Chris Alves Inventory

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name:
Date Enrolled:
Date of Graduation:
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
Leadership Inventory Revised 8/30/2013 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 F
ax: (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 (Komivies, Lucas, & McMahon), and Servant
Leadership (Greenleaf), the URI Center for Student Leadership Development values:
• Engaged and experiential learning through a constructivist approach
• Inclusion, Social Justice, and Civic Engagement
• Ethical and Value-based Leadership & Relationship Building
• Innovative Assessment and Presentation Models
MINOR IN LEADERSHIP STUDIES

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

Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
MINOR ELECTIVES-9 credits
*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First-Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport - Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi-Ethnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:

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 HDF 413 Tour Guides This past academic semester has been the most emotionally demanding I have ever experienced.
minimized need for approval Orientation Leaders Along with more rigorous course load, I had originally attempted to put myself out there and try to get
Alternative Spring Break campus positions within the school. I worked tirelessly to prepare for these interviews. I would spend
Evidence: Rejection Emails FLITE Mentor multiple nights a week looking at interviewing tips and re-reading past critiques of myself. All I wanted
more than anything was to get accepted somewhere; I wanted to know that I belonged. Much to
dismay, I got rejected from every single position that I had applied for. I was originally devastated. I felt
that I was lesser than my more successful peers. I was considering on giving up. However, I chose to
take this opportunity in stride and use this as a learning experience. For the first time in my entire life, I
finally was able to reach out for the mental help that I so desperately needed. I finally put effort into
loving myself for who I was and what I have already accomplished. Through this guidance, I was not
only able to come to terms with what had happened, but I was able to look back upon them fondly. I
realized that most of these rejections had nothing to do with my actual ability to lead or to perform
service, but it just was not the right time for me. Beyond that, I realized that it does not matter what
people think of me because I know that I am doing well and I have accomplished very much. Without
anyone else reinforcing it upon me, I can look back at my accomplishments within my many different
organizations and feel proud of them. Beyond that, I am able to plan and look forward to the new goals
that I will soon attempt to overcome. These rejections were originally the most brutal, ego-smashing
events of my life, but now I would not trade this experience for the world because it has given me so
much room to grow. I am now confident with myself and proud of the work that I do and for the first
time in my whole life: I really mean it.
2. Student will demonstrate personal, HDF 417 As someone who is committed to a lot of organizations and other academic responsibilities such as
organizational, and academic examples those from being in HDF 417, it is important that i maintain rigorous self discipline in order to function
of self-discipline at a professional level (and to maintain mental health). I am able to achieve this level of self discipline
through holding myself accountable for my actions. This means taking ownership of my mistakes.
Evidence: Google Calendar Screenshots Whether it be adding too much to my plate or being lazy, I am always able to accept what I have done.
This has been a very difficult skill to learn as prudence is one of my lowest values. However, I
understand that it is an important aspect to develop within myself if I want to be successful. Another
tool I have started implementing into my life has been google calendar. This app allows me to view all
the responsibilities that I have taken on as well as when I need to do them. It is because of this that I
have my life more organized and prepared. This has helped me on an organizational level as I am able
to know when all of my organizations (Musically Inclined, Public Relations Student Society of America,
URI SAVES, Comedy Club, Rhody Ridiculousness, and Student Organization of Leadership
Consultants) have executive board meetings, special meetings/events, and general meetings. This
helps me become a more disciplined member of my organizations. It helps improve my academic
discipline by providing me with a block of time where I focus solely on my academic work. Whether it
be the responsibilities attached to HDF 417 or lecture based classes, I know when I have to attend to
those responsibilities. It also keeps my self discipline on track because there are times where I am
giving myself time to work on my physical health by eating or working out. This contributes to my
overall physicality and in turn: mental health.
5. Student will demonstrate the ability to AST 108 Campus Counseling I am not by any means a math/science brained person. I struggled greatly throughout all of highschool
manage stress in my math and science courses. However, I understood that I would have to take at least one stem
course for my general education requirement. I reluctantly took a course on astronomy my first
Evidence: Compliment Card from RA semester as a college student. Upon entering the class, I realized that a large majority of the students
Event were upperclassmen, and I also realized that I knew nothing about physics. I have a bad habit of
making mountains out of molehills, and I was very stressed about doing well in this class along with
staying on top of my other courses and organization work. My mental health was slipping, and I
needed to start managing my stress better.
In order to cope with this, I came up with a couple strategies. For starters, I reached to my friends in
the course for academic and emotional support. Through them, I was able to create a sense of security
and vent in a constructive way to lower stress. I also started to exercise more to give myself some time
to take a break from academia and focus on making myself more healthy. I also used my humor value
and positivity to make light of stressful situations and laugh about my problems instead of stress
myself out over them.
I also learned a lot about going to others and getting help. I used to be very open with my problems to
my friends during my freshman and sophomore years of high school. However, in junior I went through
an experience that made me less open about my problems. This led me to get more and more
stressed and self-hating. I had one particularly eye-opening experience during a RA event about
getting de-stressed and self love. During the experience, each participant was given a notecard with
their name on it. Then the participant would pass their card to other participants who wrote a
compliment for everyone on the notecard. That night I learned that it was okay to talk about my
problems if I did it appropriately. I learned that I am worth it and I can get help with problems.
This helped me manage my stress by giving me more beneficial coping mechanisms that are easily
implemented into my life. I can use these in the future when I am dealing with other stressful situations.
Another way of dealing with stress that I picked up was going to counseling. There is an unhealthy
stigma that surrounds counseling that associates people who seek mental health help as weak. I do
not subscribe to this way of thinking and am enrolled in counseling for my own self betterment. I was
given a counseling referral by one of the counselors from Roosevelt to Peace of Mind Counseling in
North Kingstown. Since I have gone there, I have learned new coping mechanisms to stress that were
even beyond my own capabilities. I learned a lot of leadership skills through a psychiatric lense. I was
able to read the Four Agreements by Don Miguel Ruiz. In doing this I relearned these values and
applied it from beyond the leadership scope and into my personal health. I have learned now to not
take things so personally, to put my best foot forward, stay true to my word, and to not make
assumptions. It was these four rules that have changed my understanding of a lot of new, stressful
situations and I am much stronger for it.
Ruiz Don, The Four Agreements, Retrieved on November 29 2017

8. Student will express a personal values HDF 190 My Personal Values Statement was drafted in my FLITE Class. A value statement is a personal code
statement that a person chooses to live/lead by. My value statement was as follows “I want to use my strengths
of positivity and empathy along with working on my values of zest, humor, and kindness to help as
Evidence: Personal Values Statement on many people as I possibly can”. I want others to feel a sense of passion and excitement in their lives
Leadership Crest and try as many new things as possible because of my curiosity and zest values. I also want to be be
able to help others see the light and lift each and every person higher because of my forgiveness,
humor, and kindness values. I plan on doing this by taking advantage of all my traits. I will use my woo
strength to make new connections with others; constantly having myself meeting new people and
experiencing new things. I will use my communication strength to communicate that I am a resource to
everyone and be able to fully listen to someone when they are talking to me. I will use my positivity trait
as a source of constant enthusiasm and optimism to motivate all my peers to be their best and feel
their best. I plan on using my empathy strength to understand the feelings of others so that I will know
how to make them feel better. Lastly, I will use my includer strength to make sure that I extend my
reach to have everyone (and I mean everyone) feeling their absolute best and feeling included as a
part of the team and as a friend.
I plan to incorporate these values in all that I do here at URI and all my other future pursuits. I plan
upholding my values at the Student Organization of Leadership Consultants by not only providing all of
the incoming organizations with a sense of enthusiasm and engagement within the activities, but to do
the same for the facilitators as well. I plan to stay true to my values in SOLC by making all the
members involved feeling bright, accepted, and happy to be there. I plan on doing similar things with
my other organizations. I want to make SAVES and PRSSA more populated organizations. This will be
done by working cohesively with my values to uphold a sense of excitement that I feel when doing
Public Relations Work and serving those around me. I also plan on using my humor and zest to make
interviews more fun and more lively for those involved. In terms of Musically Inclined, I plan on striving
towards my zest value to help this organization achieve success. I want more people to be as excited
about the music scene on campus as I am. The way I choose to do that is by actively demonstrating
my passion at every event we have.
10 Student will demonstrate the ability to HDF 190 Civic Engagement Leaders My CSV 302 was tied into my experience as a Civic Engagement Leader. As a CEL, I had to lead my
lead a project from start to finish Musically Inclined own service project during the semester that was tied to my team’s issue area. I led an advocacy
. (follow-through) project that took a stance against bullying. I facilitated a screening and then a reflective discussion of
the movie titled, The BULLY Project. The movie featured the stories of students ages 12-17 who have
Evidence: Pictures from the BULLY dealt with bullying, verbal abuse, and isolation at a young age. After the feature ended, I would then
Project engage a group reflection on it.
To prepare for the event, I was given a bundle of materials by my peer mentor. He and I would then
pick from the list of activities in the bundle to add to our specific project. That night, I watched the
movie on my own to give myself a better understanding of the contents of the video in order to be able
to come up with more detailed questions for the discussion. Here, I used my strength of
communication to discuss with my mentor where we wanted to hold the event, how long the event
would be, and what the structure of the event would look like. I also communicated with another CEL
member, who was working on the project, what time she would need to arrive to the project and what
her role in the event would be.
I used my strength of empathy to understand the feelings of the victims in the story and helped convey
those feelings to the participants to give them a deeper understanding of the dangers of bullying. I also
used my includer strength to make sure that everyone was involved in the reflection. I did this by
calling on a variety of different students, trying to give all the participants a voice.
After the event, I went to my advisor’s office to discuss the event. She was very pleased with the
turn-out of the event as well the content discussed in the event especially since there were only two
CELs working on the event.
I myself was really impressed with the my ability to follow-through with this event. I’m usually a better
starter than I am a finisher, but I was able to see this entire project. Over 35 participants arrived at my
advocacy project, and I believe that they all walked away with much deeper understanding of the
harmful effects of bullying at young age and now have new tools available to them to help them stop it.
Additionally, I was able to incorporate my strengths when planning the events as Musically Inclined’s
Manager in Fall of 2017. As the manager of the group, my biggest goal was to create multiple events
in which our group would be publicized. I took use of my woo and communication strengths when
reaching out to members of the community to give us outlets to perform. After getting the opportunity
to perform at Rhody Rally, I used my positivity strength to motivate and excite our group into going the
extra mile to learn the national anthem for the event. This positivity would be then called upon again
during the event to keep everyone enthusiastic and excited for Musically Inclined’s performance.
Beyond Rhody Rally I found myself using my Includer strength as a manager. In the past, it has been
very difficult for me to loosen the reigns in my leadership and let other people step up. However, I as a
manager wanted to make sure that the people who were coming after me would be experienced
enough to take on projects. To make all management members feel included, I had given them the
ability to plan Musically Inclined’s service event for the year. Our group ended up caroling at the
Scalabrini Nursing Home in North Kingstown and went well. Both of these projects I participated in as
the manager were followed through to the very end and saw smashing success.
I am proud of the way I was able to incorporate my strengths into the project to make the project run
as smoothly as possible.

12 Student will show evidence of goals and HDF 190 Musically Inclined Acapella HDF 190 taught me how to set and achieve goals. Along with being a performing member of URI’s,
objectives that were planned and Musically Inclined Acapella Group, I am also a management member. As a management member, I
. achieved work on helping to book events and concerts as well as advertise. During the fall, I got the chance to
work on planning our winter concert. First we began to plan our date and time of the concert. We
Evidence: Musically Inclined Playbill wanted to be sure that it wouldn’t conflict with any performer’s academic schedule, but also have it not
interfere with other student’s social schedule so that they would come to the show. We ultimately
decided to have it Friday at seven. Proceeding this, we needed to book the venue. Unfortunately,
Edwards hall was completely booked through the semester so ended up getting Quinn Hall instead.
This was unfortunate and unexpected, but our group was resourceful. We then planned our
advertisement of the event. I had to hang up posters all over campus across all different residence
halls and academic buildings. We also made sure to plan out a social media blitz by posting a picture
every day during concert week. The week of the concert we also were able to create playbills for the
show. The day of the concert arrived and went perfectly. We all showed up on time and had a great
audience turnout. The event went very well and the rest of the performing group was very proud of the
management team.
The experience taught me a lot about setting goals and achieving them, but also taught me how to roll
with the unexpected when things didn’t work out. I was able to set our goal of putting on the concert
and it was achieved in the end. I am grateful that I got to be a part of the planning experience and
proud of the results from it.
13 Student will show knowledge of the HDF 190 The Hierarchy of Needs was proposed in 1943 by a famous psychologist named Abraham Maslow.
“Hierarchy of Needs” theory by Maslow This theory describes the psychological needs of all people as pyramid. In which, you need the lower
. rungs of the pyramid fulfilled, before the person is psychologically able to reach the next rung on the
Evidence: Theory Chart Hierarchal Psychological Structure. The base of the pyramid is physiological needs. In order for this
need to be fulfilled, the person needs to have access to the necessary factors of life including food,
water, shelter, and rest. The second level is safety needs. In order for this to be fulfilled, the person
must feel unthreatened by their surroundings and live in a physically safe environment where they
cannot be harmed. Proceeding safety needs is Belongness and Love Needs. This stage involves
making a person connections with other people. A person would need to have friends and a sense of
belonging and know that they are loved. Following this stage is Esteem Needs. This rung is about the
person feeling as though they are accomplishing something, their work is being recognized/worthwhile,
and that they are successful. If a person fulfills these needs then they will reach the final stage, Self
Actualization. This is the stage in which all other needs are settled and the person is able to achieve
one’s full potential and achieve their highest potential and excel in their creative pursuits. The
hierarchy of needs must filled from the bottom up and a person can’t progress to the next stage without
fulfilling the one they are on currently. For example, it is impossible to feel a sense of belonging if you
don’t feel safe.
Maslow’s Hierarchy is an important psychological concept to understand because it gives a leader an
inside look as to what a person needs to reach their highest level of Self Actualization and achieving
potential. This is something that we as leaders should always strive to bring out in others.
Maslow, Abraham (1943), Theory of Human Motivation, Psychological Review

15 Student will describe personal leadership HDF 190 Civic Engagement Leaders In my HDF 190 Class we completed the Gallup’s Strengthsfinder Inventory. According to my results,
style and/or personality style including URI 101 my top five strengths are Woo, Communication, Positivity, Empathy, and Includer. I really identify with
. strengths and weaknesses and examples these traits and find myself using them frequently. As someone with a Woo top strength, I derive no
of application (Sources = Leadership style greater joy than the feeling that comes from meeting new people and breaking the ice. I love the idea
inventories, the L.P.I., StrengthsQuest, that there are so many new people to meet and so many new friends to make. This ties into my
Type Focus (MBTI), LAMP, and other Communication and Positivity strengths because my enthusiasm and communicative ability makes it
career inventories, etc.) easier for me to break the ice with people. My softer Empathy and Includer strengths give me the
ability to understand all these new friend’s different emotion and allow me to make lasting connections
much quicker than most people. Examples of my using these strengths are when I came into SOLC,
Evidence: Strengths Chart & Values Musically Inclined, and other organizations on campus and made a point of meeting and befriending
Chart Info everyone using my positivity and speaking ability.
However, these relational and influencing skills can come to my detriment when it comes time to be
analytical. I struggle greatly with being able to think logically and divisively without factoring in
relationships. I am also so focused on communicating that I am never really letting people think for
themselves or allowing time for critical thought. Additionally, my woo and empathy are constantly in
combatant with one another. My empathy makes me value having deep relationships with people and
really understand them. My woo has me wanting to meet as many different people as possible. This
results in me stretching myself too thin in a lot of my relationships and not having the value that I want
out of my friendships.
My top five VIA Values are Curiosity, Forgiveness, Humor, Kindness, and Zest. These values come
from all different value categories. However, I think that they all connect together to make a cohesive
value set. My curiosity is based on my passion for life. I honestly am passionate about being
passionate and I want to explore every opportunity that comes my way. For example, I am currently
involved in seven different organizations on campus and plan on joining more because I want to
continue exploring university life. This ties in with my Zest value because my Zest gives me the
passion that fuels my curiosity. My Forgiveness, Humor, and Kindness are traits that make me more
personable. I am able to see all sides of humanity and look upon our mistakes with a sense of humor
and light. This stems from the fact that I want to show my kindness by being a source of kindness for
all.
In my URI 101 and CEL Classes I took the MTI Test and got ENFP both times. I really agree with the
traits E&F because I am very people oriented. I love talking with people and putting myself out there in
the most extroverted fashion. I also like to be able to form deep connections with all these people
because I really do care about everyone. An example of this was when I formed very close relations,
very quickly with people in my residence hall.
I got the opportunity to understand how my TypeFocus MBTI Type corresponds with my leadership in
a mentoring role through my time at URI 101 Mentor Class. Extroversion means that I draw my energy
from people. I am able to stay on task and motivated to complete my work to my greatest potential
when I am in a group setting. My strengths in this lie in group projects, team based activities, and
partner projects. It also means that I am more likely to talk before I think. My brain functions best when
I am verbally describing my thought process in front of a group of people. Alternatively, my
weaknesses come from working alone. It is harder for me to create a fully formed thought if I am not
able to verbalize my thoughts. Additionally, it is harder for me to stay energized and enthusiastic about
my work if I am doing alone. This is not advantageous for working on my own and doing my personal
projects without human interaction. An example of this is in my URI 101 Mentor class I am better able
to come up with ideas if I am able to communicate what I’m thinking or how I did with my class while
working alone to finish personal reflections is more draining to me. N stands for intuitive. This means
that I am very good at seeing the big picture. My strengths here lie in being creative and imaginative. I
like using figurative concepts and learning new skills. I work best when it comes to coming up with big
and creative ideas. However, my weaknesses are dealing with reality and details. Intuitive people are
not good at looking at things from a realistic perspective and attending to the details of the big picture.
An example of this that in my URI 101 Class I’m really good at coming up with ideas for things that
could be done in the class, but not so good a figuring out how to do each activity with the time
allotments. F stands for feeling. Feelers think with their feelings rather than hard logic. We are the
types of people to consider the perspectives of others and how our words and actions might affect
another person. We are the type of people to be motivated to use tact over truth. We are emotionally
intelligent and good at understanding the feelings of others. We work best in a verbally supportive
environment. However, we suffer by not being able to look at things objectively and setting criteria. We
do not work well in competitive or more objective environments. An example of this is that I am able to
work with my students and establish a connection really well. However, when it comes to me being
able to decide how to help the whole class, I find myself being more sympathetic to the students I
know that are working hard. Lastly, P is how we organize ourselves. Perceivers are great at thinking
on their feet and making their way without stressing over details. They can very easily adapt to new
situations and deal with setbacks as they come. We work best in a less restrictive environment. Our
weaknesses lie in dealing with deadlines and being forced to plan ahead. This is seen in my URI
Mentor Class as I am able to adapt to syllabus changes and doing things I wasn’t planning on doing
whether it be an impromptu starfish/ecampus lesson or a new ice breaker. However it is very hard for
me to have a solid concrete plan of what I want to do in class until I get there and talk with the
professor.
Outcome Category: Leadership Theories
26 Student will show knowledge of the HDF 190 In 1970, former AT&T executive, Robert Greenleaf developed the Servant Leadership Theory. My HDF
“Servant Leadership” theory of 190 elaborated further on his aforementioned theory. The Servant Leadership Model is comprised of
. leadership by Greenleaf ten characteristics. These characteristics are listening, empathy, healing, awareness, persuasion,
conceptualization, foresight, stewardship, commitment to the growth of people, and building a
Evidence: Robert’s Servant Leadership community. Listening is a trait that stems from the service to others and communication strategies. A
Worksheet servant leader needs to be able to identify and understand the needs of group and truly hear what they
are saying. Empathy involves being able to understand the position of others. Servant leaders are able
to recognize people’s emotions and uniqueness and praise others for it. Healing involves
acknowledging that there are people who are broken, but helping those who hurting find themselves
again. Awareness, the fourth characteristic, involves keeping yourself informed on the ethical issues in
our society as well as value issues in ourselves. A good servant leader is able to be self aware and
recognize their actions and make sure they are congruent with their values. The next is persuasion
which involves being able to motivate or convince a group without having to use your position of
authority. Being able to inspire others without drawing from autonomy are paramount in Servant
Leadership. The conceptualization characteristic is based upon a servant leader’s ability to come up
with a vision for an organization or goal and be able to view and understand it from and abstract
perspective. Foresight, the seventh characteristic of servant leadership that relates directly with
conceptualization, is the ability to synthesize past experiences and relate this knowledge perceiving
likely outcomes of the future events. Stewardship emphasizes responsibility and trust between servant
leaders and an organization or individual. A good servant leader that uses stewardship honors all
personal commitments. Commitment to the Growth of People is a nurturing characteristic that involves
the servant leader taking the initiative and responsibility to help all members of the team seek intrinsic
reward and instill a sense of personal growth or advancement in an individual or an organization.
Lastly, building a community involves instilling a sense of belonging in the members within an
organization. As a servant leader it is important to strive to create this sense of inclusion for all.
Servant Leadership is the culmination of all of these characteristics in a person.
I really appreciate the Servant Leadership Model because of its emphasis on helping and serving from
a leadership position. I plan on keeping this knowledge in mind when I am serving on my Civic
Engagement Leader group projects that serve the community by using these characteristics and
developing them further within myself.
Spear, L.C. (1998). Insights on Leadership Service, Stewardship, Spirit, and Servant-Leadership. New
York NY: John Wiley and Sons
27 Student will describe personal application HDF 190 Civic Engagement Leaders Robert Greenleaf describes Servant Leadership as “servant first. It begins with the natural feeling that
of the above theory (Greenleaf) URI SAVES one wants to serve”. I spent a lot of time with the servant leadership theory in my FLITE Experience,
. but the theory was greatly emphasized and practiced in my time with Civic Engagement Leader

Evidence: Feinstein Project Calendar & Experience. I became a Civic Engagement Leader originally because I wanted to give back to the
SAVES Eboard Picture Rhode Island Community and get involved with the school. I had a desire to serve the community. This
drive would guide me into a position of leadership. Through CEL, I was able to contribute to the
community by leading/facilitating advocacy and volunteer projects at URI and in the Rhode Island
Area. For example, my desire to end bullying in schools and to improve the education system in
general led me to taking the Lead CEL Spot for the BULLY Project. During this, I was able to advocate
for the BULLY Project and help the community from a leadership role by administering the video,
discussion, and reflection. I was able to use my desire to serve the community from a leadership
position, embodying the Servant Leadership Method. I also made use of the empathy characteristic by
understanding the stories of the children affected and praising them for their bravery.
I make use of the listening, healing, persuasion, conceptualization, foresight, stewardship, and a
commitment to the growth of people as the Vice President of URI SAVES. Listening, taking the time to
take in what your community is saying they need, is a big part of the role as an eboard member. When
you are serving in this role and the community as whole, you have to make sure you are listening to
the needs of others. I do this by asking the group in the meetings what projects they want to attend
and which ones they thought did not work as well. Healing, understanding the brokenness of others
whilst maintaining the belief that you can help them, was something that I made use of during my
experience during the Friends of the Poor Walk with URI SAVES. At this walk, I met many different
who came from impoverished backgrounds. I recognized that these people came from difficult
circumstances and were broken, but I remained optimistic that our group could raise money to help
these people in need. I made use of persuasion, the ability to convince a group without using authority
or power, quite a bit as a Vice President and active member of the group. I relied heavily on my woo
and positivity strengths to spread my enthusiasm about a projected to the more reserved members of
the group, making them more comfortable with doing more in the group. Conceptualization, or the
ability to come up with a vision for an organization for service, has been used almost excessively since
I stepped into the Vice President position. I am very ambitious with my goals for this organization and
have planned out several possible promotion ideas with our advisor, Sarah Miller, as well as prepared
new facilitation games and new additions to the meetings to get more students involved and serving
within our organization. Foresight, being able to relate past experiences and apply it to new ones, has
also been very beneficial to me as a Vice President. Our group tried to do many different fundraisers
on campus this semester, with little to no success. This was due entirely in part of the places we had
the fundraisers. From this experience, we used foresight to plan a different, more popular location, for
our next fundraiser. I made use of my stewardship, or the responsibility between an organization and
an individual, when considering my commitments. Since becoming the Vice President, I have had to
increase my commitment to URI SAVES. I have done this by dropping out of the organizations I was
less involved in to make more time for the things that I am most passionate about. Commitment to the
Growth of People, or the innate responsibilities that come with helping and nurturing all members
within an organization, is greatly utilized. I am constantly striving to make sure everyone is comfortable
and happy. I do this by doing individual check ins with all my members, so as to make them feel more
comfortable. I am greatly committed to the Servant Leadership Model and mean to carry it out through
my experiences as a Civic Engagement Leader and the Vice President of URI SAVES.
36 Students will demonstrate knowledge of HDF 190 The Center for Ethical Leadership’s, Dr. Bill Grace, developed the Four V’s of Leadership Theory. This
the “4 V’s” theory of leadership by Grace theory encompasses principles that leaders who want to make difference must have. The Four V’s of
. (Center for Ethical Leadership) Leadership also has a heavy focus on looking inward at oneself help aid their own personal voyage of
self discovery. The four v’s are values, vision, voice, and virtue.
Evidence: Ethical Leadership Model Value’s main focus targets an understanding of oneself. It is critical for a leader to understand their
own personal values and principles that they wish to work towards. In my HDF 190 class, we took the
values in actions test. From this I learned that my top five values are Curiosity, Forgiveness, Humor,
Kindness, and Zest. Throughout the semester, I have gotten a better understanding of what these
values mean and how they connect to my personal morals and goals for my life. My values are
centered on exploring life with a sense of optimism and passion (my curiosity, humor, and zest values
in action) and making sure that I can help people see the light in their own lives by providing them with
as much support as possible (forgiveness, humor, and kindness values in action). By being cognizant
of our values, we can work on integrating them into our everyday actions thus making us stronger
leaders.
Vision involves being able to plan and think proactively as possible towards how to service others in
the community. This ability to frame our actions, gives a leader much more foresight as to what they
want to do to inspire change and giving them a deeper understanding of how to create said change.
My HDF 190 class gave me a chance to develop this by learning how to plan out our service
throughout the semester. Having vision is imperative to leaders because it is the possession of
foresight that leads to the most successful final product.
Voice, my favorite of the four V’s, is a characteristic in which a leader is able to articulate their vision in
a compelling and inspiring way to others. The words of a leader are paramount to any project because
this is what inspires others to follow you and help carry out your vision. The authenticity behind a
leader’s speech are what usually drives others to listen. A leader that shows a sense of charisma or
genuinity in the words are what drives others to engage because they can relate to the leader. They
see the leader’s words as inspiring and something worth pursuing. They admire the leader’s passion
and conviction and are driven to contribute. I work on this V whenever possible in my communications
major and work on building my speaking abilities to make myself more articulate and relatable to
others. Voice is such an important characteristic of the Four V’s because it truly helps bring the
leader’s convictions and visions to life.
Virtue is the centralizing, final characteristic of the Four V’s of Ethical Leadership. Virtue truly
embodies all three of the aforementioned values. It is an understanding that as leaders, we become
what practice and that we must be congruent with our own actions. As a leader of virtue, we must
strive to do what is good, noble, and just. A leader’s actions should always align with our actions. A
leader that practices virtue makes sure that their values, vision, and voice all contribute to bettering the
world around us and contribute to a common good. The common good refers to personal definition of
the benefiting of others through a leader’s personal lense. This can involve freedom, justice, equality,
etc. A leader is able to define their own common good and stick to their virtue by striving to fulfill it in
order to become their most ethical and successful versions of themselves.
Values, Vision, and Voice are interconnected through Service, Polis, and Renewal.
Service involves both values and vision. It is that our values are seen through the service of others.
The vision of a leader is demonstrated through their ability to actively provide for others by simply
putting action to their convictions.
Polis stems from the Greek Word for city and is the connecting trait between voice and vision. It is the
ability to articulate our ideas publically to the community, group, or organization. By giving voice to our
vision, we are engaging in the community and thus acting in politics. This is important because it
develops a leader’s ability to work in group and exchange their thoughts in a compelling way while
working with a group.
Renewal, the connection of Voice and Values, involves reflection. Renewal invites a leader to look
inward and ask ourselves if our thoughts are congruent with our actions. It is important for any leader
to have this reflection as much as possible in order to stimulate self growth and to avoid hypocrisy of
one’s actions.
I am very thankful that I was able to learn about the Four V’s of Ethical Leadership. This experience
taught me how important it is for leaders to be able to look inward and strive towards centering/aligning
one’s self. With this information in hand, I am now able to start a more reflective-based style of
leadership that will constantly have me improving/building myself to greater levels. I plan on using the
Four V’s as facilitator in Student Organization of Leadership Consultants when working on more
introspective activities with an organization but also within post meetings of a retreat and discussing
how I want to improve my own leadership abilities.
Center for Ethical Leadership. (n.d.). “Ethical Leadership”. Retrieved from
http://ethicalleadership.org/about-us/philosophies-definitions/ethical-leadership
44 Student will demonstrate knowledge of HDF 413 In HDF 413, our class spent time learning about theories that could be applied to facilitation and group
experiential learning in leadership development consulting. My favorite theory that was learned was the Kolb Theory. The theory has four
development (Kolb) main points of group development (Concrete Experience, Reflective Observation, Abstract
Conceptualization, and Active Experimentalism) four connecting quadrants (Diverging, Assimilating,
Evidence: Kolbe’s Chart Converging, and Accommodating) with two connecting axises (Perception Continuum and Processing
Continuum). The concrete experience is the event in which something in a team physically attempts to
do something (EX: a facilitated activity). From there, a facilitator and group is diverging in which they
are participating in the challenge, but looking to see what is occurring in the activity. This then brings
the group development into the Reflective Observation or the “What?” Stage. This stage the
participants are asked to reflect upon what happened during the activity. They are able to bring the
feelings they had to light through diverging during the concrete experience. From there, the group is
able to assimilate their thoughts as they are thinking about what happened as they are watching what
is going on. A facilitator does this by thinking about the questions that they want to ask while watching
the team participate and beginning to frame thoughts while the participants do the same. Next, the
group enters the Abstract Thinking Stage or the “So What?” Stage. This stage involves the actual
thinking about the significance behind the activity and what lessons there were to be learned from it.
From there, the group uses converging when they begin to plan our their next step while bearing in
mind the lessons they’ve learned. Once in the Active Experimentation Stage or the “Now What?”
Stage, the group is able to decide what they want to do with their organization with the lessons they’ve
learned. This can involve goal setting, making new commitments to the group, making plans, etc. From
there, the group begins to accommodate for these plans by starting to integrate them into their group
dynamic until they have their next concrete experience and the cycle begins again. It is also important
to note that Perception Continuum connects the Concrete Experience to the Abstract Thinking stages
because they both involve how a group think about things. This means that both of these stages
involve how a group is able to start looking at situation in a way where they can learn and build
something off of what they already have. The Processing Continuum connecting Reflective
Observation and Active Experimentation are connected because both stages involve directing the
actual physical attention to making change/noticing areas to change within the group. This inspires
physical action within group dynamics. The Kolb’s Method both integral as a form of leadership
development within a group and as facilitation tool to rely upon when considering the process of
consulting.
45 Student will describe personal application HDF 413 The Kolbs method is a form of group development in which the stages start from a physical experience
of experiential learning in leadership and go through self and group reflection can lead to improved goal setting and function within group
development (Kolb) dynamic. This theory connects well with my work as a consultant in SOLC as I am guiding participants
along this process in all of my facilitations, specifically my initiative on the THRIVE Retreat. I had the
Evidence: Retreat Pictures group attempt Creepy Crawly Bridge. This activity provides to the group an experience in which the
group is challenged to complete a task that relates back to a goal that they want to work on
(Communication and Trust). This is directly related to the concrete experience step of the theory as the
group is physically working together on accomplishing a goal. As the facilitator, I watched what they
are doing and how their dynamic is functioning. This can be compared to the Reflective Observation
Stage because I am watching the group work together as I prepared questions for the debrief. As I
began to debrief the activity, I asked for feelings of how the participants think the challenge went and
had them reflect upon it as well, which in turn gave these members the opportunity to experience the
Reflective Observation Stage as they now had to think about the how the activity went from their
perspective as well. As I continued my debrief, I tried to ask the members of the group what could
have made the activity work better. From there I connect that skill to the goals that the organization
wanted to accomplish. This is comparative with the Abstract Conceptualization because I am now
having the group search for deeper meaning within the activity to find something they can pull out of
the activity. Eventually, they touched upon themes of communication and trust. When that happened, I
then brought them to next stage of Active Experimentalism. At this point, the members have been
given the tools of what they need to succeed so I just had them verbalize with each other what these
tools were and just how they wanted to implement them in the future. This again matches the Active
Experimentalism Stage because at this point in the debrief the members of the group were inspired to
set forth new ideas for THRIVE. Using the Kolb’s Method during my retreats has brought me great
amount of success and a deeper understanding of group dynamics with the organizations that I work
with.

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
83 Student will create a personal code of HDF 190 DRIVE In my HDF 190 class, I learned that Inclusive Leadership is described by the Relational Leadership
inclusive leadership Grid as a leadership style that envelops “all students, staff, and diverse points of view”. DRIVE has a
. large emphasis on this. Their values involve wanting to create a more inclusive community and for
Evidence: DRIVE MOP Poster & future students of diverse ethnic backgrounds to feel more comfortable on campus. They know that
Stoplight Activity Write Up campus isn’t the most diverse place, but the group is working on creating more diversity on campus
but also forging a sense of community within the people of color that are already on campus.
I have the top strength of includer and positivity and I believe that the students who attend the
MultiCultural Overnight Program, although they are hesitant to commit to the school due to the reasons
aforementioned, that they should feel safe and they should feel that they have a community at URI
along with a sense of belonging and acceptance.
In my HDF 413, I watched another group’s presentation on inclusion. To demonstrate their point they
had us do a stoplight game. They had each member of the group randomly get a sticker placed on
their head. Each color sticker corresponds to a way that we would have to treat them during a
facilitated interaction. They asked us how it made us feel and we began the second round. In this
round the facilitators introduced us to people in a different color than us. From there, we were able to
create a new group of friends and defy stereotypes. They went onwards to teach us
What I took from the activity is that I should make greater strides to be inclusive as a facilitator. I try to
do this by making sure that everyone gets an opportunity to voice their opinion. I do this by observing
the dynamic in the room and giving the spotlight to people’s who’s voice haven’t been heard. By doing
this, I am emphasizing inclusive leadership. This can be taken beyond this instance as well. In a
broader, I hope to use my abilities as a leader to make sure that everyone’s voice can be heard
regardless of the race/ethnicity/religion/sexuality/gender identity/ability of the person speaking and I
will make sure to give all those who are silenced a platform to speak their mind.
84 Student will demonstrate knowledge of HDF 413 In my HDF 413 class, we learned about The Bennett Model of Intercultural Sensitivity. This
the “Model of Intercultural Sensitivity” by demonstrates the process in which an individual loses their ethnocentric ideals to a more accepting
Bennett and its uses in leadership and open minded ethnorelative ideals or vice versa. The first stage is denial. In this stage, individuals
are unable to see other cultures beyond a very simple way. They refuse to accept or participate in any
Evidence: Bennett Model new cultural experience and expect the world to cater to them for it. An example of this is someone
who believes that they are able to fit into any type of culture because they have never experienced
culture outside of their own. Stage two is the Defense Against Difference. In this stage, people view
cultural differences as antagonizing to their own lifestyle and feel threatened by it. Often, these people
associate other cultures with wildly negative stereotypes. An example of this lie within types of citizens
that believe that America is the superior country and all other countries should follow in their footsteps.
The third stage is Minimization of Difference. In this stage, individuals are able to collectively share
empathy for humanity as a collective, regardless of culture. The problem with this is that people in this
stage relate all cultures togethers and believe that all people are alike in terms of society, psyche, and
spirituality. This tends to problematic because people like this really believe that no matter what culture
they are in, that it is all fundamentally the exact same thing which is uniform and just not a fair
assessment of culture. The next stage, Acceptance of Difference, individuals are embracing of the
differences within others. They realize that each culture has its own distinctive values and respects
that. Learners in this stage are striving to learn more about other cultures and respectful of their
differences. The Adaptation to Difference Stage is one that is centered being able to adjust oneself to
new cultures and ideas. Members in this stage are able to alter their perspective to become adaptable
to another set of ideals outside of their own. This stage is marked by their understanding and
adaptability. Lastly, there is the Integration of Difference Stage. This level of adaptation is
characterized by the ability to fully immerse yourself in multiple cultures. An example of this would be a
biracial person who is able to fully understand, appreciate, and participate in both sides of their family’s
culture. The Bennett Model for Intercultural Sensitivity is a great system for all leaders to be conscious
of when working with people from another culture because of it creates a sense of understanding how
you are presenting yourself to these other cultures and your adaptability to them. It is important for all
leaders to uphold themselves to the higher stages so that they are more culturally aware and
understanding.
Komives R Susan (2013), Exploring Leadership, Retrieved November 29, 2017

85 Students will demonstrate personal HDF 413 My experiences with HDF 413 made me become more aware of where I stood in terms of Stages of
application of the “Model of Intercultural Intercultural Sensitivity and the progress I made with it through my life. During one of classes we
Sensitivity” by Bennett discussed our own personal backgrounds using stickers. The stickers symbolized different levels of
comfort with an identity. These identities related to race, religion, sexuality, income, appearance, etc.
Evidence: Dot Activity We then broke up into smaller groups to discuss our backgrounds with our identities. This made me
much more aware of the variation of culture even within my small group of friends and led me to think
about what stage I would land in on the Model of Intercultural Sensitivity. I knew I was far beyond
Denial because when people were expressing their differences that they had, I fully listened and let
myself listen to their experience without writing it off as irrelevant. I knew I was not at Defense Against
Difference because I did not place any judgements or biases on the people who grew up with different
identities than I did. I also knew I was passed Minimization of Difference because I was able to
recognize that other people had different identities and cultures than I did that I will never be able to
fully understand. I saw myself identifying with Stage Four the most because I was able to accept my
peers’ differences and recognize that each culture is a valid one. I saw myself in this stage because I
realized that other people’s backgrounds and experiences offer a perspective that mine do not. I
would one day like to be able to achieve level five by tying to adapt myself in new ways of thinking to
other cultures or level six by fully immersing myself within different cultures and balancing them within
my everyday life. My understanding of the Intercultural Sensitivity Model were relied upon heavily
during my experience with the dot activity.
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
99. Student will demonstrate knowledge of HDF 190 FLITE Day of Discovery Retreat At my FLITE retreat this past month, our group’s peer mentor explained active listening to us. Active
active listening techniques listening is a process in which you use encouraging language, restate basic ideas, reflect feelings,
clarification, and summarization in conversation in order to take the most from a conversation. To do
Evidence: Active Listening Chart this I must show encouragement. I do this by projecting interest and encouraging the person to keep
talking. I can do that by saying affirming language such as “I see…” or “That’s interesting…”. I can also
restate my ideas by placing an emphasis on the facts being said by saying “In other words you think…
(in my own words)”. Then to reflect, I can demonstrate that I am understanding how the person feels
by restating how the person is feeling as a reflection through short (but not curt) replies such as “You
feel that..” or “You were bothered that…”. You can clarify to get additional details and help a person
explore the problem by asking specific questions such as “Can you clarify?” or “Is _____ the problem
in your eyes?”. Summarizing can be done to draw ideas together and can be done by restating ideas.
This can be done by stating “_____ seem to be the main ideas you’ve addressed”. This behavior was
used by all of my group members during the discussions on the retreat.. This made the flow of
conversation much more meaningful and easier to understand. I plan on encompassing what I learned
in the future when I converse with fellow peers. An example of what I will try to start doing is eliciting
responses to another person’s words to show that I’m listening, but not be so outright to the point
where I am being disrespectful to the person speaking.
100 Student will describe examples of using HDF 190 FLITE Day of Discovery Retreat My FLITE Peer Leader explained the basic parts of active listening which include encouraging
active listening skills Sophomore Breakthrough language. I used this in the discussions that day by nodding my head and saying words like “mhm” in
. Experience order to demonstrate that I was projecting interest in the conversation as well as encouraging the
Evidence: Day of Discovery Packet person to continue their thoughts. I also was sure to ask questions to the person who was speaking
Sophomore Breakthrough Experience about their personal feelings with their experiences with racism and their life journeys. For example,
Group picture when listening to my groupmate, Jessie, discuss her experience with her home country I made sure to
show my interest. As she spoke I made sure to maintain my eye contact at all times. I also nodded
along as I always do and showed a sense of emotion and gave feedback in the proper moments. For
example when things were sad I frowned and was very emotional. I also made sure my feedback
never interrupted as a sign of respect to my teammate. I did this in order to demonstrate that I
understood how the person felt.
I was able to call upon my active listening skills again during the Sophomore Breakthrough Experience
held on November 4, 2017. With so many different groups going around sharing insightful and
personal thoughts, there was a lot of different stimuli to focus on. My biggest challenge however, was
to look past this and use my active listening techniques. When I was listening to other students I made
sure that I would keep constantly, affirming eye contact to let them know that they are being listened to
and that they are safe to speak. Additionally, I made sure to ask for clarification on any phrase or story
I did not understand. That way, I would be able to absorb and comprehend all the information that was
being taught to us at this experience.
103 Student will show knowledge of techniques COM 100 COM 202 My communication fundamentals teacher stressed the importance of giving and receiving positive
regarding giving and accepting of feedback feedback, and had us give it to each other after each speech/presentation we gave in the class. The
. most important aspects in giving and receiving feedback are using constructive criticism and framing
Evidence: COM Notes words in a positive manner. I practiced this after every single peer presentation when I was asked to
give to talk about their performance. I gave positive comments about the presentation by stating
aspects I liked about them such as “their volume” or “their content” while at the same time offering
some advice for their next presentation. There was also use of the sandwich method. The sandwich
method was a method of giving positive feedback that was practiced in my COM 100 class. In order to
give the proper sandwich method feedback, you start by saying something positive about the
presentation (bread slice), a piece of constructive criticism (the meat), and then conclude with another
positive statement (the other bread slice).
This theory can be practiced when reviewing a peer’s performance on a task. The way it's given can
be very important and help maintain a healthy self esteem while giving the person advice to grow (One
positive, One Negative, One positive)
My COM 202 practiced a very similar method of feedback, only in this instance, you would have a
partner directly critique your assignment. This gave me the opportunity to work with others while
simultaneously improving myself. I worked with a very different type of presenter than myself. She
knew a lot about her content, was very consistent in her slideshow, and was overall very prepared.
However, she lacked in tone (pitch in voice and swells in correct moments) and rate of speech (how
fast they talked). These were two areas of my specialty so I was able to address the problem, while
giving positive feedback, and giving her advice on how to improve herself and she did the same for
me. This reciprocation in feedback let us grow as presenters together. By the end of the semester, our
presentations were ten times as effective and humorous due to us helping each other out with
feedback.
(2016), Communication Fundamentals,

104 Student will describe examples of giving COM 202 COM 100 In my public speaking class, we were given an assignment to present an informational speech, and to
and accepting feedback. fill out a rating sheet for the another classmate’s speech. The rating sheet touched upon the speaker’s
. voice rate, the speaker’s information, the speaker’s volume, etc. When rating my peer, I was sure to
Evidence: COM 202 Comment Sheet use the sandwich method, a method in which a constructive criticism is framed with a compliment
before and after the constructive comment, to give out her comments. I wrote that her volume was
perfect, that she might have to work on slowing down her speaking rate, and that her content was
informative and fascinating.
When receiving feedback I was sure to take into consideration the active listening. I used tactics such
as head nodding and re-affirming questions I had. I made sure to be calm and take her words into
consideration.
These tactics will benefit my ability to communicate with others from a leadership position in the future.
105 Student will demonstrate knowledge of HDF 413 SOLC Fall Training Retreat The first assignment for the HDF 413 course was to attend a Student Organization of Leadership
facilitation and de-briefing techniques Consultants Retreat. At this retreat, the SOLC Eboard and HDF 413 TA’s taught the participants a
wide array of facilitation and debriefing strategies.
Evidence: Picture of SOLC Fall Training First our group learned what makes a good facilitator during an activity through a demonstration of
Retreat Moon Bounce by our TA. During this facilitation, he purposefully made mistakes in his framing and his
actions during the activity to demonstrate what not to do during a facilitation. From this we learned
while facilitating you want to never have food or beverages during the retreat, you never want to
discredit a co-facilitator by correcting them, and you never should never give too much away on how to
solve a problem during an activity but instead try reframing the directions so that they will understand.
We also learned the importance of challenging your organization, but remaining aware of anything that
might make a member of a group unable to participate in an activity, and adapting the challenge to
have the facilitation fit the group.
Additionally we were given many different debriefing techniques for retreats. First, we learned about
the Kolb’s Method. Essentially this is a debriefing method in which the consultant ties in the events that
occurred to a deeper meaning within the organization and how to build on from these lessons. This
can be described as the “What? So what? Now what?” method as well. This debriefing strategy is most
useful during initiatives in which main points that were described in an organization’s presented
themselves in the activity.
We also learned about feeling cards. These cards are cards labeled with an emotion of any variety.
They are then scattered on the floor. The facilitator asks the participants to grab a card that represents
how they felt during an activity. This method is most useful when it is used with groups that struggle
communicating because it gets the conversation started for them.
Lastly, we learned the airplane method. With this method, a facilitator describes an airplane team. On
this team there is the pilot, crew, passengers. The pilots are the ones who really felt as though they
took a lead role in an initiative, the crew are the ones that felt as though they made a significant
contribution without taking a lead role, and lastly there is the passengers that felt as though they did
not feel as involved in the challenge and were just pushed along. This can be a useful strategy for
organizations that understand abstract thought and work well with metaphors and can be used to help
further develop the conversation of a member’s role in an organization. All of these strategies I learned
at this retreat has helped me evolve as a consultant and learn many useful facilitation techniques.
106 Student will demonstrate proficiency of HDF 190 Student Organization of Leadership During my time with HDF 190, I got to watch my peer leader and professor facilitate and de-brief
facilitation and de-briefing techniques HDF 413 Consultants: Kappa Delta Retreat activities. Furthermore, through my shadowing and facilitating experience with the Student
. Organization of Leadership Consultants I was able to learn and implement a variety of different
Evidence: SOLC Retreat Schedule facilitation tactics.
During my shadowing of the student senate retreat, I was more focused on learning facilitation
strategies. However, I was able to engage the group frequently during the de-briefing of the initiative
game Don’t Break the Ice and helped to facilitate parts of the reflection. The group itself was very
competitive and organized, so I spent a lot of focus during my de-briefing on the benefits of working
together. I asked them to reflect upon the positive strengths of working together and highlighted the
importance of each member’s role in the organization.
My LASA retreat gave me the opportunity to facilitate and de-brief an ice-breaker (Where the Wind
Blows) and an Energizer (Entourage). For each, I used my positivity strength to provide enthusiasm for
the group to get them excited about the activity. During the facilitation, I made sure that everyone was
on track and didn’t get too distracted, but still enjoy and participate in the activity. After the games were
over, I was sure to de-brief by asking questions that allowed the organization members to reflect upon
their importance and connection to others (primarily during link up).
I was able to facilitate an energizer called Listen and Act during my Delta Epsilon Mu Retreat.For
Listen and Act, I broke up the group into two teams. From there, I explained to them how the game
works and came up with examples. The game ran like a game of charades, in which I would give one
person from each team a sentence to act out. The member of each team would go back to their
respective group and try to have the other members guess the phrase. From there, I got to come up
with funny phrases for the teams to act out. This activity emphasized a use of the member’s non verbal
communication skills with one another, as they were not allowed to communicate the sentence to the
rest of their team with words. Afterwards, I engaged the group in a de-briefing about the activity. As a
group, we reflected upon our thoughts on the activity, the non verbal communication skills we used,
some positive moments from the activity, and how the lessons from this activity can be brought into the
organization. During the activity, a lot of the members that usually control the flow of conversation
found themselves unable to talk. This taught the group how to work together and how to listen to the
less talkative members of the group more often.
My facilitation experience was a impactful one for me. I learned that no two organizations run the same
way. The Student Senate was very organized and competitive and talked only when they needed to.
While the LASA although maintaining a similar sense of goal orientedness, still had a primary focus on
having fun and building relationships with their team members. The DEM members were a lot less
engaged in the activities but still had a fun time with them. I also learned a lot about using questions to
help inspire reflection within a group rather than just taking the wheel myself. The facilitation and
de-briefing strategies I used here will become a point of inference for when I am in HDF 413 next
semester and with more Leadership Activities in the future.
In HDF 413 we were not only given the knowledge of facilitation and debriefing techniques, but we
were also given the platform to apply that knowledge by serving as a consultant for Kappa Delta’s
Sorority Retreat. The goals of the retreat were simply to welcome the new Kappa Delta sister into the
sorority. We figured that important values to work on with welcoming new members into a group were
communication and trust. Bearing this in mind, I decided that the best activity to reinforce these
messages was by facilitating the initiative Frogger. During the facilitation I made sure to put concisely
and confidently state all the information in my frame. I maintained credibility throughout the entire
retreat by being confident in my words and by having faith in my other facilitators. Additionally, during
the activity, I made sure to bring in variations of the activity increase the difficulty once I noticed that
they were able to handle it. This was done when Kappa Delta completed the challenge as first
described, and I got the other facilitators involved by using themselves as road blocks that each
partner had to navigate themselves around. During my debrief I took advantage of the Kolb’s Method,
a method in which a consultant ties the initiative to the organization by asking questions related to the
What (happened)? So what (does this mean for you and your organization)? And Now What (are you
going to do to bring these lessons learned back to your organization)? I did this by doing a one word
whip. A one word whip is a quick assessment of the room by asking each person to give one word to
describe how they felt during the activity. Then I began to start asking what aspect of the activity made
the person feel that way. From there, I then asked them value based questions (what was most useful
during the initiative, why was it important, etc.). I was sure to be intentional with my questions and
focused a lot on being concise with my questions. I also had to be comfortable with silence for
extended periods in order to get the members to talk. Lastly, I focused my questions on the application
of their understanding of communication and trust within Kappa Delta. From this the participants were
able grasp their understanding of the importance of trust and communication, but how to bring these
values into their sorority as new members. Overall, Kappa Delta was able to learn many new values
and gained a new sense of welcomeness into their sorority partly due to my facilitation and debrief.

107 Student will demonstrate knowledge of HDF 417
framing and breaking the frame
108 Student will demonstrate proficiency of HDF 417

framing and breaking the frame
109 Student will show knowledge of organizing HDF 413 Lead Workshop In HDF 413, SOLC Students were given the opportunity to attend a Lead Workshop led by SOLC’s
meetings / setting agendas / and leading Vice President that would give us the knowledge and materials to lead our own retreat. During this
meetings workshop we were given three pieces of paper with content on Initial Emails, Retreat Agenda Creation,
and the End of Program Report along with papers to practice our lead abilities in certain situations.
The vice president taught us the format to send a professional lead email. In the email, we had to
include our name, the contact, the group we would be working with, the date and time of the retreat, a
clause stating that we must be in contact before the retreat, a PDF of the programming agreement,
and a PDF of the waiver forms. Next, we taught the format of a retreat agenda. The agenda stated the
group, the contact, the goal of the retreat, the lead, and the facilitators at the top of the paper. Then
there would be schedule to fill out. This schedule includes the timeframe, the activity, the person
facilitating, and the materials needed. We then broke up into small groups to make our own agenda. In
this agenda, we needed to make sure to include a name game and an energizer followed by an
initiative and a value contract. This was done to make sure that the participants energy flowed well and
swelled when activity was needed and was brought down when they needed to be pensive. We
followed this by adding in one more initiative to drive the value home and include a nice closer to wrap
up the retreat. Retreats agendas can be changed from this format depending upon time constraints
and food breaks. Next, we learned the chain of events that occur when an injury occurs and a
participant needs medical attention. Firstly, it is important to stay calm. The lead will assess the
situation and decide whether or not to call the advisor. If the advisor of the retreat thinks it is
necessary, then emergency medical services will be called and the lead is to notify Professor Alison
Jackson Frasier of the situation. We then discussed how to fill out a program agreement at the end of
a retreat. This was done by having us look at the template and then having us answer how we would
go about answering the questions provided. These questions ranged from program notables (group
staff, participants, and SOLC Staff), a plus delta (what worked and what could be improved), and
useful information for future lead facilitators working with the organization. This information is then
stored in a file for future reference for other SOLC members to come.
During this workshop I was given all the tools and safety nets I needed in order to be a successful lead
on a retreat.
110 Student will describe personal examples of HDF 413 SOLC In my HDF 413 class I was given the opportunity to be the first sophomore in my class to lead a
organizing meetings / setting agendas / retreat. I got to work with THRIVE, a think tank organization that focuses on their Changefest Project.
leading meetings Their main goals for this retreat were to create honesty and increased communication within their
organization. My first responsibility was to an make initial email with their contact, Jessi Florendo. I did
Evidence: THRIVE Retreat Agenda this by using the Initial Email Outline that we were given from the Lead Workshop as a format. I was
sure to include all the information regarding the retreat (time, date, location, who was leading the
retreat) as well as the program waivers and programming agreement in two PDF documents listed
below. Once Jessi responded to the email, it was time to meet with my facilitators. I communicated
with my facilitators and found a time that worked for everyone and agreed to meet in the office. For
preparation, I had provided writing utensils and blank agendas for us to fill out as we went along with
planning meeting. I led the discussion and described the goals of the organization. Together, we all
collaborated on activities that would help the group achieve their goals. We then planned out what we
wanted to do for the group contract. Since THRIVE’s symbol is a tree, I thought to use it for symbolism
of their organization. I chose this because I figured that it would be a great opportunity to communicate
their values and it would be effective on a group that thrives on creativity. The trunk would represent
the values shared by all members of the organization whereas the leaves of the tree represented the
individual things that each participant brought to the group. From there, we divided out the
responsibilities of who would lead each activity during the retreat. Since it was my first lead retreat, I
wanted to be more hands on and take an initiative and the closing for the retreat. As a lead, I made
sure to be asking how my facilitators felt to ensure their confidence and preparedness before the
retreat. THRIVE’s retreat went very smoothly. The group responded well to all the initiatives we threw
at them and remained engaged throughout the entire retreat. As a lead I made sure to help fill in any
gaps that my facilitators had during debriefing and make sure that everything went smoothly. Overall,
my first lead on a SOLC Retreat went well and THRIVE gained a lot of great skills to bring back to their
group as well as accomplishing their goals.
114 Student will show knowledge of the stages HDF 190 In my FLITE 190 class, Professor Alison Jackson Frasier taught me about the Stages of group
of group development (Tuckman, Bennis development. The stages in a group’s process include Forming, Storming, Norming, Performing, and
. or others) Adjourning. The forming stage is the inception of the group. At this point the group has no history with
each other yet and trust has yet to be established which entails that a common goal has not been
Evidence: Tuckman Chart made. Next is the storming stage. In this stage members define their roles and responsibilities in
accordance to their strengths. At this point people present their goals and agendas and try to modify
them to reach a common purpose. Sometimes there is internalized competition within the team and
cliques can occur. Conflicts can arise among individuals that see competition between one another.
This can lead to a clash of ideas that can often be taken personally. When a conflict is taken
personally, arguments and fights can occur, and hurtful language can be used. If the conflict goes
untreated, the group will be stuck in a permanent stage of storming and dealing with negative conflict.
If you are able to work through this stage you land in the norming stage. The norming stage is where
the “big success occurs”. Trust is built here and members self enforce each other. This is when the
team starts to work in collaboration and drive each other towards their new, clearly defined purpose.
From there, a team enters the performing stage. In this stage the team members feel motivated and all
needs have already been addressed. This is when the challenge has been taken on. The team keeps
an objective outlook as they move to accomplish their task. Lastly comes the adjourning stage. All
good projects must have a reflection stage at the end. In this instance you assess your team’s work,
recognize what went well and what could have gotten better as well as celebrate!
Mind Tools Editorial Team (2015). Forming, Storming, Norming, and Performing: Understanding the
Stages of Team Formation, Mind Tools Newsletter. Retrieved from
https://www.mindtools.com/pages/article/newLDR_86.htm
115 Student will describe personal examples of HDF 190 COM 100 After learning about the group development stages from HDF 190, I was able to transfer this
group development in use (Tuckman, URI SAVES knowledge into my other classes and organizations. For example, in my Communications
. Bennis or others). Fundamentals class I used this model when working with my fellow peers in my first group project.
When I began, our group was in the forming stage. This stage involves us starting out without a lot of
Evidence: Picture of group at Oxfam trust. At first, I didn’t really know my classmates that well nor what their work ethics looked like. None
Hunger Banquet of us were really sure what to say and just exchanged our contact information for future reference.
SAVES at Arts Festival Then we met at the library and started the Storming Stage. This stage involved defining roles for our
group. We had a somewhat self governing style and had each one of us work on a different aspect of
ancient and modern culture on our topic (Egypt). We all had our responsibilities handed out and each
of us had several different ideas on how to address the situation. We all vied for the top leadership
role. However, once we hit the norming stage we were able to meet together and give positive
feedback on each other’s research and timing of speech. I myself was running long and with the help
of my team was able to shorten my part of the presentation. We were able to think creatively and work
together positively. Then came the performing stage, in which we presented our presentation to the
class. We all knew exactly what to do and performed our responsibilities with aplomb. Lastly, after our
presentation was over, the professor helped us with the adjourning stage. In this section, we reflected
on what went well and what could have gone better in the speech and had some more positive
feedback from our peers. The class demonstrated the process in a perfect model of the idea.
I again got to experience Tuckman’s Stages of Group Development in the lense of volunteering group,
SAVES. During my very first project with the organization, we came together to plan to go to an Arts
Festival in Cranston. We went through the forming stage when we met at our very first meeting with
the common goal of giving back and serving the community in mind. Next, we went through the
storming stage which was a rougher collaborative experience in which we decided on when we would
go. Many members of the group had scheduling and ride conflicts that we had to work out together. It
was a laborious process, but through communication and sacrifice, we were able to press on into the
next stage occurred when the eboard had sent out emails confirming the rides and times for everyone.
Additionally, the email they had sent provided us with multiple affirmations that would ensure the
success of our event. The time came for performing when we went to the Cranston Arts Festival and
got to work. Together, our group was able to help the event run smoothly. We placed signs all over
town, moved gas tanks to where they needed to be, helped direct traffic, etc. all by ourselves. Our
group even received the highest regards from the Arts Director and we were asked to come again next
year. Adjourning was reached at the following meeting on the following Tuesday. We were able to
discuss how the event went and what went well and what did not go well. Ultimately, we decided it was
a fun and successful experience and that we wanted to do it again in the future. The group
development model was highlighted in our group’s collaboration during this process.
116 Student will show knowledge of group HDF 417 As an teaching assistant for the Advanced Facilitation and Consulting Skills Course, I was tasked with
dynamics and group roles teaching students about group dynamics and group roles. Groups can be divided into Group Building
Roles and Task Roles. Group Building Roles are types of roles that contribute to a group’s
Evidence: Group Dynamics Definition development. These roles consist of Gatekeepers, Encouragers, Mediators, and Followers.
Sheet Gatekeepers main role is to facilitate equal communication throughout the group. They do this by
inviting those who have not spoken as much to share their opinions. An Encourager is an individual
that is empowering and inclusive in nature that warmly welcomes in all ideas and individuals. These
people are important because they make other people feel more comfortable in a group setting.
Mediators are people who tend to be harmonizers and work well with others. They are people who are
able to understand both sides of an argument and are able to help both sides work on their issues in a
positive and productive manner. These people are important because they make people in both sides
of a conflict feel heard. Followers, are people that are supportive and active listeners. Despite the
negative connotation that the role has, Followers are integral to the success of the group. This is
because they are able to unite and work together in a meaningful way and listen to ideas as opposed
to debating with them.
There are also Task Roles as well. Task Roles are a type of position in which the group member is
contributing to the challenge that the group had to face as opposed to dynamic. Roles in this position
include Information Seeker, Opinion Seeker, Opinion Giver, Summarizer, and Clarifier. Information
Seekers are those that look for information to clarify a subject further when it is needed. This is
important because Information Seekers make sure that everyone in a group is informed on the task at
hand and eliminates bias and ignorance. Opinion Seekers fulfill a similar role, varying in that they look
for opinions from members of the group. This role is similar to the gatekeeper, however the opinion
seeker does this to ensure that the group has a better understanding of the task as opposed to making
everyone feel heard. Their position
117 Student will describe personal examples of HDF 417 COM 251
group dynamics and group roles
Evidence: Screenshots of Group Project

120 Student will show knowledge of the HDF 417 I was given the opportunity to teach students the concept of Challenge VS Support in my HDF 417
Challenge and Support theory by Sanford, Class. In order to understand the model, it is crucial to understand the definitions of challenge and
and its relationship to organizations support as individual concepts. By definition challenge is a “task or situation that tests a person or a
group’s abilities”. Since I was teaching the course on facilitation and consultant skills, I chose to view
Evidence: Self-made notes for students the concept through this lens. I understood challenge as elements and activities that are intentionally
brought into a retreat to create a new dynamic or obstacle for the participants. These elements can be
range from adding blindfolds, muting talkative team members, or implementing physical obstacles into
the space. Support can be understood as the “approval, affirmation, or comfort given to another
person”. As a facilitator I can show support to group members by using affirmative language,
overlooking missteps, and inserting myself to give physical support to participants that need it.
Challenge VS Support need to have a directly correlated relationship in order to be most effective. By
this,I mean that as a facilitator or leader adds challenge to a group or team, they need to add support
or else they will not be successful.The absence of support when being challenged can lead to group
members feeling frustrated or hostile towards one another. While there are rare situations when it is
needed to bring this conflict out, it is best to avoid that situation when possible. Moveover, having
support without challenge can lead a team to fall into patterns. If they are not being pushed to
succeed, no one in the team will rise to an occasion, and the team will not learn or grow.
I was sure to make sure that my students understood that it was important, as a facilitator that they are
only bringing in the challenge elements into an activity when it is clear that they are high functioning
and offering enough support to each other to handle it. Additionally, I made sure that teams that were
not as high functioning and did not have support from the team would have a facilitator instilling
support for them.
Exploring Leadership
KOI Consulting, The Importance of Support and Challenge in the Workplace; retrieved from
http://www.koiconsulting.ie/blog/the-importance-of-support-and-challenges-in-the-workplace/
121 Student will describe personal examples of HDF 417 Rhody Ridiculousness As a teaching assistant for HDF 417, I wanted to demonstrate how you could bring Challenge and
using the theory of Challenge and Support Support in facilitation with real life activities. Before I started the lesson, I decided to play Bullseye with
(Sanford) the students. In this activity, I would set up ropes into a three layered circle pattern that resembles a
target. I briefed the innermost layer as the comfort zone; a place where you feel cozy and
Evidence: Photo of me facilitating Bullseye unchallenged. I described the next layer as the growth zone. The growth zone was defined as a place
where you might not be comfortable with what you are doing, but you are secure enough to push
through and develop yourself; something you are willing to try. Lastly, there was the panic zone. The
panic zone was a place that was framed as scary and unfamiliar. This circle would be a place where
you know that you could not even begin to pursue something because you would not feel safe doing
this. I then stated several activities and asked the group to stand in the zone that most related to
where they would be about performing that activity. As I cycled through topics like public speaking and
killing a spider, I would see the group move to different places. At the end of the activity by relating it to
the Challenge VS Support Model. The comfort zone relates to what happens when there is too much
support without challenge for a person. They might feel comfortable, but they will grow from the
experience. The panic zone relates to a group that has been challenged without support. The group
will act hostile and not be able to move forward because they are struggling with internal issues; any
chance for development will be halted. I then finished by describing how important it is as facilitators to
provide their participants with a healthy amount of challenge and support: putting them in their growth
zone. Teaching this activity to my students gave me the opportunity to put the lesson of Challenge VS
Support to practice and give students developmental skills to improve their facilitation experience.
122 Student will show knowledge of the COM 202 In my COM 202 class, we were taught the key elements in the construction of all informative and
construction / elements of informative and persuasive speeches. An informative speech’s purpose is to inform an audience about a certain. It
. persuasive speeches shows no bias and gets it’s information backed up with credible sources. The layout of an informative
speech should include an introduction paragraph, in which a bit of background is created on the topic
Evidence: COM 202 Notes of the speech. The intro should also include a thesis statement in which the topics of the body of the
speech are addressed. The bodies must consist of points and subpoints about the topic. It is important
to include as much information as possible into the speech. It should also include citations of the
sources that are used in the speech as well to avoid copyright. The bodies must be proceeded with a
conclusion that addresses all the main points of the thesis. Speeches should end with a quote or
something meaningful that signifies the end of the speech rather than just ending abruptly with a pause
and a “thank you”.
Persuasive speeches are similar in construction only their purpose is to persuade. It is important that
you select a target audience. Most people have already have an opinion on a topic and will be harder
to convince. Our job as a speaker is to convince the more neutral stances. The information used,
should be used to convince people of your point. The speeches can be arranged a bit differently.
There is a specific purpose (the goal of the speech), central idea (the topic of the speech), and the
main points (the body of the speech). These can be arranged by using the problem solution order, a
method in which a problem is presented in the intro and a solution is provided in the body with a call to
action (what a person can do about a problem). There is also problem-cause-solution order. This has a
similar intro to the problem-solution speech, but there is an established cause during the body of the
essay. There are comparative advantages speeches in which the speaker demonstrates the
advantages of their solution as compared to the alternative in their body paragraphs. Then there is
Monroe’s Motivated Sequence Speeches. This speech addresses the audience's attention to a subject
through examples of others, a quote, etc., addresses a need in the audience that should be changed,
satisfy the need by providing a solution to the problem, help the audience visualize the solution of the
problem, and then calling the audience to action by giving the audience conviction.
Knowledge of the structure of these speeches will help me as a leader because knowing the speech
structure will give me the ability to use my voice so that others will listen.
Lucas, E. Stephen (2011). The Art of Public Speaking, Eleventh Edition

123 Student will demonstrate proficiency in COM 202 My COM 202 Class gave me the ability to showcase my speech giving knowledge and abilities. I was
informative and persuasive public able to create a informative speech about the life of Rachel Bloom and a persuasive speech to
. speaking re-watch the Shrek Movies. Both speeches involved me spending researching upon a variety of topics.
I used the internet and databases to help find the information I needed on Rachel Bloom and Shrek.
Evidence: Persuasive Speech Outline From there I was able to craft my speech. I made sure to include three bodies in each outline that
addressed the points I wanted to make. I also was sure to include a thesis in both speeches. The
thesis statements were as follows: “Rachel Bloom’s life and accomplishments she’s made throughout it
are interesting as well as inspiring.” and “The incredible star-studded soundtrack, the clever parodies
and jokes, and the very progressive message behind the movie series makes the Shrek movie
incredibly valuable pieces of film that are highly deserving of being bought and watched”. The bodies
of each were filled with information from the research I did and explanation of aforementioned
research. The conclusion of the informative speech ended with a Rachel Bloom quote on comedy and
mental illness while the persuasive speech’s conclusion had a call to action to buy Shrek DVDs and
watch them.
The experience I got from making these speeches will be very applicative into future leadership
speeches I will make. I hope to use these strategies during my advocacy project that I’ll be leading for
CEL.
126 Student will show knowledge of preparing PRS 340 HDF 417 In my Public Relations course, I learned several effective strategies for interviewing from a counselor
for and effective answers in interviews (as from the Center of Career and Experiential Education. A significant portion of the lecture given
the interviewee) revolved around responding to behavioral questions with the STAR Method. The STAR method is an
acronym that stands for Situation, Task, Action, Result. The first thing you want to mention when being
Evidence: CCEE Notes asked a behavioral question is to describe the Situation. We were taught the importance of being
specific when we describe the task as opposed to general. For example when describing my work in
HDF 417 I would not say my situation was to “teach students about facilitation.” Rather, I would state
that “ I needed to help students in their consultant development by relating course content
organizational behavior through the lens of lecture and experiential education.” Next, I would have to
describe the Task. Essentially, this meant stating the goal that I had when facing the situation. My
situation in HDF 417 would be “that I want to use a variety of different facilitation styles to teach
consultant theory that would help my students learn and apply the course material in a variety of
facets”. I would then be in charge of describing the Action. The Action would involve explaining the
specific actions and steps I took to address the situation. In the lens of HDF 417, I would say “I used
my strengths of communication, empathy, and includer to relate course content to a variety of different
backgrounds by having a mix of lecture and activity-based learning. I would implement the several
different fields this facilitation skill would be relevant towards in all my lessons.” Lastly, I would to touch
upon my results. The results of an experience describe the outcome and impact of my actions in a
position. When relating it back to my work as a TA for HDF 417 it would be important for me to mention
“Since my time in the position, the students have been able to apply their knowledge from the course
in places outside of the Student Organization of Leadership Consultants such as Resident Advisors,
Police Academy Trainings, and Service Corps bonding experiences.” It is important to use the STAR
method as it helps keep myself on track during interviews and strictly gives the employer all that they
need to know about me without any rambling.
127 Student will describe personal examples of HDF 190 Tour Guides In my HDF 190 class, I met with the professors of the course to discuss different strategies for
preparing for and being interviewed Orientation Leaders interviewing after experiencing a lot of rejection in the fall. I learned a lot of strategies about getting
. Civic Engagement Leaders interviewed. I learned that I should spend a lot of time researching a company/organization before I
Evidence: Picture of my formal outfit for an Institute Peer Leaders apply to them. An example of this was when I researched the Institute Peer Leaders page on URI’s
interview URI 101 Mentors website. I made sure to watch all the videos and read all the information about all the insitute
coordinators. I also made it a point to drop keywords from my research during the interview. I
mentioned inclusive and connection specifically. I also made it a point to ask the coordinators about
how they used their top strength to demonstrate how I knew their strengths. Other interview strategies
I used were to ask questions about the interviewer’s experience. I asked my URI 101 interviewer about
her favorite experiences with the program during my interview. I also make sure that I am
professionally dressed. Starting with my tour guide interview I was sure to wear a button down, khakis,
and a tie.
I had learned from my interviews in the first semester to channel my enthusiasm in productive way. I
have positivity as a top strength and zest as a top value. This causes me to be a very enthusiastic and
passionate person. However, if left unchecked, it can derail an interview. During tour guide and
orientation leader interviews I was sporadic and over-excited. This backfired on me and caused me to
lose out on the job. When I had asked for feedback on the interview, it was mentioned that my
enthusiasm was so over-the-top that it didn’t seem genuine (even though it was). From here, I learned
to be more selective with my positivity so that I left an impression, but still maintained a sense of
professionalism. This newfound sense of professionalism gave me the ability to ace my interviews and
secure the Civic Engagement Leader and URI 101 Mentor positions.
140 Student will describe principles of effective CSV 302 URI 101 Mentor Spring and Fall In my CSV 302 Class, we were given skill that were needed in order to be a URI 101 Mentor and peer
mentoring, as well as problems particular Training leader. I was able to apply these skills throughout my experience as a URI 101 Mentor for incoming
to the mentoring relationship Communications Students. In this instance, I was able to refer upon my past experiences as
Communications Student and URI Student to develop my ability as a peer leader. As a peer leader I
Evidence: URI 101 Mentor Instruction relied upon my empathy strength to help me read the room and slowly find the needs of the students
Guide and address those needs. Throughout my time in the course, I learned that students needed the most
help with academia and choosing courses. In order to effectively help and lead my students in this, I
made sure to constantly reach out to the students via email to set up one on one meetings with them
to develop course schedules and to teach them how to register themselves. I did this in my one on
ones by pulling out my own laptop and mirror them as they went along, thus reinforcing the lesson I
wanted to teach them. For academia, my fellow mentor, Jen Roth and I developed a new activity to
help demonstrate healthy study techniques in a college classroom setting. The activity was called Take
Note and featured such skills as active listening, writing down what the professor is saying and not just
what is on the board, and developing study groups and other in-class communication techniques. I
facilitated this activity with my students and it worked really well. The students were able to take these
lessons and bring it into their academic careers soon after. From this I got to see my peers grow as
students and eventually members on campus. My experience as a URI 101 Mentor gave me useful
peer leading experience that I will take with me in my leadership roles in the future.
My experience led by peers also stems from CSV 302 URI 101 Mentors Class as well. In this class we
are given two facilitation presentations in which each group is to show the class how to teach a URI
101 Lesson. The topics ranged from academic success, to TypeFocus application, to professionalism
in a college setting. In these instances, our peers would lead us in facilitations and lesson plans that
discussed these topics. Although they were our peers, they were able to maintain a level of
professionalism and respect by not breaking the barrier of peer leader and friend. This made it easier
to listen to them and take them seriously. I was able to absorb a lot of information from these peer
leaders and will be able to apply it to my own peer leadership as well. URI 101 really allowed for the
mentor and peer role to be switched up quite a bit which made me appreciate the application of each
even more.
141 Student will describe personal examples of CSV 302 In my CSV 302, we were given the tools and information we needed to become effective peer
mentoring and being mentored mentors. Specifically, we had two training sessions to give us all the materials we needed to prepare
us for the position. Along with learning what we were required to help teach the students
Evidence: Take Note Write Up and Values
Auction Major/Career Lesson academically, we were given information as to what it truly means to be a mentor. Doctor Gordon
Nakagawa states that “mentor roles are varied and complex. Serving as a guide, facilitator, role
model, and or ally to the mentee, a mentor must be prepared to take on a range of roles and
responsibilities that may change as the mentor/mentee develops”. A mentor can be a knowledge or
experienced guide, a caring facilitator, a role model, or a trusted ally. All of these points hit very close
to home with me as I try to implement all of these different approaches into my work as a URI 101
Mentor. Additionally, Doctor Nakagawa states that a URI 101 Mentor is not “a parent, a professional
counselor, a career counselor, a trained tutor, a flawless idol, a social working, a lending institution,
or a playmate or romantic partner”. This information helps set the boundaries within mentorship. A
mentor is not licensed to fulfill any role beyond a mentor and cannot take on all their student’s
problems. Also, a mentor is supposed to keep very clear defined social boundaries between them
and students, allowing them to keep a level of professionalism and credibility. If these methods are
not followed, students can become distrusting of the mentor, far too reliant on the mentor, or even not
respectful towards the mentor. All of these outcomes could be detrimental to a peer leader and their
student’s growth.
142 Student will describe principles of effective HDF 417 In my HDF 417 Course, I learned effective strategies from both my supervisor and my co-TA for
peer leadership, as well as problems effective peer leadership. We had meetings the first week of school, before our class began, to
particular to peer leadership discuss how my TA and I were going to be effective peer leaders for the class. My co-TA had a very
Evidence: Course Syllabus different set of strengths than I did, so we implemented a strategy in which we worked off of each
other to maintain credibility as peer leaders. For example, I would bring out my positivity strength
during some of the more dry content pieces to make the class more interested in the material. The
other TA would use her analytical strengths during debriefs of activities to make the peer reflections
more meaningful. Our supervisor, my co-TA, and I created the syllabus for the course and privately
assigned sections of the course content to cover that would work for our strengths. I spent a lot of
time working with organizational structure with the students because I had the experience with
different organization styles and I was able to use my communication and empathy strengths to relate
that content to the students. As peer leaders, we had a responsibility to ensure that our students
were not only learning course content, but developing as leaders and facilitators. We were able to
track this growth through individual meetings with the students that was planned at the very
beginning of the semester. In these meetings we would discuss the course itself, the progress made
within the course, clarifying questions, and emotional/mental stability during the semester. It was
through this experience that I was able to be an effective peer leader.
Some issues that arise with peer leadership involve setting boundaries. Some of our students are
more than just our peers: they are our friends. While that can lead for more emotional honesty and
meaningful discussion in class, it also presents the issue of drawing the line between friendly contact
and a breach of professionalism. Before I took on this role, I was worried that some of my peers that I
knew a little bit better would not respect me as a peer leader. My co-TA and I worked through this
issue by giving each other the people that were closer with us to each other for individual interviews.
Additionally, we were sure to keep our in class communication with the other students to strictly
regard the course and its content.
143 Student will describe personal examples HDF 417 URI 101 In HDF 417 I used all five of my strengths (Woo, Communication, Positivity, Empathy, and Includer) to
related to being a peer leader and being be an effective peer leader. I relied on my woo ability on the first day of class. The students came
led by peers from a variety of different grade levels and experiences with facilitation. This resulted in many people
Evidence: Class Photo being hesitant around each other, or clique-ish on the first day. Using my Woo strength, I created a
lighthearted and fun environment for my students by facilitating a game of Star Wars. Students ran
around making “Pew, pew, pew” noises and learning more about each other, thus starting to grow
into the role of facilitator. I used my communication strength to deliver course content in various
presentations. I had the responsibility to discuss Challenge Versus Support, Agenda Setting,
Organizational Structure, and Framing with different presentations to the students. I was sure to be
thorough with my communication and not talk at them, but to keep them actively engaged by
periodically asking questions throughout the class; giving students the opportunity to further
synthesize the information in front of them. It was decided at the beginning of the semester that I
would use my positivity strength to boost audience engagement during class. I would take the drier
concepts and theories and explain them in a way that kept my peers engaged. I used my empathy
strength to help students’ personal needs during one-on-one interviews. I know that each student
needs to see the TA role look different for their needs so that is exactly what I did. I made sure to run
my meeting based on what they needed to talk about. The content of my one-on-one’s vacillated
between course selection, outcome revision, and mental health. It was because of this empathy, my
peers were able to have their personal needs addressed and feel comfortable growing at their own
pace. Lastly, I used my Includer strength to make sure that everyone felt like they could be a great
facilitator. It was one of my primary goals to give everyone the opportunity to facilitate to the best that
they could. I knew it would be hard to make people feel involved in the group so I instead made the
students feel involved in the course. Through the language I used and the additional attention that I
gave to them, all the HDF 413 students engaged in some form of facilitation in an environment that
they felt comfortable and confident engaging in it.
I have seen a similar type of empowering peer leadership in my URI 101 Class that I took during my
freshman year. I was taught lessons about campus life by a peer who had just gone through it the
year prior. Her strong communication abilities and emphasis on making sure that everyone was
involved in the course kept me thoroughly engaged. She maintained credibility as a peer leader by
keeping our friendship completely professional throughout her time as a URI 101 Mentor. I respected
her deeply for keeping that boundary and looked up to her as a true leader. She inspired me to get
involved with several different facets of the community, and she is a large part of the reason that I am
where I am today in terms of involvement and leadership. My URI 101 Mentor’s empowering peer
leadership is something that I deeply hope to have replicated within my own peer leadership style.
144 Student will describe the four frames of HDF 417 While I was serving as the TA for HDF 413, we had a guest speaker explain the four frames of
organizations by Bolman and Deal organizations by Bolman and Deal. The four frames of organizations are Structural, Human
Resource, Political, and Symbolic. Structural frames follow the most “traditional” frame of an
Evidence: Slideshow Screenshots
organization. In this frame, it is focused on the objective structure of the organization. An example of
this is through the lens of the Center for Student Leadership Development (CSLD) is to look at the
organization’s structure merely by the positions held; there is no names or anything else listed other
than the position itself. The Human Resources frame focuses on the individuals in an organization.
This frame understands that the people in these positions are people with their own thoughts, values,
and ideals. They are sure to account for the individuals in the organization’s personal happiness and
growth. An example of this in the CSLD is looking at the organization with the names of the people
filling its position. This accounts for those who are in the position and shows that they are individuals.
The Political Frame states that organizations are jungles with everyone in the organization vying for
power. People in this frame do whatever they can to attain recognition and success. To view the
organization through this lens you would observe the CSLD by the hierarchical structure, ranking the
members with more power towards the top. The Symbolic frame focuses on meaning and views
people within an organization based on their actions and what they represent. According to the
symbolic frame, every single action in the organization has a specific meaning and is done for a
specific purpose. An example of this in the lens of the CSLD would be to include the responsibilities
or courses that the members of the department teach. Organizational frames are important because
they contextualize the needs that the organization has. Additionally, it prepares a facilitator for how to
frame and debrief activities with them. For example, organizations with a Human Resource frame will
require more individualization and praise whereas a Political frame will be task oriented.
145 Student will describe personal application HDF 417 Public Relations Student Society of When re-visiting the four frames for organizations, I was able to bring it back to my work with my own
of organizational analysis using the four America organizations. I can compare the Four Frames (Structural, Human Resource, Political, and Symbolic)
frames of organizations (Bolman and Deal) Musically Inclined to the Public Relations Student Society of America (PRSSA), Musically Inclined Acapella, Rhody
Rhody Ridiculousness
Evidence: Online Organizational Frame Student Organization of Leadership Ridiculousness Improv, and Student Organization of Leadership Consultants(SOLC) respectively.
Diagrams Consultants The PRSSA’s organizational frame fits in with Structural Frame. Members of the group follow a
traditional structure by fitting into the positions that are in. The president fulfills their duties and has
autonomy over the rest of the executive board, the executive board has autonomy over the
committees, and the committees work directly impacts the general membership. It is this dynamic that
maintains a sense of order and keeps the members of the group flowing and doing exactly what they
need to do.
Musically Inclined follows the Human Resource Frame. Everyone in the group knows everyone’s
name. The executive board arranges the group to be in specific sections and have specific solos
based off of their own capabilities and range. Members of the group feel a stronger sense of
compassion towards each other and feels cared for and that is what motivates them to work at a
higher capacity.
Rhody Ridiculousness, despite being an improv troupe, is most effective within the political frame.
Members of the executive board are constantly vying for control. There are several conflicts over
whether or not executive members of the board are qualified to run lessons. It is most effective to
frame the group in this way as people are motivated to participate by the opportunity to seize power
and advance in the organization.
SOLC would follow the Symbolic frame due to its purposefully developmental and reflective nature.
We are taught in our organization that every facilitation experience provides an opportunity for
reflection and growth. Our meetings consist of sessions where we discuss our former retreats and
we, as an organization, try to find deeper meaning from the content that we go over during our
meeting.

Chris Alves Inventory

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LEADERSHIP

Leadership Inventory Revised 8/30/2013 1

ADVISING INFORMATION ​(students will include own documentation)

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

Leadership Inventory Revised 8/30/2013 3

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 8/30/2013 4

Leadership Inventory Revised 8/30/2013 5

Leadership Inventory Revised 8/30/2013 6

Ruiz Don, The Four Agreements, Retrieved on November 29 2017

Leadership Inventory Revised 8/30/2013 9

Maslow, Abraham (1943), Theory of Human Motivation, Psychological Review

Leadership Inventory Revised 8/30/2013 12

Leadership Inventory Revised 8/30/2013 16

Komives R Susan (2013), Exploring Leadership, Retrieved November 29, 2017

(2016), Communication Fundamentals,

Leadership Inventory Revised 8/30/2013 21

108 Student will demonstrate proficiency of HDF 417

Evidence: Screenshots of Group Project

Lucas, E. Stephen (2011). The Art of Public Speaking, Eleventh Edition

Leadership Inventory Revised 8/30/2013 31

S-ar putea să vă placă și

ADVISING INFORMATION (students will include own documentation)