1943). A theory of human motivation. Psychological

As I discussed in my leadership portfolio and presentation, I have

Gallup, I. (2020, December 02). What Are the 34 CliftonStrengths

As I reached outside of my cognitive shell, I found that I achieved my

I really connected with a few of the theories we discussed initially in

Putting theory into practice has also been essential to my personal

I practiced my relationship focused leadership methods in my

I never could have imagined accomplishing many of these things

Gallup, I. (2020, December 02). What Are the 34 CliftonStrengths

Kolb, David A., (1984). Experiential learning : experience as the

Outcome Category: Leadership Theories

Outcome Target Additional Descriptive notes regarding learning and practice

Williams, Dana. (n.d.). Max Weber: Traditional, Legal-Rational, and

1. Use scientific methods to observe/assess workplace process and use

Taylor, F. W. (1911). The principles of scientific management. Harper and

Communication Theory. (n.d.). Management by objectives (Drucker).

In reflecting in HDF 492, I realized that another time I applied the

Value Based Management.net. (2010). Theory X theory Y – McGregor.

Covey, Stephen. (1990). Seven Habits of Highly Effective People. Free

W. Edwards Deming's 14 Points for Total Quality Management.” ASQ, ASQ,

32. Student will describe

Idealized influence refers to leaders’ ability to foster a positive and values

Leaders practice intellectual stimulation when they disrupt “norms.” In order

When leaders practice individual consideration, they motivate followers at an

Leadership Inventory Revised 08/22/2017 36

I practiced idealized influence by clearly delineating my goals for my team

To practice inspirational motivation and articulate this vision in team

I practiced intellectual stimulation by encouraging coordinators on my team to

Argyris, C. (1977 Sept). Double loop learning in organizations. Harvard

I experienced double loop learning as I progressed throughout the modules.

The situational leadership model can be depicted as a four quadrant graph,

The first style, S1, is also known as directing. It is related to high

The final style, S4, is also known as delegating. Leaders practicing

As referenced above, each leadership style is applicable to different maturity