Inventory Table of Contents

1. Evidence 1: See Outcome # 1

2. Evidence 2: See Outcome # 9
3. Evidence 3: See Outcome # 42
4. Evidence 4: See Outcome # 46
5. Evidence 5: See Outcome # 88
6. Evidence 6: See Outcome # 97
7. Evidence 7: See Outcome # 99
8. Evidence 8: See Outcome # 103
9. Evidence 9: See Outcome # 112
10. Evidence 10: See Outcome # 122

All 80 outcomes for this assignment highlighted in yellow

All revisions written in red
 1. Evidence #1:
The following picture is a document I filled out and was required to hand in for my Round 2
Orientation interview my sophomore year. This connects to Outcome #1, and I have chosen it as
a representation of my growth as a leader from my first year to my sophomore year. My first
year, I didn’t make it to second-round interviews because I had no autonomy and was just trying
to say what I thought they wanted to hear. However, as can be seen in highlighted yellow on this
paper, my sophomore year I wrote, “My life is: What I make of it, and shaped by the goals I set
for it. It took me a long time to understand that it can’t be defined by anyone or anything other
than myself. The goals I create motivate me to strive for a purpose that’s bigger than myself.” In
this excerpt I displayed a minimized need of approval, and was explaining how I have come to
understand that as an individual, I am able to create my own amazing path through self-
sufficiency and self-confidence.
 2. Evidence #2:
The following picture relates to Outcome #9 and is a screen shot of an Instagram post that was
made by the Occupational Therapy Practice I was working with throughout my internship in
Australia. I chose this picture because it shows me in the first class I ever helped run with my
advisor in which I practiced my personal values statement which is, “to practice fairness in all
situations, facilitate teamwork in every environment possible, and incorporate humor and
creativity wherever I can.” Throughout the class, I exemplified fairness by walking over to each
member of the group to personally check in throughout the hour, encouraged members to work
together during certain movements, and used comedic relief while debriefing and making
personal connections.
 3. Evidence #3:
This next picture relates to Outcome #42 and is a picture of the “tie-diversity” program in which
I practiced the theory of Relational Leadership. I chose this picture because through the program,
I exemplified inclusiveness, being process-oriented in organization of the program, and finally
being ethical, empowering, and purposeful through educating residents who participated on the
topics of Inclusivity and diversity. Specifically, on the topic of inclusiveness, the facilitated
discussion we had (guided by list of questions) led the students participating through knowing
what inclusiveness encompasses (knowing), how to be an inclusive individual (being), and ways
to actually practice and act out inclusivity in relation to the topic of diversity (doing).
 4. Evidence #4:
These next two pictures taken on my Alternative Spring Break trip in Denver, CO relate to
Outcome #46. I chose these pictures because they show me in the middle of the “concrete
experience” stage of the Experiential Learning Model that I described at both our site while
building with Habitat as well as while serving at the Habitat Restore.
 5. Evidence #5:
This picture relates to Outcome #88 and is an email myself and the two other interns I worked
with while abroad received from our head Internship Coordinator at URI. I chose this picture
because it exemplifies the existence of the meeting I had with him in which I acted as a change
agent and gave constructive feedback about the Program, as well as made suggestions on how to
improve it for students in the future.

6. Evidence #6:
This picture relates to Outcome #97 and is of me walking with my students after meeting them
for not even 5 minutes in the morning and immediately heading up to the quad to start our day. I
chose this picture because it exemplifies the happy and inclusive spirit I encourage with all of my
groups as soon as we meet for the first time.
 7. Evidence #7:
This picture is of an email sent to the entire Library staff (adults and students) from our head
From: boss and btg@uri.edu
Brian Gallagher relates to Outcome #99. I chose this email as it is representative of the experience that
Subject: Phones * Hats * Card
Date: sparked
January 29, 2018me
at 6:46to
PM demonstrate the ability of critical thinking that I explain in the outcome.
To: Emily Greene emgreene@uri.edu, Mary Sumner msumner@uri.edu, Liz Smith liz_smith@uri.edu, Jeannette Mckay
From: Brian Gallagher btg@uri.edu
Subject:
jeannette@uri.edu, Garrison Hull gahull@uri.edu, Gayle Johnston gaylejohnston@uri.edu, Judy Smith jlsmith@uri.edu
Phones * Hats * Card
Cc:
Date: Aleksandra
January Fryc ataleksandra_fryc@my.uri.edu,
29, 2018 6:46 PM Amanda McCarriston amccarriston@my.uri.edu, Becca Christ
To: rebecca_christ@my.uri.edu,
Emily Greene emgreene@uri.edu, Becky Souriyavong
Mary bsouriyavong@my.uri.edu,
Sumner msumner@uri.edu, Bennet Meglino Jeannette
Liz Smith liz_smith@uri.edu, bennet_meglino@my.uri.edu,
Mckay
elysem097@my.uri.edu,
jeannette@uri.edu, Emmanuela
Garrison Adusei eadusei@my.uri.edu,
Hull gahull@uri.edu, Erik Schlicht erik_schlicht@my.uri.edu,
Gayle Johnston gaylejohnston@uri.edu, Erika Rohdin
Judy Smith jlsmith@uri.edu
Cc: Aleksandra Fryc aleksandra_fryc@my.uri.edu, Amanda McCarriston amccarriston@my.uri.edu, Becca Christ jacob_malo@my.uri.edu,
erohdin@my.uri.edu, Gina Price priceg17@my.uri.edu, Isabelle Kiritsy ikiritsy@my.uri.edu, Jake Malo
rebecca_christ@my.uri.edu, Becky Souriyavong bsouriyavong@my.uri.edu,
Kate Vasquez-Braun kvasquezbraun@my.uri.edu, Bennet Meglino bennet_meglino@my.uri.edu,
katherine Mui katherinemui@my.uri.edu, Kathy Kleis kathykleis@my.uri.edu,
elysem097@my.uri.edu, Emmanuela Adusei
Laura Leite laura_laite@my.uri.edu, eadusei@my.uri.edu,Naleen
louis_folco@my.uri.edu, Erik Schlicht
Camara erik_schlicht@my.uri.edu, Erika Rohdin
naleen_camara@my.uri.edu, Nikkole Wowaka
erohdin@my.uri.edu,
wowakan1@my.uri.edu, Gina rahimatibrahim@my.uri.edu,
Price priceg17@my.uri.edu, Isabelle
ReneeKiritsy
Morinikiritsy@my.uri.edu, Jake MaloSabrina
renee_morin@my.uri.edu, jacob_malo@my.uri.edu,
Metallo
Kate Vasquez-Braun kvasquezbraun@my.uri.edu,
sabrina_metallo@my.uri.edu, katherine Mui katherinemui@my.uri.edu,
Shelby Hopkins shelby_hopkins@my.uri.edu, Kathy Kleis kathykleis@my.uri.edu,
tyler_kaiser@my.uri.edu
Laura Leite laura_laite@my.uri.edu, louis_folco@my.uri.edu, Naleen Camara naleen_camara@my.uri.edu, Nikkole Wowaka
wowakan1@my.uri.edu, rahimatibrahim@my.uri.edu, Renee Morin renee_morin@my.uri.edu, Sabrina Metallo
Hello - sabrina_metallo@my.uri.edu, Shelby Hopkins shelby_hopkins@my.uri.edu, tyler_kaiser@my.uri.edu

a) Desk
Hello - Etiquette: phones

Last Friday
a) Desk evening,
Etiquette: I came into the Library and saw one of our student employees sitting at the front desk and using a smart phone.
phones

This
Last student finally realized
Friday evening, that
I came into theI was meand
Library andsaw
quickly put
one of ourit student
away. Ah - but not
employees quickatenough.
sitting the front Idesk
informed the astudent
and using that the next time I saw
smart phone.
the student using a phone at the Circulation Desk - FIRED.
This student finally realized that I was me and quickly put it away. Ah - but not quick enough. I informed the student that the next time I saw
Ithe student
realize thatusing a phone
Friday at the Circulation
evenings/nights Desk - FIRED.
are probably the dullest time there is to be here. BUT you should realize that this year, Circulation
received substantially less money for the student budget.
I realize that Friday evenings/nights are probably the dullest time there is to be here. BUT you should realize that this year, Circulation
received substantially less money for the student budget.
And I really cannot afford to keep student employees who literally advertise: "Look! There's nothing to do here!"
And I really cannot afford to keep student employees who literally advertise: "Look! There's nothing to do here!"
b) Desk Etiquette: Hats
b) Desk Etiquette: Hats
No hats will be worn at the Circulation Desk. Period.
No hats will be worn at the Circulation Desk. Period.
c) Desk Etiquette: Supervisors
c) Desk Etiquette: Supervisors
Oh no - you guys are not off the hook either.
Oh no - you guys are not off the hook either.
That
That student...any studentshould
student...any student should not
not bebe using
using a cell
a cell phone
phone at Desk.
at the the Desk.

We
We have
have aa lot
lotof
ofgood
goodstudent
studentemployees
employees here
here at Circulation,
at Circulation, students
students who who
have have beenus
been with with
for us foraquite
quite a few semesters.
few semesters. And...weAnd...we
have a lothave
of a lot of
new
new students withthe
students with thepotential
potentialtoto
bebe good
good student
student employees.
employees.

II say
say this time
timeand
andtime
timeagain
again- you areare
- you mentors. NotNot
mentors. friends. You You
friends. are expected to provide
are expected examples
to provide of whatoftowhat
examples do...not ignore what
to do...not should
ignore whatnot
should not
be done.
be done.

Finally -- like
Finally like the
thestudents,
students,I expect you
I expect to to
you make anyany
make cellcell
phone call in
phone callthe
inILL/Reserves area. area.
the ILL/Reserves
d) Desk Etiquette: What to do if there's nothing to do?
d) Desk Etiquette: What to do if there's nothing to do?
Well...there's always something to do on any night at the Library
Well...there's
Searches. always something to do on any night at the Library
Searches.
Wandering the Library floors and picking up the stray books.
Wandering the books
Checking those Library
in.floors and picking up the stray books.
Putting those
Checking books
those in order
books in. on a cart.
Shelvingthose
Putting thosebooks
books.in order on a cart.
Shelf-reading.
Shelving those books.
Shelf-reading.
Done all that?
Believe it not...I can believe that.
Done all that?it or not...if all those tasks are completed:
And...believe
Believe it objection
I have no not...I cantobelieve
homework that.being done.
And...believe it or not...if
I have no objection all those
to projects beingtasks
workedareon.
completed:
II have
have no objection
objectiontotopeople
homeworkat the being done.
Desk conversing...face to face.
I have no objection to projects being worked on.
IBut...next year...based
have no objection to on the dwindling
people budget...two
at the Desk students on
conversing...face to aface.
weekend night or two students on a week day night...that might not
happen.
But...next year...based on the dwindling budget...two students on a weekend night or two students on a week day night...that might not
So, please: pay heed to Desk Etiquette. This means no hats (I count knit hats too) and no phones.
happen.
Oh - and come in when you are scheduled to work.
So, please:
e) Card pay heed
for Sandy to Desk Etiquette. This means no hats (I count knit hats too) and no phones.
Sheldon
Oh - and come in when you are scheduled to work.
Stay tuned.
e) Card
It is for Sandy Sheldon
coming.

f) Another
Stay tuned.thing - this is also a test. This e-mail will be printed and all student employees will be expected to (a) date it & (b) initial it. You
Itwill
is have until Monday, February 5, 2018. Another thing about this job - you must pay attention to e-mails sent out by any Circulation
coming.

f) Another thing - this is also a test. This e-mail will be printed and all student employees will be expected to (a) date it & (b) initial it. You
will have until Monday, February 5, 2018. Another thing about this job - you must pay attention to e-mails sent out by any Circulation
 8. Evidence #8:
This picture relates to Outcome #103 and is of an informational sheet given to myself and my
group before beginning the Climate Summit. I chose this picture because it is expresses the goals
of the climate summit and therefore the beginning of myself and the rest of the “EU” using the
decision making method of average members opinions to formulate how we were going to
contribute to achieve those three goals with the other countries participating.
 9. Evidence #9:
This is a picture of my Day 2 “Runner” schedule for Orientation and relates to Outcome #112. I
chose this because it shows how tight of a schedule we are on as Runners and ultimately how
important communication is within the group of 6 of us – such as if someone were running late
or any other problems arose (as we are each at one of six rotations at all times).
10. Evidence #10:
This is a picture of the “Community Build” activity debrief questions and relates to
Outcome #122. I chose this piece of evidence because it displays the pre-determined set
of questions that my partner Mariah and I used to facilitate our debrief conversation with
the class after completing the activity. This is a technique we used in order to stay
organized, on track throughout the conversation, and ultimately make sure we hit all
necessary points of discussion as well as the activity’s relation to the topic of Servant
Leadership.