Inventory Battite 2023 Updated

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

Date Enrolled: Spring 2020
Date of Graduation: Spring 2023
*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: Introduction to Leadership Issues (FLITE) Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented internship
3 credits or experience for graded credit
Experience through Center for Career and Experiential Education
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: Introduction to Leadership Issues (FLITE) (introductory PEX 375: Women in Sport - Contemporary Perspectives
COM 302: Advanced Public Speaking course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi-Ethnic, & Alternative Leadership (capstone PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Advanced Facilitation and Consulting Skills THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: Peer Leadership

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

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

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

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a HDF190 Moving to College Having autonomy is being independent in your actions and thoughts (and owning them). I have
minimized need for approval experienced and gained autonomy this past year by moving to college and living on my own for the
HDF190 first time. Living on your own for the first time without your parents creates a lot of realizations in the
young adult. I have always been decently independent, so this transition was not difficulty for me. I did
not have a problem being self motivating, getting myself out of bed, or doing my laundry. But, I did
learn some new things about being my own person. It was a very different feeling that every choice I
would be making (for the most part) was solely up to me. At first, I would call my mom for advise, but
after a few weeks I got pretty good (and enjoyed) making my own decisions. Through autonomy, I
learned that it is OK to make mistakes. I have also learned, with the help of HDF190, that choices
about yourself should be made within your comfort boundaries. These mistakes and boundaries
created have to be accepted and learned from. I have gained a minimized need for approval by
realizing there cannot be worries about how others will perceive you. Everything done should be for
the better of you.
See Evidence #17
2. Student will demonstrate personal, HDF190 All Classes A lot of college responsibility is holding yourself accountable to getting all of your tasks done.
organizational, and academic examples of Personally, this required me to keep a busy schedule and use an agenda throughout the year.
self-discipline Time management Having a busy schedule helps me stay motivated and the agenda gives me a to-do list that I can cross
things off on. The agenda is the biggest way I have stayed academically organized. I find that the
syllabi of all of my classes stresses me out more and the agenda keeps track of big assignments. At
the beginning of a semester I will go through and put big assignments on the date it is due, to ensure I
do not forget about it. For smaller and day to day assignments, I start off my week by looking at each
syllabus and marking up what I have to get done each day. This made sure that I did not
procrastinate. I struggled with procrastination in high school but I did not have a problem with it this
year! I have found that holding myself to these two simple things along the lines of my agenda goes a
long way. For example, one week I fell out of my self-disciplined routine, and missed an assignment.
See Evidence #15
3. Student will demonstrate the ability to HDF190 My baby brother During the summer going into my senior year of high school, I found out that my dad was engaged
manage emotions and was going to be having a baby with his fiancé. After my dad had sat down with my sister and I to
discuss the news, I felt angry, confused, and upset. I did not know how to handle the fact that he was
engaged to someone I did not know very well, and that I was going to be eighteen years older than my
sibling. The whole thing was crazy to me. After a few weeks of letting the news settle with me, I knew
what I had to do. I explained to my dad my feelings around it all and that my biggest problem was not
yet having a relationship with his fiancé. I told him that I wanted all of us to make an effort to spend
quality time together, because I truly wanted to get to know my soon to be stepmom. Although I was
still upset, I knew there was not time and it was not worth it to be upset. I saw that I would soon get
over the newness in the changes, and realized that the whole thing was actually beautiful. I realized if
my dad was happy, I should be too. And, soon enough I was so excited to be in a wedding and to be
having a baby brother! Stepping up and having the conversation with my dad, despite my new and
strong emotions, made all of the difference.
See Evidence #18

4. Student will demonstrate knowledge of PSY103 Living with Roommates Living in my dorm my first year of college with two other roommates taught me that we do not all deal
stress management methods with stress the same way. Stress management is all on personal preference and I have learned a lot
Resident Assistant’s Events about myself by living on my own. By having to be more independent I have learned what techniques
make me less stressed, and I have observed how those close to me cope as well. Stress is a common
everyday event, that I learned in PSY103, and the level of stress the event is will decide the coping
mechanism we choose to use. It is important that the method each individual chooses, is a choice that
is healthy all around. I learned that I personally benefit from working out, meditating, watching a show,
reading, and showering. These few things can normally bring down my anxiety around a situation. On
the other hand, my roommate copes through talking, going for a walk, and doing homework. I think
that PSY103 is a very beneficial class to learn about the self and things about our everyday lives—
especially with mental health being more important and more relevant than ever. Knowing this, the
RA’s in the Barlow Building did a great job advertising different events and recommendations to help
the first years in the dorm relieve stress. I appreciated this from them and took their advise.
See Evidence #14
5. Student will demonstrate the ability to PSY103 High School Wellness Class Being in college and living on my own has come with a lot of new stressors I never had to deal with
manage stress before or in high school. Slowly, I have been able to find new ways to cope with their stress. But,
during semester two I have had to adjust from what I did last semester. At the beginning of the year I
dealt with my stress by going to the gym a few times a week and ‘sweating’ off what I was worried
about. I have found that in semester two, my classes ask for a greater amount of homework and I had
less energy to go to the gym. As I brainstormed different ways of giving myself a break (even before
learning about coping in PSY103), meditation was in the back of my mind. In high school I took a
wellness class where once a week we would meditate together. Learning about meditation in PSY103
and remembering how relaxed I felt after my high school wellness class, encouraged me to see if
meditating could be beneficial to me in college as well. I set a goal for myself, saying that when I had
alone time in the room I would try this out for the remainder of the semester. I knew this was going to
be difficult, with there being so many distractions, but I was determined to do it. I wanted a greater
amount of inner peace. Right when my roommates left for class, I would take about 10 or 20 minutes
to simply lay on my bed and work on my breathing. No matter how difficult relaxing seemed, I tried my
best to lay there for at least 10 minutes. Afterwards, my mind was more clear and I was ready for a
productive second part of my day. When the alarm went off, I felt more motivated to do something
worthy of my time. I usually decided to clean up my part of the dorm room, set a candle, and make my
bed. In the past, cleaning has also calmed me down, so the mix of that and meditation have been
beneficial. After a little organizing, my room felt better to do school work. I have found that after
relaxing as little as a half an hour, it was easier for me to focus on my homework and do a better job.
Setting this personal goal for myself, was something new because it was not a normal one I would
have but accomplishing it has helped me make meditation a part of my daily routine.
See Evidence #13
6. Student will express a personal code of HDF190 URI101 Mentor Position In my URI101 section my first semester of college, I participated a good amount more than the rest of
leadership / membership ethics the class. The conversations and questions being asked were usually personal having to do with our
majors, classes, and how transitioning to college generally was going. I noticed that a lot of people
seemed uncomfortable when they had to answer a question. When there was an awkward silence of
no one raising their hand to follow a question asked, I tried to raise mine first. I saw that the first few
people to participate broke the ice. My personal code of leadership/membership ethics is probably
to use my strengths of communication, to help others in the group or community feel more
comfortable. I will use the code in the URI101 section I mentor next Fall. I want all of the students to
feel comfortable talking to me and feel welcome in the group to participate.
See Evidence #19

7. Student will demonstrate practice of the HDF190 Picking a major Something I have felt strongly about the past year or two, that I am practicing living by is being
personal code of ethics passionate about my field of study and career in the near future. I think it is our jobs to be passionate
and have passion in what we do, to ensure we are providing our best work and put our best foot
forward. I look at this ‘job’ as something we should all hold ourselves accountable for and that it is the
ethical thing to do. Although I am still picking a major, I am exploring different courses and picking out
what sparks an interest in me. From going to high school in an urban community, the City of Boston, I
saw how many people in our country live. I am passionate about giving back to communities in need,
and my code of ethics is to find a job and major that gives me the ability to do so.
See Evidence #20
8. Student will express a personal values HDF 190 URI101 In URI101 of my first semester at URI, I was a part of the undeclared learning community. With the
statement (Sources = VIA, values majority of the class being undecided major wise, our professor had us take many personality and
clarification exercises, etc.) value’s tests so that we could understand ourselves more. Some students did not benefit from this,
but I was able to narrow down different majors and career opportunities that best fit who I am as a
person. In HDF190 we took the VIA assessment test to find out our values. My top values came out to
be forgiveness, judgement, fairness, hope, and honesty (respectively). I really agree with being a
forgiving person, I tend to always look past the negative and not hold a grudge. Although kindness
was not one of my top five values, it came out as my eighth. Kindness is one value that I would not
compromise or give up. Hope and honesty are some top values that assist me in being kind to
everyone I encounter. When I look out my window to the world and past my first year of college, two
values I would like to work on is my spirituality and my curiosity. I think that improvement with my
spirituality will make sure I have inner peace and that I can accept certain (or difficult) things in life
more easily. I hope this makes me an even happier person, all around. Curiosity is something I am
interested in improving in myself because I would like to learn about the world around me and find out
more about myself and my interests. I think these things will make me more driven and more open
minded, and all together help me find a major. Curiosity inspires one and will hopefully bring out
sparks in myself that I did not know of before. Besides learning these top values, the tests made me
realize that although a characteristic is not in your ‘top,’ you can still have the skill in you.
Source: VIA
See Evidence #1
9. Student will demonstrate practice of the HDF190 Boston Latin Academy Fairness is defined by the VIA Institute as treating people justly and not letting bias change your
personal values statement decision about others. Fairness to VIA is additionally knowing there should be equal opportunity for all
people. My high school, Boston Latin Academy (BLA), is a seventh through twelfth grade style school.
I began my experience there as a 12 year old, amongst grown adults (as the seniors passing me in
the hallway were eighteen going on nineteen). As I was so young, I did not realize the complexities of
the crazy world we live in. I had not realized until a year or two into my high school experience that I
was attending one of the most diverse schools in the country, and the most diverse school in the state
of Massachusetts. Not until I was probably a junior did I realize the impact of attending a school like
that would have on my character and on my outlook on society. The biggest impact this experience,
while connected to my top values, had on me is realizing how important fairness is. I met and gained
strong relationships throughout my six years at BLA with people that came from a number of different
backgrounds, cultures, religions, spoke more than English as a language, etc. I became friends with
people who were going through high school with terrible living conditions at home. I could go on and
on about the differences between the people I came across and myself, but the most important thing
is that I understood these things should not change how we are treated. These things only enhance
us as individuals, and can be used to educate those around us. I believe my high school experience is
a big part of why fairness is one of my top values today.
See Evidence #9

10. Student will demonstrate the ability to HDF190 Leadership Institute Although I did not do this example on my own, my group (Purple Passion) and I had to follow-
lead a project from start to finish (follow- through with a lot of tasks together at the Leadership Institute. My favorite example of us completing
through) Challenge Course a hard task as a group was on the challenge course. One of the activities was on the spider rope
course, where we had to get our whole group through the ropes - without coming in contact with them.
We had to discuss our options, use trial and error, and make sure we were hearing from everyone in
the group. It was a challenge for the big voice leaders to hold back and a challenge for smaller voice
leaders to speak their mind. After many attempts and discussion, we were able to succeed. It felt good
and gave us confidence in our group relationship to start a difficult project and to successfully
finish it.
See Evidence #21
11. Student will describe goals and objective HDF190 College Experience Finishing up my first year as a college student, I am able to look back at what I have accomplished
statements regarding personal issues, and what I hope to do in the next three years at URI. Now that I have a better idea of what the campus
career issues, and community issues Summer at Park holds I have created more goals for myself than I had originally started off with. The main reason we
all go to college is for our education. The biggest goal for myself is to use the education I am receiving
in the best ways possible, as I am personally investing a lot financially. My goal is to gain the most
knowledge in major(s) and minor(s) I am really interested in. Along with taking courses to further my
education, my goal is to continue to stay involved. I applied (and was accepted) for the URI101
Mentor position for the coming Fall which I am excited about. I would like to continue applying for
things out of my comfort zone. A second personal goal is to hold at least two summer internships by
the time I graduate at URI. I believe these steps in my education and professional experience will give
me a step up in getting a job after graduation. Being undecided currently, it is difficult to say what my
career goals are. Although I am still between major choices I would like to work with children and
families. Working at my summer job with children has really opened my eyes to how much I enjoy
working with them. I cannot see myself being a teacher everyday for the rest of my life, so my goal is
to find a job where I can still work with kids and their families. Social work and special education have
both always sparked interest in me because there are too many in the fields who are not passionate
about what they do. I believe if they had passion in the career fields, a real difference could be made
in the vulnerable communities. My goal is that whatever educational and career path I go down, that I
will be making my own individual step towards change in a community. I want to have passion in
what I decide to do to ensure I am doing my part to make a difference.
See Evidence #12
12. Student will show evidence of goals and HDF190 URI101 Mentor Position Around the time of second semester beginning I received an email from my former URI101 professor.
objectives that were planned and He wrote in the email that he thought I would be a good fit for the URI101 Mentor Position for the next
achieved Fall. I had heard about being a mentor around campus but did not do more than think about it. His
kind words meant a lot to me, and I was really encouraged to follow through with the process after
being from him. I gave myself the objective to send in an application and learn a little more about the
application process itself and what the position entails. Afterward doing this, I was invited to the
interview round. Now getting the mentor position was a goal, because I had made it this far in the
process and it was my first time doing so at URI. I planned to talk to current URI101 Mentors about
their experience with the position and to get tips for my interview. Luckily, my RA had just finished up
his second semester as a mentor so he was of big help to me. I met with him two or three times and
my nerves were more at ease. Once the interview was over, I felt confident in myself and was excited.
When I received the “congratulations” email a few weeks later I felt very achieved and proud.
See Evidence #16

13 Student will show knowledge of the PSY113 Living off campus with my 5 best Abraham Maslow’s ‘Hierarchy of Needs.” Maslow’s “Hierarchy of Needs” is a motivational theory that
“Hierarchy of Needs” theory by Maslow TMD126 friends is based upon a pyramidal structure consisting of five main tiers, Physiological needs, Safety and
Working at the CDC Security needs, Belongingness and Love needs, Esteem needs, and Self Actualization. The five tiers
are further clumped into three main groups Basic needs, which include Physiological needs and
Safety and Security needs; Psychological needs, which include Belongingness and Love needs and
Esteem needs; and finally Self-fulfillment needs, which includes Self-actualization. Maslow believed
people are motivated by certain needs, but stated that in order to progress in this hierarchy the lowest
needs must be met to a certain extent. All individuals start on the bottom tier, Physiological needs.
This tier consists of food, water, warmth and rest. Once these needs are met, the next level is what
motivates us. Following Physiological needs comes Safety and Security needs, which encompasses
security of body, employment, resources, mortality, health, family and property. When those needs are
satisfied the next motive is Belongingness and Love. This includes intimate relationships, friends and
family. Many people have difficulty moving past this tier as well as the one above it, for many they will
fluctuate between these two. Following Love and Belonging comes Esteem needs. This tier focuses
around self-confidence, prestige, feeling of accomplishment, respect of others and by others. Finally
comes Self-Actualization, this portion embodies all things involving achieving one’s full potential. It
includes morality, creativity, wisdom, problem solving, lack of prejudice. Due to many situation life
throws at people, very few are able to reach Self-actualization. The majority of people will jump back
and forth between tiers as different points in life as obstacles are thrown at them and overcome. I
have gained strength in each tier through living off campus and working at the Child Development
Center on campus.
McLeod, S. (2016, February 04). Maslow's Hierarchy of Needs. Retrieved from https://
www.simplypsychology.org/maslow.html
14. Student will show application of Maslow’s PSY113 Living off campus After learning about Maslow’s theory of ‘Hierarchy of Needs,’ I was finally able to relate to the phases
theory to own life the theory when I moved off campus for the first time at the start of my third year of college. Moving off
campus for the first time presented a number of new considerations that never really crossed my mind
before that relate to my Physiological needs and Safety needs. All of my life I was provided with the
privilege of not having to worry about basic needs like where my food, water, warmth, and rest was
coming from. Moving off campus put me in a position of needing to buy my own food, pay for utilities,
and manage my time well enough to find time to sleep, get to campus, and complete all of my other
responsibilities. This realization forced me to find times in my week to begin working enough hours a
week to afford these things on my own, on top of everything else I had going on as a student in
college. As mentioned in outcome 13, people bounce around in each of the tiers and it did take me a
while to get the hang of the reality of my new living situations. One aspect of my life related to the tier
of ‘Love and Belonging’ was my amazing group of friends that URI introduced me to. I was living with
five of my best friends that gave me a ‘sense of connection’ that Maslow discusses. Throughout the
many transitions I had to go through between moving off campus, going through a relationship break
up, and having confidence issues, my best friends were able to heal me in so many ways by just
being themselves. It gave me a lot of reassurance to know that we were all in this together. Looking
forward to my current fourth year of college, I can say that I am the closest to reaching the tier of ‘Self
Actualization’ than I have ever been before. I feel nervous about graduating in a short few months, but
I feel through my school, work, internships, and close circle that I am on the right track and am staying
true to myself.
See Evidence 31
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

Student will describe StrengthsQuest HDF190 URI101, Applying for URI101 mentor In URI101 my class took many personality tests that were taken to help us get a better idea of which majors and
17. career paths we were interested in. From finding out traits about myself prior to taking the Gallup Strengths
Signature Themes, shadow side of position
Strengths and/or weaknesses, and HDF412 assessment in HDF190, I had a more clear idea of who I am. My URI101 professor noticed strengths in my
personality as well, and encouraged me to apply for the position of URI101 Mentor. He acknowledged my
examples of application (Source = Gallup) Future career
leadership skills, even as someone who only knew me for a few months, it opened my eyes to the leadership
potential I have and what I can do as an individual on URI’s campus. My top five strengths coming from the Gallup
Assessment are adaptability, arranger, consistency, harmony, and communication. I have always believed these
traits to be true, especially from my peers, family members, and specifically my URI101 professor telling me these
things. The strengths test reassured me that these are the top ways I am a leader. Being adaptable means that I
am a go with the flow kind of person, which I really agree with. Although I like to have a schedule, I am flexible to
changes. An arranger is one who is organized, with the ability to be flexible. I believe adaptability and arranger go
hand in hand with each other, so I am not surprised they are next to each other for my strengths. A weakness
within adaptability and arranger for me is that I do not always remember that some people are not always flexible. I
realized this by having roommates for the first time. Change was more difficult to deal with for one of my
roommates and I had to acknowledge and respect her schedule. Harmony is the part of myself that does not like
conflict. This works well with the communication part of myself because I can put my thoughts into words, and
avoid creating problems. A top strength of mine that I do not agree with might be consistency. My definition of
consistency differed from the definition of consistency to Gallup. I would have defined it as being loyal, whereas
they explain it was treating all people the same. I think that I do both of these things, I just had a different idea of
what it meant until reading the description. See Evidence #2
My top five CliftonStrengths include adaptability, arranger, harmony, communication, and

consistency. Having an awareness of the strengths and weaknesses I have in myself will allow me
to live up to my fullest potential and challenge myself as I step into the workforce after
graduation. My number one strength being adaptability will be an asset to me working in the
human services field because I am someone who is able to expect the unexpected. Many people
resent inconveniences that come up in life when in reality they are inevitable to come across. In
the human service field I will be working with children and families (most likely those who are in
high need) and it will be my responsibility to support them through what life throws at them.
Although I may be able to handle high demands, a challenge of adaptability in my field could be
having a difficult time saying no to tasks/requests that are given to me. Going off of adaptability,
my second strength is very similar to these qualities being an arranger. CliftonStrengths describes
arrangers as being able to enjoy and successfully manage situations with a lot of factors. As I
prepare to work with families in the future, I have to expect to come across diverse and different
family dynamics. Being an arranger will help me to consider each moving part while putting the
needs of the child above all. A challenge of being an arranger in my field may be having to deal
with boundaries from the country, state, or organization that I work for that may not allow me to
work through some things as easily. My third strength is consistency which is described as
“holding high values on treating people equally no matter what their station in life…” and where
an environment can be expected (Gallup, 2022). A huge reason why I am choosing to go into the
human service field is so that I can be one person that is helping to support families and children
who are in need. I am a strong believer that all children, especially, should be given equal
resources and opportunities regardless of their family or household situation. Something that may
challenge my consistency in future work is dealing with other professionals and/or families who
are not consistent and who are not willing to work with me. A fourth strength of mine is harmony,
meaning that I do not understand when people impose their views on others and I strongly value
finding the common ground amongst people. This will help support me in my field of work
because even when working with difficult people/coworkers/families, I will be able to remember
our ‘why’ and bring the focus back to the children we are working to support. My last top
strength is communication where I like to explain, describe, host, public speak, and write.
Working with children in general requires you to have confidence and skills in written and verbal
communication in order to be effective and get my points across. A challenge of this in my field
for me will probably be when I have to use my communication skills to discuss a difficult topic.
Although I can strongly communicate, connecting to my earlier strengths, I avoid conflict.
Sensitive conversations are inevitably going to make me uncomfortable and I will need to practice
this until it comes with ease to me. (REVISION)
See Evidence #32
Source: Gallup Leadership Inventory Revised 08/22/2017 !13
18. Student will describe personal leadership URI101 Captain of High School Soccer Team URI101 brought me to take the TypeFocus tests. I really enjoyed taking the personality tests for the
style and/or personality style including class, because I was always fascinated by how accurate they seem to come out. Although I have not
strengths and weaknesses and examples held leadership positions at URI, yet, or since taking the TypeFocus assessments, I have used the
of application (Sources = Leadership style results of the tests to reflect on past leadership experiences. In high school I had a few different
inventories, the L.P.I., Type Focus (MBTI), leadership positions, but my overall favorite was being the Captain of the Girls Varsity Soccer Team
LAMP, DISC, and other career for my high school. Being on a team with 20-30 teenage, high school girls was already challenging
inventories, etc.) enough sometimes, but becoming captain my senior year really tested my leadership abilities. By
taking the test I saw that I am an extrovert and choose to interact with others with my energy. With
my extroversion I have always loved being a part of sports teams and building relationships with girls
having the same interests as myself. Being a sensor I focus on the present (which is related to my
adaptability strength from Gallup). This helped me stay quick on my feet when problems rose on the
field and within the relationships of my teammates. As the captain, I had to handle these things and be
the voice to everyone. As a feeler and messenger of the team, I thought it was very important that the
girls all felt comfortable with me and that I understand emotions around things. Lastly, as a judger I
had no problem coming up with team bonding activities or soccer drills, when my coach asked me to.
Being a judger means I can plan things. Although I did not know these were my specific strengths
during my time as captain, being an ESFJ are definitely reasons I was a successful captain and I am
able to see what my weaknesses were. One thing I had a hard time with and that I will work on in my
next leadership position is to hold back my own feelings for the better of the group. As a feeler I
thought that I should always communicate out-loud what I thought, but voicing this was not always
beneficial.
Source: TypeFocus
See Evidence #11
Outcome Category: Leadership Theories

19. Student will show knowledge of the

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

of the above theory (Weber)

“Scientific Management” theory of
leadership by Taylor

of the above theory (Taylor)

“Management by Objectives” theory of
leadership by Drucker

of the above theory (Drucker)

25. Student will show knowledge of “Theory HDF412 Future bosses MacGregor’s leadership theory, “Theory X and Theory Y” is a more simplistic style of leadership. This
X and Theory Y” theory of leadership by theory refers to two different styles of leadership, authoritarian (Theory X) and participative (Theory Y.)
MacGregor Theory X leaders tend to have a more negative view of their members and work environment. These
leaders tend to be more hands one and micromanage. They feel that their employees/members are
unmotivated, avoid responsibility, and need constant direction or guidance. The latter, or Theory Y
leaders are more positive and have a more optimistic view of their members and work environment.
Theory Y leaders give their members more responsibility and opportunity for growth. They view their
members more favorably and assume they are happy with their work environment and self-motivated.
I hope to work in an environment with leaders in Theory Y, but I will be prepared to deal with
professionals holding views of Theory X and have coping mechanisms ready.
Value Based management.net. (2010). Theory X theory Y – McGregor. Retrieved from http://
www.valuebasedmanagement.net/methods_mcgregor_theory_X_Y.html
26. Student will describe personal application HDF412 Past job experiences with different In high school and at the beginning of my college career I worked at a restaurant as a hostess. This
of the above theory (MacGregor) kinds of bosses position asked me to seat customers, handle side work responsibilities, and assist other staff
members throughout their shifts. The management style at this restaurant was definitely closer to
Theory X ideas from MacGregor’s theory. The managers were better at supporting staff, but the
owners of the site created an uneasy environment to work in. The owners were on site during most of
the shifts I was on for and they were very questionable over the work that everyone was doing. This
caused me and other coworkers to walk on egg shells throughout our shift as they consistently made
comments about how things should be done. They micromanaged their employees in many
unnecessary situations, especially when shifts ran like clockwork anyway. This kind of management
and leadership caused me a lot of anxiety and affected my confidence in doing my work. It taught me
that this kind of environment was not healthy or productive. Looking at my summer job, the leadership
across the board was following Theory Y mindsets. They created a space for the many employees to
feel comfortable in asking questions and reaching out for support when necessary. This kind of
leadership helped me to grow as a person and professional as they wanted me to be happy and see
me grow. My most recent experience was having a check in meeting with my main boss and he
explained to me that he wants to put me in a more challenging position if I were to come back. This
offer made me feel seen in the work and commitment I put into their program. It felt empowering to be
supported so strongly to be given new opportunities to grow every year I have worked with them.
See Evidence 30

27. Student will show knowledge of the HDF190 URI101 The servant leadership theory by Greenleaf can be used in our everyday lives, especially on college
“Servant Leadership” theory of leadership campuses. We are constantly seeing students and faculty helping the community, which is a task
by Greenleaf HDF190 many servant leaders lean towards (community service). Since being home, I have donated clothes
that I do not wear anymore. It felt good to give back, especially since we could not do our original
Everyday experiences volunteering through the class.The “Servant Leadership” theory by Greenleaf is defined by him as
someone who is continuously growing as a person and leader through giving back. The ten
characteristics of a servant leader are listening, empathy, healing, awareness, persuasion,
conceptualization, foresight, stewardship, commitment to the growth of people, and building
community--- all having their own meaning. Listening seeks to help the group with what is being
asked of them. It is a clarifying and inner voice characteristic. Empathy focuses on a servant leader
who understands others’ wants and needs. This helps the individual be more accepting to someone
different than them. Healing works towards the servant leader healing themself, relationships are a
part of, and the people around them. Awareness helps the servant leader see the ethics and values
in certain situations. Persuasion has to do with making decisions as a group to get towards their goal.
Next, conceptualization nurtures the groups and servant leader’s ability to have big ideas. Foresight
is connected to conceptualization as they understand that outcomes in situations/life are not always
easy. Stewardship recognizes the work of other people serving. Commitment to the growth of
people specifically talks about servant leaders who value coworkers/their team. The individual wants
to see all people involved be successful. Lastly, building a community is when the servant leader
works with the community to make improvements. Overall the characteristics can be used by anyone,
but more easily those who are already servant leaders. The characteristics do have one thing in
common, they all work towards the same goal which I feel is very important. URI101 and HDF190 are
both close communities and close classrooms that I think pick up on these characteristics.
Source: Greenleaf’s Theory
See Evidence #3
28. Student will describe personal application HDF190 COM100 In my COM100 class first year of college, my professor assigned each group a team building game to
of the above theory (Greenleaf) complete. This task was being assigned so that we could get to know our group, prior to beginning our
real group project for the class. We were given a certain amount of time and a certain amount of
materials while being asked to create a standing structure. Between the 4 of us in the group, we all
had our own unique ideas, but using the Servant Leadership theory assisted in making sure we were
successful in the time limit. We had to listen to each person in our group and talk through the
question to make sure we knew exactly what was being asked. Being empathetic came into play by
making sure all of our voices were heard when brainstorming ideas. Healing and conceptualization
helped so that everyone in the group felt comfortable to share, because our awareness of different
viewpoints was so strong. After brainstorming a number of ideas, we realized our time was being cut
shorter so we had to persuade each other into choosing one technique. the four of us in the group
were working very well together so I was happy our real group project would be together. We worked
well together, I think, because our stewardship and commitment to the growth of people was so
strong. We never left a person out, we considered all things, etc. As the time was getting cut closer,
we had a standing structure. We had used a trial and error process with all of the materials, and once
we had the piece we remembered a final touch. We needed to make the structure the tallest in the
class to win. Now, we had to build a community by working together and working with what we
already made to improve our work and finish even stronger. We ended up finishing just when time was
up, and successfully made the tallest standing structure out of all of the groups. I am not sure we
would have been able to do this if each of us did not have servant leadership skills to work in a group.
See Evidence #10

29. Student will show knowledge of the HDF492 Self leadership/my growth in college This theory by Covey is based off eight characteristics to make up principle centered leadership. The
“Principle Centered Leadership” theory by first characteristic is continually learning. Leaders who lead on the basis of principle make a
Covey commitment to learning and growing through experiences in order to make effective change. The
second characteristic is Service oriented. Service oriented is rooted in the idea that life is a mission
and leaders following this idea understand that there is a greater purpose in serving others. The third
and fourth characteristic’s are respectively positive energy and belief in others, both being focused on
lifting others up. Leaders with this mindset truly believe that creating an optimistic environment and
believing in the group’s potential will allow for the greatest growth for individuals. Synergistic is the fifth
characteristic which calls for working with change agents in order to promote and make change
happen. The next two characteristics are seeing life as an adventure and lead balanced lives. These
go well together as they acknowledge the importance of keeping up with current events, social events,
and working while also recognizing the importance of the small things in life and building strong
relationships. The last characteristic is to exercise self-renewal. Our society emphasizes working as a
priority and using every minute to our highest ability, but this can be exhausting. This characteristic
teachers leaders that although you want to help others, you must help yourself first. You cannot
successfully lead someone or a group without taking care of yourself physically, mentally, and
spiritually.
30. Student will describe personal application HDF492 Senior internship with Perspective’s My senior internship with Perspective’s Corporation has me as a job coach working with high school
of the above theory (Covey) students who have disabilities. I have used characteristics from Covey’s Principle Centered
Leadership theory in order to grow as a professional myself and to best support my clients each day. I
have used the first characteristic of continually learning during each of my shifts with my internship by
using my experiences to change my behaviors. I have gotten to know my clients more and more each
day that gives me a better idea of their personal triggers and how they respond to certain motivators. I
have noticed my altering behaviors have given me the abilities to make effective change in my clients
work. With my position being very independent, I have had to begin practicing the characteristic of
self-renewal, which is a challenge for me. For every shift I work I need to have my full attention and
energy in order to keep the positive energy and environment I previously built for my clients. With
working Monday-Friday, there have been times this semester that I do not have my full energy and I
feel run down for my shift. I have called out of two shifts this semester, giving enough time notice to
my supervisors, in order to give myself a mental health day. I am grateful to be working with an
organization that appreciates communication because they were totally understanding towards giving
me these mental health days. I want to help myself before I can help others and it has gotten easier
over the course of the semester for me to realize when I might need a break.
31. Student will show knowledge of the “14

Points / TQM” theory of leadership by
Deming

of the above theory (Deming)

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

of the above theory (Sashkin)

“Individuals in Organizations” leadership
theory by Argyris
of the above theory (Argyris)
37. Students will demonstrate knowledge of HDF190 Future career in human services The “4 V’s” theory of leadership relates to Ethical Leadership and involves the relationship between
the “4 V’s” theory of leadership by Grace Value, Vision, Voice, and Virtue. The theory frameworks how your personal beliefs and values are
(Center for Ethical Leadership) presented to the outside world. In order to understand and incorporate this theory into your life you
need to understand your personal set of values. Once one has determined what their beliefs and
values are they can begin on this journey. Virtue is the center of this model because through value,
voice, and vision we strive to maintain ethics in our behaviors and our actions in order to accomplish a
virtuous form of leadership. Obtaining virtue means acknowledging and implementing what is right
from wrong, good from evil, striving to be the best you, and working for the common good. Value
involves identifying your core beliefs, how you should act, values are your standards of behavior.
Vision is how you want to implement those values into your community and society through service.
Voice allows one to express their values and vision to others to try to motivate them to follow
alongside you. In between value, vision and voice contain three words, polis, renewal, and service.
These three words each connect two of the three remaining V’s together. Polis is the connection
between vision and voice, through public service we learn how to bring voice to our vision. Through
polis one can be a part of public outreach, public speaking, anything that pertains to getting your ideas
to the public. Renewal is the connection between voice and values, as we use our voice we always
must take into account our values as we speak. Renewal is understanding the importance of integrity,
speaking on behalf of your values and beliefs, on what’s right and good. Lastly, service connects
vision to values, it is defined as “when our values are tested and tried through service to others, vision
is often revealed” (4-V, 2016). Service incorporates your values into actions, it allows you implement
what you believe in into the community and society around you.
4-V Model. (2016). Retrieved from http://www.ethicalleadership.org/concepts-and-philosophies.html
38. Student will describe personal application HDF190 HDF432 Comparing my future career path and past experiences in the Human Development program
of the above theory (Grace) Choosing my career path and at URI, I can connect to the “4 Vs” theory by Grace. I came into college unsure of the path
internship site that I wanted to take, but being introduced to the leadership program here and HDF courses,
I was led onto the path of following my Values and Virtue. Through my experiences I have
gained the ability to incorporate the idea of this theory into my work and service. I feel
strongly about supporting families in communities that need support and are not being
provided it from institutions. My values are strong in believing that everyone should have
equal access to resources and basic human rights, but that is not always the case for target
population groups. My vision in putting my values out into the world is to work with
children on their development from an early age and especially those in underserved
communities. I have not yet gained a strong voice in the field as I am still gaining
experience, but I have used my voice to explain to my parents why I am headed towards the
career path I am. My mom had a questioning perspective along the lines of my major and
the kind of work that I will be doing but my values and passion for the work I want to do
helped her to understand. I have a number of different experiences in working with young
children in early childhood settings, but I will be taking my service to another level this
coming spring at my internship site. I will be working at Perspectives Corporation in the
transitional services department for high school students with disabilities, and I cannot wait
to get started with continuing my vision in my career.

39. Student will show knowledge of the HDF492 HDF412 The Situational Leadership theory encompasses the idea of adapting one’s leadership style to that of
“Situational Leadership” theory by Hersey one that fits the development of those you are leading specifically. Situational Leadership is composed
& Blanchard of Coaching, Delegating, Supporting, and/or Directing. This theory works by basing the needs of the
individual being led, based off the level of supportive and/or direct behavior they require. Those who
need little to no direction or support are those you can delegate to. For these individuals they are
more independent and self-sufficient, they are those you can trust to get the job done without much
instruction. The complete opposite of the Delegate category is Coaching. These people need more
support and direction than others and tend to have lower commitment. Both Supporting and Directing
fall in between these two. Individuals that need little direction, but a more support fall into the
Supporting category. They are capable, but tend to be a more cautious performer. While those that
need little support, but more direction fall into the Directing category. They are enthusiastic about
starting and self motivated but need some direction to get going. It is easiest to use this style of
leadership in a group that is already motivated.
40. Student will describe personal application HDF492 Senior internship with Situational Leadership by Hersey and Blanchard can be applied to be senior internship with
of the above theory (Hersey & Blanchard) Perspective’s Perspective’s Corporation, almost exactly. Throughout my time with perspective’s I was mostly
working with three of the same clients one-on-one each week. Situational Leadership can really be
applied to how I work with my clients because they all have such different personalities, abilities, and
motivations. After my first few shifts with each client I was able to understand how much support they
were each going to need from me and I slowly became more comfortable as I had a grasp on how
much to give each of them. One of my clients calls for delegation, one calls for coaching, and one
calls for directing.
41. Student will show knowledge of the HDF190 EDC102 I believe that practicing relational leadership is very interdisciplinary and can be seen in all aspects of
“Relational Leadership” model by careers, schoolwork, etc. In EDC102 this semester, a lot of the work done is in specific groups of five
Komives, McMahon & Lucas or six students. With the group work going on during the same time as learning about this model, I
was able to notice certain things about how my group was interacting. One example is that I had to
step up and take the first initiative in making steps towards completing our goal. In HDF190 we
learned the ‘Relational Leadership’ Model by Komives, Mcmahon, and Lucas. The five components of
the RLM is empowering, purposeful, process-oriented, inclusive, and ethical. All components simply
work together towards bringing a group to make a positive difference. Empowering is where the
leaders act as a support system to the rest of the group, to encourage the members to get involved.
Purposeful shows how committed the leader is and brings out the leaders ‘why.’ This is how the
common goal of the group is achieved along with collaboration. Process-oriented is when the leader
shows awareness of how the group works together, and how the interactions will result in success
(achievement of their purpose). Inclusive gets the leader to acknowledge all of the differences in
viewpoints the group holds. Lastly, ethical is how the leader is driven from morals and values. The
‘Relational Leadership’ Model specifically identifies how important groups and relationships are in
being a positive leader. Each component of the model gets into its own way of why understanding
your group is so important when leading those involved, especially when it comes to representation of
the group.
Source: Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College Students
What Want to Make A Difference. San Francisco: Jossey-Bass. (68-72).
See Evidence #4 and #5

42. Student will describe personal application HDF190 Summer at Park Job While learning about the ‘Relational Leadership’ model in HDF190, I was constantly thinking of times
of the above theory (Komives et al) when I was the main leader of a larger group. One experience I kept going back to was my summer of
2019 camp counseling job, that I would also be working at this coming summer (2020). Learning
about each component of the model made me reflect on what I had done during this job and how I will
improve my leading in the summer to come. I was one of the counselors for about 20-30 four year old
children. Working with kids this young was a challenge for me, but I saw how I was using aspects of
the RLM without even realizing it. Some children in the group were on the shy side and did not always
want to participate in activities. This forced me as the adult and leader to be empowering and more
inclusive, to make the activity happening seem interesting to that child. The other counselors in my
group and I had to be very purposeful when catering to the kids. We needed to understand their
interests so that they would want to play. Throughout each week at camp, each counselor had to
come up with an activity to lead. When coming up with what to do with them, my thoughts were
process-oriented. My goal was to get each child involved and this forced me to understand how the
group works. Lastly being ethical as the counselor was something I had to be constantly thinking
about. Not only was I physically responsible for the children in my group, but I had to remember I was
a role-model to the young kids.
See Evidence #6
43. Student will show knowledge of the HDF412 Human Development We as humans have the need and desire to create meaning. Naturally we are curious creatures and
concept of constructivism many of the things we create are done so we can better understand the world. For example, many
religious stories have no factual background but are more symbolic in nature. The premise of these
stories are to help us understand why things occur. The concept of constructivism is based around the
central idea of creating meaning. “Constructivism is an approach to learning that holds that people
actively construct or make their own knowledge and that reality is determined by the experiences of
the learner.” This concept is saying that knowledge is constructed. This concept goes against the
belief by some that knowledge is innate or passively absorbed. It is the idea that knowledge is
continually being built, and that learners build new knowledge off of the foundation of previous
knowledge they had. We have discussed in leadership courses that knowledge relies strongly on
making connections between what has been previously known and what new experiences teach us.
This is related to Human Development in general as children in early childhood make rely on this
same idea in order to make connections in learning language and literacy, and other important
aspects of development.
https://www.simplypsychology.org/constructivism.html

44. Students will describe personal examples HDF412 Big Question Discussion groups In HDF412 we were asked to complete two different group discussion assignments and
of implementing constructivism in 412 responses with choices between a few ‘big questions.’ These discussions could be
considered cooperative learning to implement constructivism. We were asked to share our
opinions and past experiences while also holding a strong commitment as a group to listen
and hear what everyone shared. Through my group mates responses I was able to gain a
different perspective in multiple realms of life. We shared many similarities in what we
thought, but hearing their experiences encouraged me to change my point of view. Although
I did not experience these things myself first hand, their opinions let me see things in a
different light. This was most relevant in our first discussion when responding to the
question ‘For whom we are responsible.’ A theme that came up in our discussion included
the boundaries we would consider when figuring out if we should be responsible for
something or someone. We all agreed that there are so many stories where strangers are not
good, and we would all question helping a stranger from this idea. You never know who you
can trust. A third theme that we noticed was that as humans it is natural for us to help
someone in danger and this is when we would feel a duty to become involved in a situation.
We were kind of all going back and forth about when we would feel inclined to step in and
the circumstances surrounding a situation, but we all thought that seeing a person in danger
would bring an immediate feeling of responsibility. Originally I said that I 100% would
have helped a stranger on the side of the road with my family in the car, but I saw after that
this could be a safety issue and you can’t always help people that you want to.
See Evidence 29
45. Student will demonstrate knowledge of HDF492 In Exploring Leadership, the authors, Komives, Lucas, and McMahon (2013), described that
the Experiential Learning Model (Kolb) understanding the way you learn and develop leadership allows you to grow as an individual and as a
leader (p.31). This model was developed by David Kolb to give information on how leaders specifically
develop. The model is broken into four parts; Concrete Experience, Reflective Observation, Abstract
Conceptualization, and Active Experimentation. Kolb suggests that we come to new information by
doing something (Concrete Experience) or by thinking about something (abstract conceptualization).
Then, we process information by reflecting on the experience (Reflective Observation) or to apply the
information (Active Experimentation).
- Concrete Experience; an activity or experience allowing for growth
- Reflective observation; “What?” “What happened?”
- Abstract Conceptulization; “So what?”
- Active Experimentation; “Now what?”
Komives, S, Lucas, N., & McMahon, T. (2013). Exploring Leadership for College Students What Want
to Make A Difference. San Francisco: Jossey-Bass. (31-32)
46. Student will describe personal application HDF492 Sisterhood event with sorority Last semester my sorority hosted a sisterhood event for the whole chapter being a self defense
of the Experiential Learning Model (Kolb) course. We had a group of people come in to talk to us about self defense and directly show us
moves to use if we were ever in a dangerous situation. The concrete experience we were all going
through was the event itself. I had never been exposed to something like this, so I had a lot of room
for growth and this was one of the first events for new members to attend. The group coming to work
with us asked us questions and we were able to ask them questions. Our reflective observation was
seeing how they handled self defense moves. Abstract conceptualization was the chapter discussing
how important it is as women to be aware of our surroundings and environment due to the risks out in
the world. Active experimentation was the group allowing our chapter to practice moves on each other
to become more comfortable in what they taught us.

47. Student will show knowledge of the HDF190 COM100 The ‘Social Change Model of Leadership Development’ by Astin et al, explains the process of
“Social Change Model of Leadership leadership through three components; individual values, group values, and community values. All of
Development” by Astin et al the components make sure the leader is accurately representing all people a part of the end goal.
within these three working components are the 7 C’s towards success. Three of the C’s going with
individual values include the consciousness self, congruence, and commitment. The consciousness
of self is being aware of what motivates the individual. Congruence is sticking to the morals and
values of the individual and commitment is the motivation the individual has to not give up. Under
group values is collaboration, common purpose, and controversy with civility. Collaboration Is where
group process of leadership comes into play and just working with others. Common purpose is
working with this group of others towards one goal and controversy with civility is working towards
social change. Lastly, citizenship is under community values where social change is worked towards
through a relationship with the larger community. In COM100, I had to complete a group assignment
creating a hypothetical program for a certain topic in the community. My group decided to use the
issue of women’s education around the world and in RI. It was important to use the aspects of the
social change model when creating our platform, even though it was not real, because we had to
move from URI’s smaller community, to the whole Rhode Island community, onto the United States,
and finish with the issue of women’s education across the globe.
Source: Leadership for a Better World (Komives et al)
See Evidence #7
48. Student will describe personal application HDF190 Social Change Group Assignment in One of the assignments given to my group for HDF190 was our social change proposal. We were
of the above theory (Astin et al) HDF190 asked to come up with a potential action plan that could be implemented onto the campus of URI, our
own community. Our topic took a lot of brainstorming to come up with and we made sure all ideas had
controversy with civility. We decided to create a brochure advertising our proposal of making
diverse representation within Greek Life on campus more relevant. Our common purpose ended up
being for greek life to resemble to the congruence of URI’s wholistic morals and values on campus.
When making our brochure we were catering to the individuals a part of greek life to encourage them
to make improvements in their organizations. The brochure, as an advertisement, was
consciousness of self. If our proposal were to be implemented within greek life it would require the
collaboration and commitment of the Panhellenic Association and Inter-fraternal Council with greek
life chapters at URI. These relationships and workings together would connect with citizenship as
well because the goal trying to be completed would be based off of URI’s larger community.
See Evidence #8
49. Students will demonstrate knowledge of

the “Leadership Identity Development
Model” by Komives et al
50. Students will describe personal

application of the above theory. (Komives
et al)

the Strengths-Development Model by
Hulme et al

of the above theory (Hulme et al)
53. Student will demonstrate knowledge of

behavior theories of leadership from
Michigan and Ohio State

of the above theories (Michigan & Ohio
State)

Charismatic leadership

of the above theory

contingency approach to leadership by
Fiedler

of the above theory (Fiedler)

Path-Goal theory by House

of the above theory (House)

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

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

Leadership Substitutes Theory

of the above theory

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

on leadership emergence and
performance

Chaos approach to leadership by
Wheatley

of the above theory (Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69. Student will demonstrate how cultural

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

of using cultural anthropology /
paradigms as a leader
71. Student will demonstrate HDF414 HDF414 Bobbie Harro introduced the cycle of socialization upon the idea that we are all born into social
knowledge of the “Cycles of identities and are predisposed to unequal treatment in society. His theory was created in hopes to
intervene and direct a different movement. The theory begins at the center, the core, that keeps
Socialization” (Harro) theory and society in the same cycle of negativity. From the center is the first socialization, by the people and
its uses in leadership environment that surround you. During this stage is when most people create their own perceptions
and life values. Next is institutional and cultural socialization, where our culture and institutions
begin telling us how to feel and who should be in power. This is where individuality is lost. The results
of the poor socializations lead to bad outcomes for everyone. The continuation reveals society doing
nothing about the cycle by failing to challenge the root of the issues. Harro’s Cycle of Socialization
relates to leadership because there is a problem with power sources in society because of the cycle.
Leaders who are willing to make change and go against the socializations we are used to cannot do
this without the necessary power.

72. Students will demonstrate HDF414 Human Development major I believe my interest and passion for the health disparities present in the United States is closely
personal application of the related to the environments I have been a part of growing up and reflects the Cycle of Socialization. I
HDF412 Social Change Proj. HDF414 chose to research and create a social change project on health disparities in Providence for HDF414.
“Cycles of Socialization” (Harro) Being born into a society that has already created beliefs and systems, I was able to see the world
Volunteering at Newport Food through my own point of view and my ‘first socialization.’ I grew up in the City of Boston and
Bank, my goals for after attended Boston Public Schools. From a young age I was able to see how differently groups of people
graduation live. I was able to compare this to the population at URI. Coming into college, I was encouraged to
pursue the HDF major track where I learned a lot about the institutionalized reason for health
disparities. The enforcements set in place in our society creates wins and losses, and health
disparities highlight the losses faced by those in low income areas. The groups of people not holding
power to change these ways are now stuck in the cycle of receiving unequal care. My interest in
tackling this social change issue and pursuing a career in Human Development is my small stride in
trying to stop the continuum of the Cycle of Socialization.
In my chosen discipline of human services I am expecting to encounter difficulties

related to Harro’s Cycle of Socialization. I am choosing to work in this field with
families and children in order to play some kind of role in representing people whose
circumstances have failed them in reaching their full potential in life. Many human
service institutions are government funded and/or are not for profit organizations.
This means that there are high chances of outside variables limiting the work that can
be done by and for individuals; the continuation. I want to work for people that have
been failed by the systems in place and where false truths are given to them from
outsiders, such as ‘not working hard enough’ to move upward in society. Something I
will try to implement into my work if I come across difficulties with representation in
my field is finding ways to network with those in power. I believe that starting
conversations with people in power will be a small step in trying to bring out
perspectives of people that are not brought up enough. A first hand experience I had
with this was volunteering at the Newport food bank in the spring of 2022. This is an
organization working to support those in the community that cannot afford basic
necessities and they are truly working against the institutional socialization.
(REVISION)
73. Student will demonstrate HDF414 Social Change Proj. HDF414 Harro’s cycle of liberation is the attempts to challenge and create change in society. The core of this
knowledge of the “Cycles of begins with love and hope; change is created when people believe in the same thing. To start the
change is the step of getting ready is where the group gains inspiration, begins empowering self, and
Liberation” (Harro) theory and its diminishing old beliefs. Reaching out is where leaders will begin working with others to take stands
uses in leadership and experiment. Next includes building community and coalescing; organizing and educating. this
planning allows for there to be new culture created and create change. The most difficult step after
this is to maintain the created change. The SistaFire organization of Providence holds the same
values and goals I was hoping for in my social change project. Their organization is a mix of women
volunteers in the area of health disparities. Their goals work in line with the steps of the cycle of
liberation and they follow coming together as a group for social change.

74. Student will demonstrate HDF414 HDF308 With my social change project being focused on health disparities of Providence, I decided to use the
personal application of the Social Change Proj HDF414 resources available to me to the best of my abilities. Another class that I am in asks me to go to the
HDF412 Child Development Center URI CDC of URI in Providence once a week. The classroom is filled with children aged 3-5 and their
“Cycles of Liberation” (Harro) families are from all around the Providence city area. I made a step in the cycle of liberation by
Naming injustices in conversations reaching out to the teachers of the class on what they know about the health disparity issue in
Providence. I was able to get information on the parents opinions, good health resources, and what
they believe needs to be changed. This helped me get a better idea for representation in the area and
what local residents think needs to be done. This is especially relevant with families.
I want to continue with this growth mindset and progress myself further with Harro’s
Cycle of Liberation. In the reaching out section of the model I have tried to progress
my knowledge around people with disabilities by naming injustices and starting
conversations. The courses I have taken with Leadership Studies have encouraged me
to question systems in place around a number of issues, but disability access on URI’s
campus has been of high interest to me. In this way I have begun to build a community
within the model. Working and discussing with others helps to bring in different
perspectives and work against the status quo for how things have been. Building a
community with people who are different from me will give a wider range of
experiences to consider before coalescing for action. In this phase of the model I want
to work on raising awareness around the ways community environments can improve
upon disability services and access. Moving into the creating change section with this, I
would attempt to guide change on campus by emailing the University President or the
head’s of certain departments on things that have been noticed. Those with a voice
should hear feedback in order to represent groups of people that need support in ways
like having access to elevators or ramps in all buildings on campus. Reaching out to
those in power would be an actionable measure to take within the Cycle of Liberation
and actively work against the status quo. (REVISION)

the “Configuration of Power” (Franklin)
and its relationship to leadership
76. Student will demonstrate personal

application of the “Configuration of
Power” (Franklin)

77. Student will demonstrate knowledge of HDF412 HDF414 Rowe, Bennet, and Atkinson introduced the White Racial Consciousness Model in 1994 when
racial identity development (Cross & discussing racial identity development. Their introduction of this model was made in response to other
Fhagen-Smith; Rowe, Bennett & White racial identity models as they found aspects that they did not relate to and/or found issues with.
Atkinson; Ferdman & Gallegos; Kim; They therefore created a model that would more accurately represent White people’s responses
Horse; Renn etc.) toward themselves and other races. Their model was created to hopefully predict relationship
outcomes and a better basis to assess different racial relationships. The WRCM was made with the
impression that those who are White should be aware of what it means in the bigger picture of society
and what it means to have relationships with people outside of the White race. The model represents
the idea that one’s awareness of their whiteness will play a part in racial attitudes. WRCM is split into
two categories of unachieved and achieved White racial consciousness. Unachieved White racial
consciousness is then made up of three types being named avoidant, dependent, and dissonant.
Avoidant attitudes represent White people totally ignoring race unless forced to address the topic.
Dependent attitudes include those who are aware that they are White but rely on others opinions to
create their own. Lastly, dissonant types may be interested in learning more about race but have
confusion around what it means to be White and how other racial groups experience the world.
Achieved White racial consciousness is seen in the lens of four separate types. The dominative type
can look like a White person avoiding people of color from holding racist attitudes or outwardly taking
racist actions against these groups. Conflictive type is when a person believes that people of color
should be at fault for societal challenges faced, and that it has nothing to do with equality issues.
Reactive type covers the idea of a White person challenging their own status quo in society while
facing difficulties connecting with people of color. Lastly, the integrative type of achieved White racial
consciousness is being aware of racial complexities and taking part in fighting for racial and social
change. Integrative attitudes are the most genuine and accepting.
Rowe, W., Bennet, S., & Atkinson, D. (1994) White racial identity models: A critique and alternative
proposal. The Counseling Psychologist, 22(1),129-146. Retrieved from http://tep.sagepub.com/
content/33/2/129.short
78. Student will demonstrate personal HDF412 White Racial Consciousness Model Looking at the White Racial Consciousness Model (1994) in comparison to my own life and
application of model(s) of racial identity experiences of being a White person, I am able to debate how much of the theory’s
development above perspective I can connect with. My understanding of the WRCM was a more negative
perspective on how some White people look at those in other racial groups and how they
choose to connect with other racial groups. I cannot say that I relate to an unachieved White
racial consciousness that the theorists propose, but that I see myself fitting in with the
achieved, reactive White racial consciousness. It was difficult for me to see exactly where I
would fit in this theory because I cannot connect with most of the groupings and I am
unsure if I can fully relate to being achieved and reactive. I hold many of the same values of
the achieved, reactive White racial consciousness; I am aware of the privileges I have being
White and I believe I have the abilities to connect and build relationships with people
outside of my racial group. One way I could see myself not matching in this type is how I
am not actively fighting for social justice and racial change in my communities. I would not
say that this theory should be totally re-written, but I would recommend adding another kind
of attitude within achieved White racial consciousness that captures those who are aware of
themselves, open to others, and may work to discuss problems of race with people in their
lives. Although I am not fighting for change in a large scale way, I do try to discuss societal
problems along the lines of race and privilege in order to expand my own knowledge and
question ideas that other people may have. I have a range of knowledge along the lines of
race due to my past experiences and the environment that I grew up in. I think in general
with this model, it is difficult to place people into attitudes when not considering personal
circumstances.

79. Student will demonstrate knowledge of HDF412 The Social Cognitive Theory of Gender Identity Development (Bussey & Bandura, 1999) combines
models related to gender / identity / psychological and sociostructural components and it’s influence on gender. It is described that there
gender identity development (Lev; are three specific factors influencing one’s gender development that include personal, behavioral, and
Bussey; Bussey & Bandura; Bilodeau; environmental. The personal level consists of biological characteristics, self concept and perception,
Gilligan; Belenky et al; etc.) and regulation. The behavioral level focuses on gender-related activity patterns. The environmental
level includes one’s family, peers, educational settings, media and digital context in take. Gender has
become a less stigmatized conversation in recent years, but it is a powerful organized concept that
effects individuals and their self perception. People may be less accepting of themselves if that is
what the world around them is expressing. Additionally, gender identity is a continuously changing
aspect. Across lifespan and through learning different societal views, a person may change their
opinions on themselves and who they might truly be or want to be.
Patton, L. D. , Renn, K. A., Guido, F.M., & Quaye, S. J. (2016). Student development in college:
rd
Theory, research and practice (3 ed.). San Francisco: Jossey-Bass
80. Student will demonstrate personal HDF412 College experiences Since coming to college, I have had a number of eye opening conversations along the lines of social
application of model(s) of gender identity identities. I have learned so much more than I had previously known about gender identity more
above specifically because it was not a huge topic in my high school life. I have always known that I am a
straight woman and I identify and express myself as a woman, which is a privilege. through
conversations I have had that changed my perspective on other people’s experiences, I realize how
my own environmental level of the theory could have impacted my life if I identified differently. My
family and close circle growing up did not discuss gender and different sexualities much, so it did not
cross my mind very often. I have heard people in my family make comments about other people’s
gender identity that I do not support and it has made me reflect. People who hold gender identities
that are outside of societal norms may experience these kinds of comments more often and it may
impact how they choose to live their lives. If I identified differently, I know that I would have a difficult
time talking to my family about who I was and wanted to be. This would have impacted my self
perception growing up and creating my own life in college. Having this knowledge gives me greater
empathy towards those going through gender identity development and encourages me to support
those that are having different lived experiences than I am.

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

McIntosh’s theory of privilege and its
relationship to leadership

application of McIntosh’s theory

85. Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
86 Student will demonstrate knowledge of HDF312 Practicum site with RIDOH For HDF312 I was placed to work with Jeffrey Hill, at the Rhode Island Department of
relevant laws and policies related to Health (or RIDOH). Jeff is a Public Health professional who focuses on both intentional and
issues of equity and its relationship to unintentional injury prevention. He has held many different positions leading to his work at
leadership (i.e., Title IX, Affirmative RIDOH which last included being the Associate Director of Student Conduct at Johnson and
Action, Protected Classes, etc.) Wales University. His current positions at RIDOH include being the RI Youth Suicide
Prevention Coordinator and the Violence and Injury Prevention Program Manager. My
meetings with Jeff were held weekly on Zoom for the semester, usually on Wednesdays, so I
did not get the opportunity to visit his site in person at all. Through our Zoom calls I learned
a bit about what he does at the department. A more time consuming role he has is applying
for different grants at both the state and federal level to fund the suicide and injury
prevention programs. Without these grants, the programs would not be able to run or help
those in the state of Rhode Island experiencing difficulties. My practicum role consisted of
attending these meetings, being present in our discussions, and then researching the RI
school districts Title IX policies on my own time. Title IX of the 1972 Education
Amendments ‘prohibits sex discrimination in any education program that receives federal
financial assistance.’ This includes sexual harassment and sex-based discrimination. I
completed this research on the school districts across the state by going through each school
within each district’s website and evaluating the information they have available for
students and families on Title IX. I filled out charts for school districts Barrington,
Coventry, Bristol Warren, Cranston, Burriville, Cumberland, Central Falls, East Greenwich,
Chariho, North Kingstown, North Providence, and West Warwick. Our discussions included
briefly going over my findings for each district; most schools scored ‘poorly’ or ‘good’
rather than ‘superior’ for the criteria. In addition to this part of our discussion we also
discussed current events happening along the lines of sexual violence, in Rhode Island and
New England. A big takeaway I have from my weekly meetings with Jeff was learning more
about suicide prevention and awareness.
See Evidence #28
87. Student will show knowledge of effective HDF492 HDF414 social change project A change agent is someone who has the “understanding, motivation, and skills to create positive
leadership as it relates to change agency change.” There are four main values that those who want to become a change agent need to
understand. The first obviously being the value of change. Those who want to be a change agent
need to understand that change is a process and a long one at that. They must understand there will
be people who are resistant to the change you are trying to create. The second value is
Consciousness of Self. Change agents need to have a lot of self-awareness. They should be able to
know which of their strengths can provide a benefit to their cause, while also recognizing the ones that
potentially hinder it. The third value is Congruence. As a change agent you first need to understand
your own personal values and then need to be able to apply those values to the shared values of the
group you are working to create change with. However, one must also understand others will have
differing values than the ones you possess. Finally, the last value is commitment. As I had previously
mentioned change is a process. In HDF414 we were asked to pick a social change project we wanted
to be a part of. Taking these parts of a change agency, I researched the program Sista Fire and
acknowledged that I did not have much power in making first order change. I took my research,
reached out to the organization with questions, and thought of ways I could promote the organizations
values to college students.

88. Student will describe personal examples
of being a change agent
89 Student will demonstrate knowledge of HDF412 Servant Leadership Milton Bennett’s “Developmental Model of Intercultural Sensitivity.” Bennett broke this model down into
the “Model of Intercultural Sensitivity” by six-stages that range from having minimal contact with others from various cultures to reaching a point
Bennett and its uses in leadership of not only accepting, understanding, and embracing intercultural relationships, but having a strong
understanding of “who they are as cultural beings” (Komives, Lucas, McMahon, 2013). Stage One is
about Denial of Difference, mainly it involves those who reject cultural differences. They dehumanize
others from different cultures and “assume different behavior is a deficiency in intelligence or
personality” (Komives, Lucas, McMahon, 2013). Stage Two is Defense Against Difference, people in
this stage have an “us against them” mentality. They use stereotypes to build borders between them
and those different from them. Stage Three is Minimization of Difference in this stage people have
“arrived” at intercultural sensitivity. Though people in this stage accept and embrace the views and
beliefs of others, they themselves “avoid recognizing their own cultures” (Komives, Lucas, McMahon,
2013). Stage Four is Acceptance of Difference, here people are not only able to see that the different
values and beliefs of cultures are distinct, but are able to see and make distinctions between their own
culture and others. Komives, Lucas, and McMahon wrote that, “acceptance does not mean agreement
or preference for alternative values, but rather acceptance of the distinctive reality of each culture’s
worldview” (2013). Stage Five, Adaptation to Differences, is described as “one of consciously shifting
perspectives and intentionally altering behavior” (Komives, Lucas, McMahon, 2013). Those in this
stage not only see, accept, and understand differences in cultures exist and are useful, but then apply
that understanding and work to adapt their approach to best fit those around them. Finally, Stage Six
is Integration of Difference, people in this stage usually are bicultural or multicultural. For the most part
those that reach this final stage are able to easily move in and out of groups of varying cultures.
People in Integration have a vast range of cultural perspectives and behavior to utilize. Understanding
and incorporating intercultural sensitivity into everyday life is extremely important when living in a
world that is so diverse. This can be related to other aspects of leadership as it forces those in power
to consider lives that are different than their own and committing to representing populations that do
not have societal power to do so.
Komives, S, Lucas, N., & McMahon, T. (2013). Exploring Leadership for College Students What Want
to Make A Difference. San Francisco: Jossey-Bass. (203-210).
90. Students will demonstrate personal HDF412 HDF305 In my HDF305, working with families in diverse early childhood settings, we discuss frequently the
application of the “Model of Intercultural importance of acknowledging differences between us and others. Through these discussions and
Sensitivity” by Bennett what my professor explains to us for dealing with multicultural families in the classroom connects to
stage four of the model ‘acceptance of difference.’ As I am moving onto graduation and will be working
closely with many different family dynamics and backgrounds in my career, I know that it will be my job
to be accepting of all groups of people. I have known and valued this for many years now, but my
biggest learning from this model and my HDF305 class has been how to discuss multicultural topics
with young children. My professor has taught our class that it is educators job to recognize differences
in communities with children while not pushing beliefs onto anyone. Families have different beliefs,
traditions, and values but it is acceptable for children to be aware. As a professional in my field, I am
excited to learn about different traditions families may have and to educate myself on topics that are
new to me.

91. Student will demonstrate knowledge of HDF412 Higher education The Action Continuum from Griffin and Harro provides a spectrum in which a person or institution can
the ally Action Continuum by Griffin & Leadership Development program either support oppression to confronting oppression. The furthest end of the spectrum begins with
Harro supporting oppression by actively participating in it; telling oppressive jokes, putting people down from
target groups, avoiding members of a target group, etc. Next is denying which is not actively
participating in oppression but denying that target groups face oppression overall. Respectively next is
recognizing with no action (is aware of oppressive actions and their affects, but makes no action to
stop it) and recognizing with action (is aware of oppressive actions and takes action to stop it).
Educating self comes next on the Continuum where actions are taken to learn more about oppression
and the outcomes on target groups through reading, attending workshops, discussing, and joining
different organizations working against oppression. Educating others comes after with moving onto
engaging others in discussions to share why objection is present. The seventh stage on the spectrum
include support and encouragement, where someone will support others speaking out, forming allies,
or joining coalition groups. Lastly, initiating and preventing is the highest point in confronting
oppression. This is where someone will be working to change actions and policies that discriminate
target groups (planning educational events, making sure target group members have room to
participate). Within my time at URI and being a part of the center for leadership development, I have
been a part of many conversations allowing for actions of oppression to be questioned. The
leadership minor has given me the tools and confidence to move from recognizing oppression with no
education to educating myself, others, and supporting target groups to the best of my abilities.
Griffin, P. & Harro, B. (1997). Action continuum. In M. Adams, L. A. Bell, & P. Griffin (Eds.), Teaching
for diversity and social justice: A sourcebook (p. 109). New York: Routledge  

92 Student will demonstrate personal HDF412 My social identities A dominant social identity that I hold is being a straight woman. Heterosexual people hold
application of the Action Continuum by privilege in our society over those who identify in the LGBTQ+ community and things that
Griffin & Harro I do not usually think about often, are privileges. As a member of the heterosexual
community there are many situational outcomes that I have experienced that do not come as
easily to people identifying differently. One privilege I have had as a straight woman is
being able to express affection towards my partner without having to worry about the
reactions of other people I am around in social situations. Many people identifying with the
LGBTQ+ community have to consider people possibly showing hostility or violent
reactions for showing the same kind of affection in public. Not having to worry about the
reactions of others due to who I choose to spend my time with is a privilege. The Action
Continuum (Griffin and Harro) provides a spectrum of where a person may stand in
supporting oppression to confronting oppression. When considering my privilege in being a
straight woman, I think I stand in the middle of “Recognizing, Action.” At this point in the
spectrum it explains that a person is aware of oppression and the impacts it has, while taking
actions to stop oppression if ever encountered with an oppressive situation. I believe that
this is where I stand in recognizing oppression having to do with sexuality because I am in
support of people who identify differently than myself but I do not take actionable steps to
become a better ally. For example, I hear often people using microaggressions towards the
LGBTQ+ community or those who identify as being homosexual, like referring to
something as ‘gay.’ It is always surprising to hear a comment like this when I think about
where our society is today, but I do my best to try to explain to the person who said it why it
is unacceptable. I have noticed that it is most useful to simply ask the person something
along the lines of, ‘what do you mean when you say this?’ It forces the person to take a step
back and think about what they just said to realize that it does not make much sense and it is
very insensitive. Although this response is a commitment I have made to take action against
oppressive comments, I can definitely improve myself and move forward on The Action
Continuum through other commitments. The first step I can take is to stay up to date on
local social action/change events going on in my communities, at home and at school. I have
attended rallies or walks in support of oppressed groups before but I have not actively
checked when these would be, so I end up missing the date. I would like to join different
online groups to see when these events are happening in order to support the LGBTQ+
community and show support for people I know who are a part of this movement. On top of
educating myself, another step I can take is to further educate others. Although I try to
question the use of other people’s words, I would be able to further educate people by
encouraging them to join groups where knowledge is given out.

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

the Multicultural Organizational
Development Model (Jackson)

95. Student will show knowledge of the HDF412 HDF414 The Multicultural Change Intervention Matrix (Pope, et al., 2014) is the idea of using theories and
Multicultural Change Intervention Matrix models as a basis to make an effort towards multicultural change. The idea discusses that in order to
(Pope) create transformative multicultural changes a paradigm shift and due to the structure of the systems in
place of our society, first and second order changes are needed. There are six levels of these
changes broken up into Cells; Cell A (First order change, individual level), Cell B (Second order
change, individual level), Cell C, (first order change, group level), Cell D (second order change, group
level), Cell E (first order change, institutional level), and Cell F (second order change, institutional
level). The different levels are working in ways to create interconnections between the targets and
types of change possible. It is stated that there is no hierarchy between them, but they work fluidly too
create the necessary paradigm shift across institutions like higher education. The three noted
significant uses through the matrix are assessment/evaluation, strategic planning, and curricular
transformation. In HDF414 we discussed changes that should be made and normalized within higher
education, but specific to URI’s campus. Providing access to all parts of campus and making them
available to those with disabilities is not prioritized enough and problems have been found along the
lines of access. Speaking to individuals facing these problems, figuring out what the community will
need at the group level, and coming to the institution with set ideas on how and why changes need to
be made is how shifts will be seen.
Pope, R. L., Reynolds, A. L. & Mueller, J. A. (2014). Creating multicultural change on campus. San
Francisco, CA: Jossey-Bass
96. Student will show personal application of HDF412 Sigma Kappa Looking at the Multicultural Change Intervention Matrix (Pope), I can compare it to the
the Multicultural Change Intervention sorority organization that I am a part of on campus. A way we are able to make a first-order
Matrix change through membership is by having informational presentations and discussions
during our weekly chapter meetings. Our diversity and inclusion chair takes many steps to
educate our large chapter on many different topics, but we do not regularly discuss the
LGBTQ+ community. This would be a first-order change as we work together as a group to
build upon shared values. A second-order change that could be made in this institution
would be to bring up our support of the LGBTQ+ community in our recruitment process.
This would let potential new members know of our support and hopefully feel more
comfortable to be a part of our sisterhood with this new understanding. It is unfair to think
that those joining a sorority would be identifying as straight and bringing up the discussion
allows everyone to feel comfortable being themselves.

97. Student will create a personal code of HDF412 Sigma Kappa Inclusive leadership is about knowing and understanding yourself and others, believing that
inclusive leadership differences in people are valuable and everyone can make a difference, and having skills in listening
and building coalitions. Personally, I view Inclusive leadership as not only including everyone, but also
accepting everyone and their ideas. Though one may not agree with everyone and what they bring,
inclusive leadership just means respecting what they do and say, it does not mean you are forced to
follow them. A large aspect of inclusive leadership is making people feel welcome and valued. As a
member of a sorority on campus I have been a part of the recruitment process for three years. During
recruitment in the Fall and Spring, current members are asked to speak with potential new members
(usually being first or second year students at the University). I constantly reminded myself of how I
felt during the process as a freshman, and I made a conscious effort to make all of the new members
feel comfortable and welcome. It is nerve-racking on both ends, but new members carry worries of
whether or not they will be accepted by each chapter from being themselves. If a PNM did not seem
like a fit for my chapter and I did not have much to connect with them on, I made sure to continue our
conversations in a genuine way until our time was up. whether or not this person would be joining our
chapter, I looked at the process as a way to get to know as many people as I could. I asked questions,
I gave advice, and really listened to what was being shared with me. Although these experiences are
super specific, I will take this mindset of getting to know new people with me throughout the rest of my
life. In any situation where I have the opportunities to speak with others or speak to others, I want to
commit my values in accepting those who are different than me and hoping to learn something from
new relationships.
See Evidene #27

Outcome Category: Critical Thinking
98. Student will show knowledge of principles HDF412 Rhode Island Gubernational Forum In the 2022 Rhode Island Gubernatorial Election, Dan McKee and Ashley Kalus ran against each
of critical thinking and fallacies (logic is other. Playing devil’s advocate I have chosen to be an advisor for Kalus who ended up losing the
used in this minor) election in November by a landslide. The 2022 Gubernatorial Forum opened up many topics that
Rhode Islanders had questions about and began debates between the two candidates. In some of
Kalus’s responses, I was able to point out some fallacies of reasoning in her content. The hosts of
the forum asked a series of different questions over the almost two hour forum, and two of Kalus’s
responses were not supported by evidence (The Providence Journal, 2022). For one, the hosts
asked something along the lines of, “what will you do to relieve the rising student loan debt in Rhode
Island?” Kalus answered this question by explaining how much she can relate to the problem people
face from having student loan debt. Her and her husband had a total of $250,000 in debt that ended
up changing their perspective and outlook on the decisions they make in life, like job choices and
location of living. Kalus worried about finding a job that would help her pay off her loans and she
believes that she did not have as many opportunities in life due to the barrier of debt. After going on
about her personal connection, she decided to answer the original question by quickly brushing over
the idea of incentivizing public universities and increasing programs of dual enrollment in high
schools across the state. Kalus’s response to the question is a fallacy under the idea of ‘begging the
question.’ Begging the question includes circular reasoning and arguments that are trying to get
across the point that the candidate is trying to answer (Caputo, et al., 1994). Kalus could have been
assuming that by relating to those in the state that are struggling with student debt will think more
highly of her, but her plans for actually assisting in debt were simply stated and not explained deeply.
Kalus could have had a well rounded response by considering the aspects of reflective thinking and
being more detailed in establishing the criteria to solve the problem and picking solutions that best fit
the criteria (Caputo, et al. 1994). A more detailed explanation, specific to answering the original
question, could have helped Kalus seem more reputable.
Caputo, J. S., Hazel, H. C., & McMahon, C. (1994). Interpersonal communication:
Competency through critical thinking. Needham Heights, MA: Allyn and Bacon
See Evidence #25
99. Student will demonstrate proficiency of

critical thinking
100. Student will show knowledge of

metaphorical analysis to critically analyze
self and leadership situations

metaphorical analysis to critically analyze
self and leadership situations

102. Student will show knowledge of at least five HDF412 Post graduation and adulting Decision making methods are a practice that can be utilized in many tiers of life. Being an effective
decision making methods leader requires you to make the smartest and most beneficial decision in order to grow, which may
mean letting some groups of people down. 1) decision making method is to anticipate outcomes and
logical consequences of a choice. The implications of a decision are widely important. 2) navigate
risk and uncertainty. The future is always uncertain but considering what an outcome may be can
help to avoid issues or help to prepare for a risked outcome. 3) reminding yourself of the goal and
reasoning behind a decision. This will ensure the insure the insight of the goal is achieved. 4) get
other people involved in the process. As a leader, it is their responsibility to serve the people they are
working for. Having other opinions will ensure representation of the group is considered. 5) weighing
out the options is a fifth method for decision making. This will allow you to assess and analyze the
advantages and disadvantages of each possible outcome.
103. Student will describe personal examples of HDF412 Choosing my spring Internship As a Human Development and Family Science major, we are asked to complete an internship for
having used five decision making methods COM100 credit in order to graduate. My orientation phase of deciding where I would want to hold my internship
was attending the on campus career fair to meet with different organizations. I left the fair with five
different programs that matched my interest and I then went home to do additional research on their
mission statements, values, internship specifics, etc. As I entered the phase of conflict, this is where I
narrowed down to two. It was difficult for me to pick which ones I would ultimately apply for because
they all held values that I support of helping families in need. My transition into the emergence phase
was applying and receiving offers to Perspective’s Corporation and Child&Family Organization of
Rhode Island. I began weighing the pros and cons of each internship site that was available to me. I
wanted somewhere that would provide me with adequate experience before graduating, easy
transportation, and one that would work with my necessary credit requirements. After talking with
both places, I got more information and found out that Perspectives would offer me all of my credit
hours, direct work with children who have disabilities, and being paid for my time with them. My final
decision came down to all of these reasons and although I would have to deal with driving up to 40
minutes away, it would be worth my time. Going through this process of making my internship
decision, I was glad that I had two viable options. I am a very indecisive person so it felt great to be
happy with the choice I made.
See Evidence #26
104. Student will show knowledge of at least five HDF414 Lecture - Melissa Boyd There are five principles of collaborative problem solving from Strauss, 2002. These are good
problem solving / conflict management techniques for working in groups and having different leader types. The steps include:
methods, as well as understanding the 1. Inclusive and involved all stakeholders
roots of conflicts 2. Decisions should be made by consensus and continually reached
3. Design a process map or flowchart to share different viewpoints
4. Designate a facilitator and be wary of power
5. Create a visual record of what is happening to share information
105. Student will describe personal examples of HDF414 Summer Camp Job In HDF414 we learned about the five principles of collaborative problem solving, listed above. I found
having used five problem solving / conflict this to be very useful the summer after taking this course during my time as a head classroom
management teacher at a camp for 20 four year olds. The problem solving techniques were discussed regarding
more adult situations but I found them to be helpful in situations with the children I worked with.
There were a few children in my group that continually gave other members of the group problems
and myself. I changed the strategies to be relatable to such young children by making myself the
designated facilitator and holding my power. This was easy as the children saw me as a respectable
adult they turn to. Our discussion led back to our group values and rules that were created. The
discussion I am thinking of included two children in an argument and myself. I visualized each of the
children’s points of views and this discussion brought us to an agreement and apologies.

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)

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

leadership in crisis situations (i.e.,
application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)
Outcome Category: Interpersonal and Organizational Concepts & Skills
109. Student will demonstrate knowledge of HDF414 COM382 A class focused on Communication Theory went over the theories and theorists of our years on
active listening techniques people’s relationships. Throughout the theories the class learned about the difference between
hearing and listening, and also how to show you are listening. Five key techniques for active listening
is to give your undivided attention, show with your body you are listening, provide feedback,
avoid judging, and respond appropriately. A lot of this happens very naturally in our culture, but it is
important to stay aware of these responses so people know you care.
110. Student will describe examples of using HDF414 Child Development Center at URI At the Early Childhood Development Center at URI, I work with the children and cooperating teachers
active listening skills while still being a student myself. Since I am still a student, the cooperating teachers and I have to
have frequent conversations on my performance. We usually discussed weekly about my
strengths, challenges, and what I should specifically be working on. This feedback is something that I
need to be on top of so that I can make adjustments to my work in the classroom. I would do my best
every week to show my teacher active listening to ensure she noticed my willingness. I would show
this by nodding my head, facing the teacher, and maintaining good eye contact. I found the
constructive criticism to be difficult to respond to at first but this got easier each week.

functions of group communication by
Hirokawa

of functions of group communication
(Hirokawa)

113. Student will show knowledge of techniques
regarding giving and accepting of feedback
114. Student will describe HDF414 Child Development Center at URI During my fall semester of junior year at URI, one of my classes required hours to be completed at the
Child Development Center provided through the University. I was placed at the Providence campus
examples of giving and HDF420 Revising a research paper and would be attending once a week for the rest of the semester. Throughout this process I was able
accepting feedback. to build relationships with the children and teachers in the classroom. After each session I attended I
would meet with the cooperating lead teacher to discuss how the morning went. This was a very
laid back conversation where I could really explain to her what I felt like I was struggling with, where I
thought I was being successful, and what she noticed from me. By the end of the semester,
constructive criticism became much more easy to accept. I struggled with this at first because I was
learning that suggestions do not mean I was doing anything wrong, but that I am also a student in this
classroom. It made me much more comfortable in making mistakes and to ask questions. Besides
these conversations, the teacher in the CDC classroom needed to fill out evaluation forms for mid
semester and final semester grades. Seeing this feedback on a rubric helped me to reflect on my time
and experience. I learned so much through these discussions and feedback is going to be necessary
if I want to be successful in HDF. I was also asked to give feedback to my professor and cooperating
teachers on what I thought could have been done differently. The IDEA surveys for URI make it easy
to provide feedback, but I think I could use practice with providing constructive criticism.
Evidence #22
In my HDF420 class we were asked to complete an extensive research paper on early

childhood language and literacy development. This class overall was a challenge for me as all
of the concepts were foreign knowledge to me. I knew that completing the paper was going to
be difficult so it was a relief to me to hear that my professor would be providing us with
feedback and support if we needed it. Knowing this, I completed my paper ahead of time in
order to meet with my professor and receive constructive criticism on what needs to be
changed for a strong paper. I felt a little knocked down after meeting with my professor
because I made multiple mistakes. I took the techniques that I talked about in an early class for
this outcome to shake off taking the feedback personally. I reminded myself that I am not
expected to write a perfect paper and that my professor was there to help me through the
process. I committed myself to making the adjustments necessary in my paper and I ended up
receiving a high grade which was a huge relief. It is important to not take feedback personally,
especially when the person you are receiving it from is coming from a genuine place.
(REVISION)
See Evidence #33
115. Student will show knowledge of the 7D

coaching model (Knott)

application of the 7D Model (Knott)

117. Student will show knowledge of elements HDF412 Crucial conversation planner There are three components that make a conversation crucial which include opposing
of a Crucial Conversation and steps to opinions, strong emotions, and high stakes. It is stated that having techniques on how to deal
maintain dialogue and move to action with a crucial conversation is so important because generally speaking, the more important a
(Patterson, McMillian & Switzler)
conversation is, the poorer we tend to handle them. Crucial Conversations (2002) explains
that making a conversation safe requires a mutual interest and mutual respect, so that parties
are ensured they are being listened to. The appropriate communication styles discussed in
content also relies on the skill of listening. In order to effectively get one’s point across, you
must be sure you are listening to understand the other person. Through this, you may also be
able to find common ground and raise empathy even more. With the Crucial Conversations
Planner, you must 1) get unstuck with your feelings 2) start with the heart and figure out
what you are truly trying to gain 3) master your story on the situation 4) state your path
individually for how you will go about sharing your side of the story 5) make it a safe space
by expecting each possible outcome and 6) move to action and decide when/how/who this
will be happening.
See Evidence #34

118. Student will describe examples of HDF412 Crucial conversation planner I will take what has been learned from this class on appropriate communication styles and
engaging in a Crucial Conversation apply it to my own conversations by prioritizing trying to understand other perspectives
while also keeping my values in mind. It is possible to understand differing opinions while
also advocating for your story. I have not yet participated in a crucial conversation along the
lines of these techniques, but I have prepared myself for one that I want to have in the future
with one of my roommates. “Start with Heart” asks me to evaluate my own values; I want to
live in a non-stressful environment, I want my roommate to hear my side of the story and
how I feel in certain situations, I want us to find our friendship that we used to have before
living together, and I want our whole house/all roommates to feel comfortable talking about
things that bother us. I would start to explain what I want to make clear to her by explaining
something along the lines of, “it makes me feel uncomfortable when things of mine are used
without asking permission first.” This will hopefully not put the blame on anyone but set a
boundary of keeping everyone’s things to themselves. If asked, I would bring up stories of
when I have felt overpowered by not being asked about my belongings. Telling the rest of
the story would require me to admit that I have not expressed my feelings prior to this point
and I can admit that most people would not like the things that my roommate does, when
living with other people. To make myself less nervous about the conversation I would go
over the worst possible outcomes of the situation. My roommate has a big personality and
truly believes that she could not be in the wrong. I would want to prepare myself by sticking
to my word that it is simply respectful to ask to use someone else's things, in the case she
gets upset and switches the script onto me. A contrasting statement I could use if my
roommate misunderstands me might be to say “please do ask to use my things before you
do, and please do not go through my things when I am not around.” In order to follow up
with each other we could revisit the conversation in following days, especially if either of us
get upset. This is a difficult conversation for me to bring up to my roommate because we
have been close friends for four years, but I need to protect my peace and privacy. It makes
me uncomfortable to bring up something that could end in conflict, but the crucial
conversations planner will help me to keep my values in my mind. The issue has been
ongoing and has continuously made me uncomfortable so having this dialogue would
hopefully let my roommate see where I am coming from without hurting anyone’s feelings.

facilitation techniques

facilitation techniques
121. Student will demonstrate knowledge of de-

briefing techniques
122. Student will demonstrate proficiency of de-

briefing techniques

framing based on psychology and its use in
group facilitation

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

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

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

meetings / setting agendas / and leading
meetings
128. Student will describe personal examples of

organizing meetings / setting agendas /
leading meetings
129. Student will show knowledge of

Parliamentary Procedure
130. Student will show knowledge of techniques

for working with difficult people

using techniques to work effectively with
difficult people
132. Student will show knowledge of the stages

of group development (Tuckman/Tuckman
& Jensen, Bennis or others)

group development in use (Tuckman/
Tuckman & Jensen, Bennis or others).
134. Student will show knowledge of group roles

and how they contribute to group dynamics
(Johnson & Johnson; Benne & Sheats;
Knowles & Knowles; etc.)

group roles and how they contribute to
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)

136. Student will show knowledge of effective HDF492 COM100 In COM 100 we spoke on skills that help and encourage effective membership amongst a team or
memberships skills in groups group. One of the main skills that provides effective membership is communication. Without adequate
communication the group can become frustrated and unproductive. Communication doesn’t just mean
being able to discuss ideas and opinions but about active listening, open mindedness, feedback, as
well as non-verbal communication. Additionally, effective membership requires dedication and
commitment. If a member of the group isn’t pulling their weight it not only strains the group as a whole,
but can prevent success for the group. All members may not be equally motivated, but there must be
a threshold each member reaches in order for a group to accomplish their goals. Lastly, an important
skill for membership is collaboration. In order to work in a group one needs to be able effectively work
with others in order to produce or create something. Both communication and commitment play into
collaboration, but without being able to work with others, having communication skills or commitment
is worthless when it comes to being a member of a group.

membership skills in use

Challenge and Support theory by Sanford,
and its relationship to organizations

using the theory of Challenge and Support
(Sanford)

construction / elements of informative and
persuasive speeches
141. Student will demonstrate HDF414 COM202 (Public Speaking) For my undergraduate degree at URI I decided to add a minor in Communication Studies. With this
proficiency in informative and minor I was asked to take the public speaking course, COM202. This class was held completely
remotely during the pandemic and I was unsure how the set up of the course would be. My professor
persuasive public speaking at the time made the class very easy to follow with consistent due dates and zoom classes to go over
material. Students needed to complete a total of five speeches; introductory speech, information
speech, persuasive speech, sensory aid speech, and lastly a special occasion speech. This seemed
intimidating at the beginning of the semester but I was able to ease my way into public speaking with
the resources provided to the class. For each of these speeches I completed outlines to separate my
introduction, information, and conclusion. This helped me ensure that my speech would be fluid and
clear. The outlines were especially helpful for the informative and persuasive speeches, as I had a
lot of information and resources to cite. A successful persuasive speech calls for a deliberate topic and
purpose, creatively engaging the audience, and touching on both sides of the topic for credibility. A
main takeaway I got from these presentations was that although it seems scary to present an upwards
of a ten minute speech, practice relieves the anxiety. COM202 was the first time I needed to speak in
front of a group for an extended period and it made me much more comfortable in myself. Preparing
the outline and practicing the speech ahead of time made me confident in what I was presenting.
Evidence #24
142. Student will show knowledge of HDF414 HDF200 For one of my human development classes I was asked to conduct an interview on a women that I
admire. Before doing this we had to prepare as a class on how to successfully interview someone. To
planning and conducting plan for a successful interview it is important to have a set of questions on the topic that you are
interviews (as the interviewer) interviewing on. Other techniques learned is that it is important to create a conversation. Through
this it will be much easier to come up with questions with the discussion flowing.

143. Student will describe personal HDF414 HDF432 Parent Interview As a Human Development and Family Studies major, I took HDF432, Perspectives on Parenting. This
class focused on child-parent relationships during childhood and adulthood and how relationships
examples of planning and impact a person’s emotions. For a final assignment students were asked to complete an interview of
conducting interviews (as the a parent to explore their parenting style, experiences, and strengths. I planned a set of interview
questions to ask my participant that would go hand in hand with my outside resources. Having my
interviewer) questions already lined up with topics made the writing portion of the assignment much more fluid.
With my participant living in a different state than me, I conducted the interview over the phone. This
method allowed me to take notes throughout the process and record our conversation to refer back to.
Although I planned out my questions ahead of time, I struggled in the moment to ask new questions
and continue the conversation, because I was focused on getting the information down. This is an
area where I could have improved.
Evidence #23
144. Student will show knowledge of preparing HDF492 Perspective’s Corporation In preparation for the interview I had with Perspective’s Corporation for my senior internship, I did a lot
for and effective answers in interviews (as of research on the organization and make sure I knew what past experiences I wanted to share with
the interviewee) my interviewer. I was expecting to be asked what interested me about the organization and I shared
parts of the mission statement and values listed on the company’s website. I knew well how to define
my major and share the goals I have for post graduation. At the time of the interview I was unsure of
which specific position I might be getting but I made sure to share what I want to take away from my
experience working with them. This preparation helped me show my interviewer that I was committed
to the values Perspective’s has and that I truly wanted to be a part of the team.
145. Student will describe personal examples of HDF414 URI101 Mentor Interview First year of college, I strove to become a URI101 Mentor. This position requires an application
preparing for and being interviewed process and interview process. Before this experience I had already been interviewed for job positions
so I kind of thought that this process would look differently. I prepared for this interview by having a
professional outfit to present myself in. I know that during interviews it is important to have a
professional and presentable appearance. I additionally prepared by checking out the qualities they
look for in a URI101 mentor and the mission the class itself has. I think that it is important to
understand the goals and values held by the organization interviewing you. I think it shows your
commitment to the available position. A third way I tried to prepare myself for the interview was
speaking with other students who have been mentors before. Being a part of the leadership program
at URI has helped me make connections with people interested in the same things. They were able to
give me some insight on the process, and that it was going to be a group interview. The group
interview process was very new to me but it still allowed everyone who is interested in the positions to
speak. This process gave students the chance to explain specific experiences they have had that suit
them for being a mentor to also bringing out our creative sides. We were asked to explain how we
would handle certain situations in the URI101 classroom. I felt challenged but still very comfortable in
being my own true leader.
146. Student will show knowledge of effective

collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)

working in collaboratives/coalitions

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

149. Student will demonstrate proficiency in HDF492 HDF434 - Children and Families in HDF434 was an eye opening course for me to take during my junior year of college. I chose to take
communicating and engaging in difficult Poverty this class because it was an elective within my HDF major and it seemed to be unlike any of the other
dialogues related to diversity and inclusion. classes I had taken before. My hope is to work with and support children and families in need in the
future in Boston. In the city, it is more than likely that I will be faced with families and households living
in poverty. This class gave me such great knowledge and insight on how these populations are treated
in our country and really sparked a new passion in me. Although the class was reading and writing
based, we did have many opportunities for group discussions and our professor encouraged us to
participate within her lecture every class meeting. Our professor created a very safe environment for
everyone to share their thoughts, but these discussions were still difficult along the lines of diversity
and inclusion because everyone was coming from different backgrounds. It is also difficult to discuss
the hardships so many people have to face daily. I was able to learn about what the government does
and does not do to support these populations, dive into the ethics behind it all, and make my own step
by volunteering at the Newport Food Bank. By the end of the semester in this class I felt much more
comfortable participating and sharing my thoughts on the topics.
150. Student will describe ways to maintain HDF492 Professor/student relationships Accountability is the quality or state of being responsible. As a leader it is very important to be
accountability in leadership / member accountable, because if those who follow you don’t trust you or feel they cannot rely on you, nothing
relationships will be able to be achieved. Sticking to your word supports your overall accountability - If you say you
are going to do something it has to be made sure that the resources are available to make this
happen. Timeliness is another way to maintain accountability. If people believe that you are going to
stick to a designated schedule and show up on time trustworthiness grows and people will want to
show the same to you. Lastly, creating a sense of comfortability will prove accountability. Professor/
student relationships is a great opportunity for accountability to be gained. When a professor shows
these qualities to the class early on there is going to be a level of expectation on both parties. A good
leader is accountable and accountability allows for things to get done.
151. Student will describe personal examples HDF492 Senior internship with My internship requires a lot of self responsibility as I am not working with other people in
related to maintaining accountability as a perspectives the company but one on one with my clients. I maintain accountability in this leadership
leader position by keeping an open line of communication with my supervisors, expressing any
concerns or questions that I have. When I have had to call out I make sure to give my
supervisors at least 12 hours notice like they asked, and I have only called out twice
throughout the entire semester. I requested the days off that I would need through the online
portal they provide us, and I requested this time off weeks in advance. My supervisor
expressed how much she appreciates this from me because they have had lots of problems
with their full time employees calling out last minute and too often. During this
conversation she told me how sad she will be to see me leave at the end of this semester. I
can thank the reliability I have shown to them for this. In addition to this, I also always text
my supervisors in a group chat throughout shifts if there are any problems/questions and
show flexibility to changes in my schedule.

152. Student will describe ways to build HDF492 Sigma Kappa One way for leaders to build stronger relationships with their members is to focus on
relationships between leaders and inspiration and innovation. Many things are advertised in our society from big company’s
members for users to buy and the tactics usually fall behind manipulation; price, promotions,
consequences of not buying, etc. One way my sorority leaders build relationships with
members through inspiration and innovation is at our chapter meetings. We have about
twelve leaders on the sorority’s executive board. Although I have not held a leadership
position with Sigma Kappa, I have noticed different ways the girls holding positions try to
connect with the rest of the chapter. Each week when we meet we are presented with a slide
show of updates. Some ways the executive board always try to connect with members is by
allowing us to vote on bigger decisions, sharing resources and how they can be directly
related to our college lives, running events for sisterhood, and more. All of the things they
do builds mutual respect between members and leaders. I feel like I am heard as a member
and I would not hesitate to reach out to leaders for this reason.
153. Student will describe personal examples of HDF492 URI101 mentoring When I was a URI 101 mentor, now back in the day, I had to come up with different ideas
building relationships with members as a on how to create relationships with the students in my class. It was a semester when COVID
leader was in full swing but I wanted to be a support person for all of the new URI students. I
created a GroupMe groupchat, I offered Zoom call meetings, and when we were able to
meet in person I made a big commitment to asking everyone how they were doing.
154. Student will describe how credibility applies HDF412 Sigma Kappa President Being credible is a vital aspect in providing effective leadership and being an effective
to leadership, as well as the characteristics leader. Credibility means having qualities of trustworthiness and many people are willing to
and skills of a credible leader support a leader who is deemed being credible. Thinking of our country and the democracy
in which we live in, people will elect officials who are credible along the lines of their past
experiences and actions they have made. In order to find support and people willing to work
with you toward a shared goal or vision, they need to 1) support the leader ideas and 2)
believe in the leader for being able to get it done. Another aspect of credibility can be
connected to the transparency a leader shows. Actions must match words, along with being
reliable and honest to those you are representing. A credible leader that has support will be
honest, trustworthy, accountable, and respectful. My sorority’s president this past year lived
up to these qualities and was someone that everyone could go to with questions, concerns,
and she overall made our chapter for the better.

155. Student will describe personal examples of HDF492 2022 Summer Job I have held minimal leadership positions at URI but my summer job last year put my
building, maintaining, and repairing his/her leadership to the test and how I was going to build, maintain, and repair my credibility in
own credibility as a leader my position. I was a lead counselor/teacher to three high school counselors and 20 three and
four year olds. I had previously worked for this camp in the past but this would be the first
time I had full responsibility and control over our daily schedule, activities, and everyone’s
overall safety. I made a commitment to learning through lived experiences and relying on
my supervisors for assistance when I needed it. My supervisor and the head of the camp had
a lot of trust in me when I was hired for this position but I continued to show my truth to
him by having open dialogue. I felt comfortable to go to him when I thought I could be
doing something more successfully and when I needed advice on how to speak with parents
about sensitive topics, for two examples. On my own I continually made adjustments to the
way I handled the group of children and by the end of the summer I had found a very
successful routine. I had to really work on being focused to maintaining my credibility when
it came to also leading the other younger counselors in the group. I had someone to go to for
help, but I also had to be these counselors role model for assistance. Staying calm under the
pressure and thinking on my feet really helped me to achieve this.
156. Student will describe ethical standards in HDF492 Public speaking In my public speaking class we discussed and learned about ethics having to do with
influence persuasion. The biggest idea within ethics and influencing someone its to gain the trust and
support from someone so they support your idea. This is ethically better than trying to trick
or force someone into supporting you. One strategy in doing so is to have complete
transparency in your speaking. Along the lines of persuasion, it is obvious to share the good
sides and benefits in the audience supporting you but it is ethnically correct to also share the
negatives. Transparency calls for the audience knowing what each outcome could possibly
look like. Avoiding any bias will also be helpful and ethical. With that being said, it is not
necessary to share if the speaker will benefit from the outcome. The main takeaway is to be
as transparent as possible.
157. Student will describe influence applies to HDF492 Children and Families in poverty Those in power will be able to lead and influence a group much more easily than someone
leadership who is not in power. it can be difficult for those not in power to receive representation in our
society due to power structures. A successful leader will use inspiration and innovation to
persuade a group, but power can sometimes be too strong of a manipulation tool. We
discussed a lot in the course of Children and Families in Poverty that these populations are
not being represented or their stories are not, so it is difficult for them to move up in society.
158. Student will describe principles of HDF414 CSV302 Principles of being an effective mentor start with 3 C’s; clarity, communication, and
effective mentoring, as well as commitment. Mentoring requires there to be a safe space with boundaries between the two
problems particular to the parties. This allows the mentoring process to be successful in helping the mentee grow and
mentoring relationship reach their full potential. Clarity will give mentors the chance to provide relevant feedback.
Clear communication and commitment will ensure that both parties have set times to meet
up with each other and discuss. Problems are definitely at risk for presenting themselves if
the 3 C’s are not accomplished and everyday life can make it difficult to fulfill the 3 C’s.
Problems rising could be seen in time commitments, over-dependence from one, unfair
treatment, and more.

159. Student will describe personal HDF414 CSV302 Being a URI101 Mentor challenged me in a number of different ways as a leader and helped
examples of mentoring and being URI101 Mentor me improve many skills. The URI101 class itself asked me to work closely underneath the
mentored professor and be a main contact person for the first year students in my class. I took the
work load off of the professor by helping her present live in class and assist with slideshows
and class discussions. The professor also had me grade students’ work. I tried from the start
of the semester to be as welcoming and energetic as possible to the students. My mentor
freshman year was always someone I would have felt comfortable reaching out to for
questions; I wanted to give them the same experience. I found it pretty difficult to bond with
the first year students but I stayed committed to reaching out to them frequently and
reminding them I am a resource. We had a few occasions where class had to be held
remotely because of the pandemic, and this added to the frustration of bonding with
students. No one was able to get into a good routine. On the other hand, this experience also
gave me the opportunity to be mentored myself. CSV302 is a course taken in hand with
mentoring. The class was a new professor and all students were those acting as URI101
mentors. We were able to discuss our experiences and hear constructive criticism for where
we can improve. I learned a lot about my leadership style and how it can change.
160. Student will describe principles of HDF492 HDF414 Although peer leadership is effective there can be issues that arise if it is not executed
effective peer leadership, as well as properly. Power dynamics is a common issue that comes from peer leadership because those
problems particular to peer leadership who are considered ‘peers’ are those who are usually the same age range or at a similar level
of professional hierarchy to each other. It can be awkward or uncomfortable to distinguish a
real form of hierarchy as a leader in these situations but one way to work through thiis is
mutual respect all around. Members are less likely to listen to direction if they do not
respect the leader in place, understandably. This must be a two way street where the leader
also has respect for the members and this will allow members to feel that they and their
opinions are valued/heard. This will hopefully set a standard to open communication in
order to avoid tension. Set backs can be avoided by communicating from the start in order to
work through problems any member or leader feel and to keep the goal of their work as the
priority. The last principle is to be goal oriented and keeping the purpose of the mission at
the top of the groups list. It can be easier to work through tensions when the group is always
being realigned to the common goal. These problems can be related to class group work in
college.
161. Student will describe personal HDF414 Sigma Kappa Sorority Freshman year of college I decided to join the sorority Sigma Kappa, at URI, to meet new
examples related to being a peer people. I was so excited for the opportunities the organization was going to bring to me and
leader and being led by peers it was refreshing to be around other motivated college women. Although I have not accepted
a position within the sorority, we have many events that are led by member peers. There are
about ten bigger positions on the sorority board, and it clearly takes a lot of balance for them
to separate being friends and also the bosses of the sorority. Peer leaders must find a balance
since the group will most likely be working close together on a shared goal with the other
members.


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LEADERSHIP

Name: Grace Battite

Leadership Inventory Revised 08/22/2017 !1

ADVISING INFORMATION (students will include own documentation)

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

CSLD Mission Statement

Leadership Inventory Revised 08/22/2017 !2

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

Leadership Inventory Revised 08/22/2017 !3

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 08/22/2017 !4

Leadership Inventory Revised 08/22/2017 !5

▪ Leadership theory and

Leadership Inventory Revised 08/22/2017 !6

Leadership Inventory Revised 08/22/2017 !7

Leadership Inventory Revised 08/22/2017 !8

Leadership Inventory Revised 08/22/2017 !9

Leadership Inventory Revised 08/22/2017 !10

Leadership Inventory Revised 08/22/2017 !11

15. Student will show knowledge of the theory

16. Student will show application of Manz &

Leadership Inventory Revised 08/22/2017 !12

My top five CliftonStrengths include adaptability, arranger, harmony, communication, and

Outcome Category: Leadership Theories

19. Student will show knowledge of the

20. Student will describe personal application

21. Student will show knowledge of the

22. Student will describe personal application

23. Student will show knowledge of the

24. Student will describe personal application

Leadership Inventory Revised 08/22/2017 !14

Leadership Inventory Revised 08/22/2017 !15

Leadership Inventory Revised 08/22/2017 !16

31. Student will show knowledge of the “14

32. Student will describe personal application

33. Student will show knowledge of the

34. Student will describe personal application

35. Student will show knowledge of the

4-V Model. (2016). Retrieved from http://www.ethicalleadership.org/concepts-and-philosophies.html

Leadership Inventory Revised 08/22/2017 !18

Leadership Inventory Revised 08/22/2017 !19

Leadership Inventory Revised 08/22/2017 !20

Leadership Inventory Revised 08/22/2017 !21

49. Students will demonstrate knowledge of

50. Students will describe personal

51. Students will demonstrate knowledge of

52. Student will describe personal application

53. Student will demonstrate knowledge of

Leadership Inventory Revised 08/22/2017 !22

55. Student will demonstrate knowledge of

56. Student will describe personal application

57. Student will demonstrate knowledge of

58. Student will describe personal application

59. Student will demonstrate knowledge of

60. Student will describe personal application

61. Student will demonstrate knowledge of

62. Student will describe personal application

63. Student will demonstrate knowledge of

64. Student will describe personal application

65. Student will demonstrate knowledge of