Inventory Spring 2018

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

Date Enrolled: August 2016
Date of Graduation: June 2020
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
Leadership Inventory Revised 08/22/2017 1

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

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

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

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

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

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

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

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First‐Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport ‐ Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course 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:
2. Lead Yourself
Time management
Organization
1. Know Yourself
Self care
Lead Others Self discipline
Strengths Perseverance
Weaknesses Develop and maintain family,
Values PROGRESS
interpersonal, and intimate relationships
P Needs Academic, social, personal goals and
Styles objectives
R
Learning
O Teaching
G P
Personality
R Membership R
E Leadership O
S G
S RE-EVALUATE R
E
former stages
Develop and S
as you progress S
Refine
Skills
3. Broaden Your Perspectives…
Leadership theory and
practice Understand others
Communication
Group Development Hierarchy of needs
Inclusion PROGRESS Racial, cultural, gender, sexual orientation,
Citizen Activist Skills religious, class, ability, etc. diversity and
Critical Thinking commonalities
Teaching and Programming Power, privilege, oppression, liberation;
individual and institutional discrimination

OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words “goals” or “curriculum areas” may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the “additional experiences”
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the “descriptive notes”
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence
that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation letters—anything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your evidence to
include in your Portfolio.
Outcomes from Spring 2017: Not bolded, labeled “UNTOUCHED”
Spring 2017 Outcomes
Fall 2017 Outcomes
Spring 2018 Outcomes

Outcome Category: Self-Leadership
Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences
1. Student will demonstrate autonomy and a HDF 190: First-Year Leaders I have come a really long way since entering college. By the end of HDF 190, I have not only
minimized need for approval Inspired to Excellence learned what my strengths and values are, but I have also learned a lot about myself. When I
started off the year, I intended to major in Elementary Education. Now, at the end of this
GWS 401: Human Social identity workshop class, I have come to realize that sometimes what you think you want to do, isn’t always what
Trafficking and you actually want to do. For example, I changed my major to Human Development and
Contemporary Slavery Family Studies hoping to pursue a career in Student Affairs, because I loved HDF 190 so
HDF 413: Student much. I soon realized that I don’t want to work in student affairs because I don’t like the job
Organization Leadership aspect. I like the ideas that stand behind what the job teaches students, and that’s what I
Consultants pulled away from this semester. These values I have taken away from this class have lead me
to really great places in other majors I’m pursuing. Realizing all of this great potential I have
in majors I truly love with an open-mind and a full heart, has truly made me a more
independent person. I have gained an incredible amount of confidence in myself and the
work I have been doing, and now realize that I can pursue anything – which goes along with
a minimized need for approval. Whenever I would choose a major, I always thought about the
clear and distinct job I would obtain from that degree. This class taught me that as long as I
love what I am doing, I don’t need to follow a direct path to a specific job. Instead, I am going
to focus on my passions which include writing and gender equality.
Evidence # 1
During this fall semester, many of the classes I am taking regarding my major have helped to
develop my sense of autonomy and minimalized need for approval. GWS 401 opened my
eyes to issues that are definitely historical, but are also very much current. In our world there
are contemporary issues in human trafficking and slavery, and these issues are problematic
and scary. Alongside HDF 413, I am more aware of my social identity and my privileges as a
white woman in 2017. With knowledge on both of these ideas, I understand the small
problems I face on a day to day basis are self-manageable and are minimal in relation to
issues that I want to be focusing on. My issues can be managed by talking to good friends
(especially SOLC friends!), and thinking through why they are problematic rather than
making the issue the biggest concern of my day. I gained a better understanding of these
topics through the social identity workshop during HDF 413, where I was able to hear and
internalize my own and others’ positions and experiences in society. Privilege and
contemporary gender equality and social identity issues are important for me to overcome
and understand thoroughly, and this has become much easier to do with this better
understanding of my autonomy through these two classes.
Evidence # 2
2. Student will demonstrate personal, PSY 113: General Using “Mindap” to Both of these classes are lectures with 150+ students. Both of these classes are taught by

organizational, and academic examples Psychology complete learning one professor in a lecture based setting. With this many students, asking questions, and
of self-discipline CHM 103: Introductory asking for repetition isn’t exactly an option. When it comes to the course work, everything
Chemistry has a specific way to be done, and a deadline by when you have to do it. Chemistry
homework is online through a site called OWL, with homework assignments for each lesson.
There is pre-lecture work that gets completed before each lecture day, and online quizzes
that are given after each lesson. Psychology has work that is due by a specific hour each
lecture day, with an end-of-week assignment given on Friday. Reading for each chapter is
also online. These classes contain a significant amount of work, with little reminders from
the professor, and lots of responsibility for the students. It’s my job to manage my time in
order to complete every assignment by the correct time. Using my agenda and completing
my work in strict time constraints is important, and takes a lot of dedication to my
schoolwork. Having both of these classes has helped me become a very organized and self-
disciplined student.
Evidence # 3
3. Student will demonstrate the ability to 2016 Leadership Institute The summer before my freshman year of college, I attended a weekend long leadership
manage emotions retreat program. I was placed on a team (CREATIVITY!) of about 10 other incoming students
who I did not know, and actively participated in team0building activities. As the weekend
went on, these activities brought our team closer together, and encouraged us to grow not
only as leaders, but as people. Going into college is a huge transition, and one that really
requires some personal growth. By participating in these activities I was able to get myself
into a new mentality; one that was open-minded, aware, and appreciative of myself and my
teammates. On the last night of that weekend, we engaged in an activity called “Breaking
Boundaries.” After 2 days of growth and relationship-building, our group was placed in a
safe space where we got to understand our teammates better through a question and answer
based activity. This activity was designed to connect the group on an emotional level, and
asked questions that really challenged people to dig deeper and share parts of their lives
with our group. Not only did this require me to listen and understand other people’s
emotions, but it challenged me to manage the way I felt, and the way I went about sharing
how I felt. Along with an incredible amount of growth, this activity really helped me get in
tune with my emotions and decide which ones I was comfortable sharing, and which ones I
had to give myself a little push to share. Understanding the differences in my comfort level
with my emotions really allowed me to tune into that mentality and truly understand them.
Evidence # 4
4. Student will demonstrate knowledge of PSY 113: General Lecture with a stress In my Spring 2017 semester, I took Psychology 113, and during our last unit we covered
stress management methods Psychology management professional Health Psychology. A guest lecturer came into our class for two days and explained and
demonstrated some techniques to managing stress. Both her and my professor gave us
insight as to why managing stress is important, especially in college. He opened up the
lecture by explaining the difference between surviving and thriving. Surviving is simply
doing things and not getting anything substantial from them. Thriving is making the most of
your life, and enjoying every single moment. The guest lecturer stated that we are “designed
to thrive, why would we want anything but that?” She then went on to demonstrate some
stress management techniques. The first “tool” as she called it, is being self-aware. It’s
recognizing and comprehending what your body is saying to you, and your ability to
recognize it. It’s also understanding that you are able to control how you handle the feelings
you’re recognizing. The second tool is to ask yourself, “is this life or death?” A lot of times
when we’re stressed, our body automatically goes into fight or flight response – even if it’s
over something small. Understanding the severity of the situation can help calm you down,
and reduce this response. The third tool is to breathe. And to breathe correctly. Taking full,
deep breaths can relax the body and allow for better thought - as opposed to holding the
breath or “shallow breathing”. Taking all of these steps is important for your body’s overall
health. Stress can affect the immune system if prevalent enough, so understanding how to
prevent excessive stress can help you prevent other health related issues. In college, it can
be hard to attain that mentality, and learning about small ways to live life to the fullest every
single day was really helpful.
Evidence # 5
5. Student will demonstrate the ability to
manage stress
6. Student will express a personal code of
leadership / membership ethics
7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values HDF 291: Rose Butler In HDF 291, I was able to gain a complete new perspective on both my Gender and Women’s
statement (Sources = VIA, values Browne Peer Mentor Studies (GWS) major, as well as issues in leadership that have contributed to a personal
clarification exercises, etc.) Program values statement. The GWS major provides thought-provoking and discussion based classes
that continually give me more insight on both gender-related issues, and the world in
general. I have never been in a GWS course that hasn’t changed my life and my outlook in
some way. This class, however, was different. In previous classes, I was able to add to my
knowledge – expand it and build on things that I had already known. HDF 291 not only built
upon previous knowledge, but completely shifted my lens on how I viewed the world. It made
me think back on prior courses and think about things differently than I ever have before. My
VIA character strengths are appreciation of beauty and excellence, gratitude, love,
leadership, and bravery. After taking HDF 291, I can use these values differently than I ever
have before. Appreciation of beauty and excellence makes me value and see the significance
in my surroundings. I will use this value to make sure that I am aware of ALL of my
surroundings. This class has taught me that things go unnoticed, and that things are not
always fair. With my appreciation of the greatness that surrounds me, I will do my best to
make sure I acknowledge everyone and everything that deserves that recognition. I
remember one class when a classmate (G$) did an impromptu lesson on gratitude, and I
think that lesson can apply to my value. I want to not only acknowledge what I have, but be
aware of all that I have. I want to use my value of gratitude to recognize my privileges, and
understand what those privileges mean. Next, I want to use my value of love to distribute
appreciation for the people around me. I have met such amazing thinkers through this
course, and have recognized the benefit that building a community can have on learning. I
want my love for those things to show. With my leadership value, I want to take the concepts
and new knowledge of theories and issues pertaining to leadership into my facilitations and
leadership experiences. My friend once told me that leadership is about influence – and I
want to make sure that all people can connect to the way I lead, which involves concepts I’ve
learned in class. Lastly, I am going to use my value of bravery to boldly stand by issues that
NEED to be addressed – especially in classrooms. With these new value statements, I want
to implement them into my GWS major. In future classes, I want to take what I have learned
in HDF 291 and apply them to conversations and class discussions by using my values.
Evidence #35 #14

9. Student will demonstrate practice of the HDF 291: Rose Butler D.R.I.V.E: The Multicultural HDF 291 gave me the tools to create a personal values statement, and the Multicultural
personal values statement Browne Peer Mentor Overnight Program Overnight Program hosted by the organization D.R.I.V.E that I’m a member of gave me a
Program chance to practice this. The Multicultural Overnight Program, or MOP, is a way for high
school students who are considering and were accepted to URI to experience our school.
Those who are invited have identified as multicultural on the Common Application, and none
of which live in Rhode Island. Every single student that stepped through the doors of Hardge
Forum had a different story. I could not assume that any of their college experiences would
look like mine, and could not assume anything about their application or decision process - a
huge part of what I learned in HDF 291, and the mindset I wanted to approach my personal
values statement. This included my appreciation of beauty and excellence value being put
into use, to make sure each student felt appreciated among all of the diversity. At the first
MOP,, I took part in the “speed dating” activity. This activity is designed to allow high school
students the opportunity to ask college students questions, and was set up so we rotated
every few minutes. I got to meet several students, and was able to connect individually with
them. I noticed my empathy value every time I was able to connect with a student on some
type of level. If a student asked me about the GWS Department, the Journalism major, or
student involvement, I was able to give them the information needed and establish a
connection based on common interest. This program also required my value of bravery. I
normally do not like talking in front of a large group such as this one. At the second
program, I participated in the dance competition segment of the MOP, and I had to dance in
front of a lot of people. It was absolutely terrifying, but it added to a feeling of comfort and
community that was present in the room, and in turn helped in making sure those students
had a great time. This program was a great way to take my personal values statement, and
apply it to a program that was hosted right on campus.
Evidence #45
10 Student will demonstrate the ability to HDF 190: First-Year Leaders NWCC Facilitating On campus, I work at the Northwoods Challenge Course as a facilitator. With this job, I guide
lead a project from start to finish (follow- Inspired to Excellence a group if people through team-building activities and exercises that challenge them. In turn,
. through) this creates a more connected group. It’s my job to lead them through their experience in a
way to provide this change. When I first meet a group, the first thing to do is introduce
P.L.E.A.S.E women’s group ourselves. After that, we do what’s called and energizer. This is usually a quick activity that
facilitation gets the energy level of the group up, and creates some excitement for the upcoming day.
The energizer varies depending on the size and age range of the group. After this, we play a
name game to get a little bit of a deeper connection than created during the introductions.
This activity is followed by the values contract we stick to up on the course. These are
basically rules that everyone needs to understand before going onto the course. These
include playing safe, playing fair, playing hard, and having fun. Next, we discuss challenging
by choice. The challenge course is all about growth, and it’s up to each individual how much
effort they put forth towards this growth. Challenge by choice basically just explains that, as
well as some knowledge on what not to do when challenging. After this long opening
program, the team gets to participate on elements that are pre-chosen for their particular
group – designed to give them the best growth outcome. After each element, there is a
debriefing activity in the form of a discussion that gets the group talking about what came
out of that previous challenge. It helps the team realize the progress being made, and how to
continue from there. Once all elements are completed, the group is given a closing, which is
basically a giant debrief and discussion about final outcomes for the day. It’s a chance to
review the good, discuss the not-so-good, and congratulate a job well done. Working as a
facilitator has helped me follow a group of people from start to finish, and allows me to see
growth that truly comes from this experience. It has definitely required me leading a project
from the very start to the very end.
Evidence #6
At the end of the fall 2017 semester, I was able to facilitate an entire group at NWCC from
start to finish on my own. After shadowing experiences, co-facilitations, and months of
individual facilitations, I was able to run a program. This included arriving to the course
early, setting up and planning, greeting the group, introducing the facilitators, facilitating an
energizer, harnessing and climbing, and a closing activity. I had certain responsibilities like
choosing an energizer that fit the space we were given and making sure the participants all
signed waivers, which weren’t really concerns for me in previous facilitations. The follow
through of this facilitation included counting waivers, cleaning up and securing all of the
climbing gear, and completing the ropes log for the amount of climbers on each element.
This was very developmental, going from a facilitator standpoint at the end of last semester,
to being able to manage and lead the whole project from beginning to end this semester.
Evidence # 7
11 Student will describe goals and objective Ulman Fund 4K for Cancer In regards to community issues, I have recently taken part in a program called the Ulman
statements regarding personal issues, Fund that works closely with the cancer community. Cancer is something that has affected
. career issues, and community issues people in ways that I cannot even accurately depict with words, and it’s something that can
be related to personal, career, and community issues. Through this program, I am going to
be setting both tangible goals, as well as goals that I cannot provide physical evidence for. In
regards to measurable goals, I have set my fundraising goal to $6,000 by May 15, 2019. I also
plan on hosting a bone marrow drive by March of 2019. In addition to these, I am setting
goals for myself to implement and achieve along my journey next summer. Pertaining to
personal issues, I want to better understand the way I “do” servant leadership, which is
something I have recently been reconsidering. I want to take what I know of the theory, and
apply it in my own ways with the knowledge I have acquired this past year. Career wise, I
want to take the things I learn along the trip and apply them to my future college career, and
career as an advocate. I’m going to be learning a lot about working with a team, about
privilege, and about myself as a servant leader - valuable things that I can take away and aim
high at learning more about. Community wise, I am setting the goal to use my strength of
empathy in understanding people’s stories and experiences. In HDF 291, I learned the
phrase, “Just because you’ve experienced it doesn’t mean you understand, and just because
you haven’t experienced it doesn’t mean you can’t understand.” Keeping this phrase in the
back of my mind, I want to go into communities with an open-mind and an open heart, ready
to listen and do my best to understand.
Evidence #36
12 Student will show evidence of goals and
objectives that were planned and
. achieved
13 Student will show knowledge of the
“Hierarchy of Needs” theory by Maslow
.
14 Student will show application of Maslow’s
theory to own life
.
theory of Superleadership by Manz &
. Sims
16 Student will show application of Manz &
Sim’s theory to own life
.
17 Student will describe StrengthsQuest HDF 415: FLITE Peer I originally learned my strengths in HDF 190 last year, but I have been able to see them
Signature Themes, shadow side of Leadership implemented through HDF 415 as a Peer Leader. My top five strengths are adaptability,
. Strengths and/or weaknesses, and futuristic, empathy, strategic and positivity. Adaptability gives me the ability to easily form to
examples of application (Source = Gallup) different situations and environments. Gallup Strengths describes this strength as “go with
the flow” and “comfortable with times of change.” In addition to environments, I am also able

to adapt to the group of people I am around. It may take me a little while to get a feel for the
group dynamic, but I will eventually find my place in that community. Futuristic thinking
allows me to see goals and dreams as things that are truly tangible and approachable. I am
able to see the finish line, and know that it’s possible to reach the goal. This strength goes
hand-in-hand with strategic thinking. While seeing the goal, I am able to devise a plan in
order to effectively reach that goal. However, strategic thinking isn’t just about reaching a
goal – for me it’s about reaching that goal with an open-mind and being intentionally
inclusive. Empathy is a strength that has defined me for a very long time. It allows me to
connect to people on an emotional level. I care very much about how others feel, as well as
my effects on others. I don’t think I have ever gone a day or made a decision without thinking
about what it may do to other people. Lastly, positivity is like the bow that ties all of my
strengths together. I like to boost morale and stay happy by keeping a smile on my face.
Positivity also helps me enjoy the people and personalities around me.
Looking at the shadow sides of my strengths, I think the biggest challenge I face is seeing
things in a grand scheme, and not being able to narrow that down to a simple path or
solution. I am very idealistic in the sense of making change, and it’s difficult for me to
condense those hopes and goals to something that is plausible.
Specifically, in regards to being a Peer Leader, I have seen my strengths be implemented
into a group setting. My strengths make me a relationship builder, and have aided in bringing
my group together. Empathy gave me the ability to connect to my students and understand
what they need from me, while simultaneously giving them assurance that they can come to
me for help. HDF 415 has allowed me to develop these strengths, and apply them to a group
setting where I was able to see them grow over the course of the entire semester.
Evidence #37
18 Student will describe personal leadership HDF 190: First-Year Leaders Leadership Institute Through First-Year Leaders Inspired to Excellence, I have been able to find my leadership
style and/or personality style including Inspired to Excellence style, and my strengths, which help me become better at leading with my leadership style,
. strengths and weaknesses and examples which I found at the Leadership Institute is to “Challenge the Process.” This involves taking
of application (Sources = Leadership style HDF 415: FLITE Peer different approaches to situations that are different than the normal. It’s taking a different
inventories, the L.P.I., Type Focus Leadership look, or a different approach to an issue in order to find a solution that changes the way
(MBTI), LAMP, DISC, and other career HDF 291: Rose Butler people think, or changes an issue at hand. My strengths are futuristic, adaptability, strategic,
inventories, etc.) Browne Peer Mentor positivity, and empathy. These strengths go hand-in-hand with my leadership style. Being
Program futuristic allows me to look forward to the future; to truly see dreams as something tangible
and approachable. As a futuristic leader, I can see the best in a group of people, and work
towards making the best a reality. Adaptability makes the group process quicker and more
enjoyable. Being adaptable makes me become comfortable and quickly related to the
environment I am in and with the people I am around. Empathy allows me to be a strong
relationship-builder. Understanding the feelings of those around me allows me to create
connections and relations to others, that in turn results in a group ready to succeed.
Connections and trust in a group provide a support system for growth. Being strategic isn’t
just about finding a way to get things done for me, but it is a way to get things done in an
ethical, open-minded, and caring way. Positivity involves keeping a smile on my face and a
happy heart which sets a group dynamic ready to accomplish anything. A positive mindset
keeps a group readily moving forward, taking away learning opportunities that comes from
mistakes, and enjoying the people and personalities around me. With the knowledge of these
strengths, I have also been able to identify my weaknesses. As a good relationship builder, I
recognize a weakness as taking the relationships being made and using it towards action. I
have a hard time finding a way to take that bonded group and doing something with it. All of
these strengths, as well as the knowledge of my weaknesses allow me to challenge the
process because they allow me to keep an open-mind and understand different perspectives
that allow for a different approach. Both HDF 190 and the Leadership Institute have helped
me build on these strengths as a leader, and have been a great help.
Evidence # 8
Through HDF 415 and 291, I have been able to identify a personality and leadership style. In
HDF 415, I was able to work with both small and large groups and see how my style was
applied to both scenarios. In a large group, I find that I am more outgoing and louder
because I can’t really connect to individuals when I am talking to that many people. In a
smaller group, I find that my relationship building comes out and I am able to connect and be
more laid back with my facilitations and discussions. I was also able to develop my
leadership style in HDF 291 by furthering my passion for social justice. I was able to see
social justice in a new lense, and spark a side of my education that I didn’t know I had. This
affects my personality style because I want to be considerate and open-minded with
everyone I meet and with all of the situations i am put in. Some shadow sides to my
personality style is that I come off reserved a lot of the time. After this semester, I still believe
I strongly fit into the relationship building category, but am able to more accurately describe
my passions and my path, and I think this has helped me to become more effective in groups
and discussions.
Evidence #35 #52
Outcome Category: Leadership Theories
Experiences
“Authority and Bureaucracy” theory
. of leadership Weber
20 Student will describe personal
application of the above theory
. (Weber)
“Scientific Management” theory of
. leadership by Taylor
. (Taylor)
“Management by Objectives” theory
. of leadership by Drucker
. (Drucker)
25 Student will show knowledge of
“Theory X and Theory Y” theory of
. leadership by MacGregor
. (MacGregor)
27 Student will show knowledge of the HDF 415: FLITE Peer Community Build In HDF 415, I had the opportunity to both re-visit the Servant Leadership Theory through class, and
“Servant Leadership” theory of Leadership Facilitation facilitate an activity called Community Build based on the theory. Alongside HDF 291, I was able to
. leadership by Greenleaf HDF 291: Rose Butler grasp the theory in a completely new light and give it new significance. The Servant Leadership
Browne Peer Mentor Theory was created by Robert Greenleaf, and is all about others. Servant Leadership is about taking
Program your skills, privileges, leadership, and passing everything onto other people without the expectation
of getting rewarded. To servant leaders, the giving, and the feeling you get doing it, is the reward.
According to Greenleaf, this is the “natural feeling” – a necessary component to the theory. The
theory is made up of 10 characteristics that a servant leader embodies. These characteristics are
listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship,
commitment to the growth of people, and building community. Listening entails hearing what a
community is saying, as well as what your mind is saying; both are necessary to take in to properly
serve. Empathy, something really close to my heart and my leadership style, is simply getting
people. It’s being able to connect to people on an emotional level, and understand their feelings.
Healing has to do with the relationships you make with people and communities you serve – servant
leaders can have a huge impact on the morale and wholesomeness of a community, and this has a
lot to do with healing. Awareness is almost like consciousness. It has a lot to do with knowledge and
understanding of subjects that have a lot to do with the communities you are serving. Being more
aware will allow you to best serve the community. Persuasion is using your ability to influence as a
leader, rather than using your title to make a difference. People will respond to genuineness rather
than someone forcing them to comply. Conceptualization is essentially thinking big. It’s seeing the
ultimate goal, even if it involves a heck of a lot of “stuff”. Foresight is building upon previous
experiences to benefit the current project. Stewardship is believing that other people can guide you
in the service journey you are on. It’s being able to share work and knowledge without doubting
those you are sharing. Commitment to the growth of people is just like it sounds, it’s doing what you
can to empower and uplift those around you and those you are serving. Lastly, building community
is bringing people together through service. All of these ten characteristics fall into three categories
of servant, leader, and servant leader. Listening, empathy and healing are in the servant category.
Awareness, persuasion, conceptualization and foresight are in the leader category. And stewardship,
commitment to the growth of people and building community are under servant leader. All of these
things comprise the Servant Leadership Model.
Greenleaf, Robert. K. (2016). What is Servant Leadership? Retrieved from

https://www.greenleaf.org/what-is-servant-leadership/
Keith, Kent. M. (2017). Definition of Servant Leadership. Retrieved from
http://toservefirst.com/definition-of-servant-leadership.html
Evidence #38
28 Student will describe personal HDF 291: Rose Butler Ulman Fund 4K for Cancer One of my peer mentors (Connor Curtis of course) once told me that servant leadership was taking
application of the above theory Browne Peer Mentor your privileges, and using them to serve communities and people that don’t have those same
. (Greenleaf) Program privileges. I recently was accepted to take part in the Ulman Fund 4K for Cancer – a 4,000 mile run to
raise money and awareness for cancer research, specifically with young adults in mind. As I have
been becoming more informed and closer to the cancer community, I realize that my health is a
privilege. I did not ask to be healthy, just like people don’t ask to get cancer. One of the Ulman
Fund’s moto’s is: “We run for those who can’t.” By participating in this adventure, I hope to serve
the cancer community with my abilities and passion for making change. Throughout this journey, I
will uphold several components of the Servant Leadership Theory. First, awareness is going to be a
huge part of this project. Before the run begins, I am required to take part in some type of
knowledge-building activity. Directly from the curriculum description reads, “All participants must
complete a young adult cancer curriculum prior to send off. This curriculum will include a few small
assignments to familiarize participants with specific challenges young adults facing a cancer
diagnosis will encounter as well as serve as a springboard to raise awareness across the country.”
We are being informed and made aware so that we can best serve the cancer community, and spread
that awareness to others. In addition, this team will also be building communities. Part of our trip
involves doing service in different communities along the way, and listening (another characteristic)
to different people’s stories. Similarly, communities are going to be serving us by donating food,
shelter and (hopefully) showers – and I cannot wait to experience and express the gratitude I will
have for them all. Specifically from myself, I know that utilizing my strength of empathy is going to
be crucial. My family has been affected by cancer, but I as a young adult have not. It’s going to be
important for me to connect to the feelings that others express so that I can understand what they
are going through. In HDF 291, we learned that just because you’ve experienced something doesn’t
mean you understand, and just because you haven’t experienced it doesn’t mean you can’t
understand. I believe that is applies largely to the Servant Leadership Theory, and will be a big
component on my Run Across America.
Evidence #39
“Principle Centered Leadership”
. theory by Covey
. (Covey)
“14 Points / TQM” theory of
. leadership by Deming
. (Deming)
“Visionary Leadership” (now often
. cited as “Transformational
Leadership”) theory by Sashkin
. (Sashkin)
“Individuals in Organizations”
. leadership theory by Argyris
. (Argyris)
37 Students will demonstrate HDF 190: First-Year “Ethical Leadership” The 4 V’s are a part of Ethical Leadership, which I learned about when Sam taught our class. We
knowledge of the “4 V’s” theory of Leaders Inspired to lesson with Sam learned about what Values, Vision, Voice, and Virtue really mean, and how they relate to leading in an
. leadership by Grace (Center for Excellence NASA Decision Making ethic manner. I was also taught to manage my time between all four of these, because without a
Ethical Leadership) Game balance between them, it’s easy to lose sight of certain aspects of the job at hand. For example, we
talked about vision and voice. If you spend too much time planning something out, you may not
actually share your ideas like you planned, because you spent too much time planning. Lastly, I
learned about the three “elements” that help hold the V’s together: Service, Polis, and Renewal.
These three things relate to the 4 V’s in the sense that they are necessary to help the V’s work
together. The 4 V Model works together to carry out Ethical Leadership. We practiced these ethics
when we played the game Bridget introduced to the class. We had to decide the basis of what was
right to us in order to put certain people on the rocket ship to live versus who stayed on Earth to die.

This game related to the NASA Decision Making game because it required everyone to evaluate what
their ethics were as individuals, as well as a group which are both important factors in making
decisions, even if it was a fictional situation.
Concepts and Philosophies. (n.d.). Retrieved April 24, 2017, from http://www.ethicalleadership.org/concepts-
and-philosophies.html
Evidence # 9
38 Student will describe personal Take Back the Night march I can strongly relate the 4V Model to my work as a advocate and the march I was part of called Take
application of the above theory Back the NIght. My value of bravery defines me and my future career in social justice because I am
. (Grace) passionate about advocating for what is just and fair for all. I believe in gender equality, and my
bravery value exemplifies this. With Take Back the Night, I used my bravery value to take a stand on
sexual assault and sexual violence. My vision is to empower women around the globe and dedicate
my life to ensuring equality. With Take Back the Night, I used my vision to march around campus and
advocate for an incredibly important topic that affects so many people. My voice is what allows me to
advocate for these incredibly unjust things - with my voice i am able to spread awareness and speak
for those who may not be able to. I used my voice in Take Back the Night when I was chanting along
with my group to get our message across. We said things like, “No means no, not convince me,”
“Our body, our lives, we will not be compromised,” and “We have the right to Take Back the Night.” I
was able to spread this message to people on campus by using my voice as part of this group.
Lastly, my virtue of courage allows me to take these actions without hesitation. I won’t (for the most
part) back down from something that I am passionate about changing. I used my virtue in Take Back
the Night because we were a fairly small group marching around a very large campus. Lots of people
saw us and heard us, and it took courage to proudly and passionately advocate for these things. I
think that my value, vision, voice and virtue will be important and helpful in my future career as a
social justice advocate, and Take Back the Night was a really great look at that.
Evidence #53
“Situational Leadership” theory by
. Hersey & Blanchard
. (Hersey & Blanchard)
41 Student will show knowledge of the HDF 190: First-Year “Relational Leadership” The Relational Leadership Model was introduced to us by Allie in HDF 190. We learned that
“Relational Leadership” model by Leaders Inspired to lesson with Allie Relational Leadership is all about how you interact with others throughout the leadership process.
. Komives, McMahon & Lucas Excellence The model for this leadership type contains the words inclusive, empowering, purposeful, ethical,
Leadership Institute
and process-oriented. Being aware of differences, and making sure everyone has the necessary
“tools” to be successful, empowering both yourself and the people around you, working well with
others (others who are different from you), working with your ethics (and others’ ethics), and
understanding that the process of getting to your goal may be strange and weird, because everyone
is different, but the important thing is that you get there. This model really focuses on working with
others, and using everyone’s different strengths to get to the finish line. Not only did we use this in
the activity Rocket Ship, but I saw my peer leaders from the Leadership Institute carry this leadership
model out as well. Both of my peer leaders set up a group dynamic of an open mind, which helped us
not only establish a really great relationship but brought us to places of enormous growth. They
created such a great environment that they didn’t even have to encourage us to use our individual
strengths, but instead we did it ourselves. Our peer leaders created such a great relationship among
us that we were able to achieve it on our own.
Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College Students What Want to
Make A Difference. San Francisco: Jossey-Bass. (68-72).
Evidence # 10
42 Student will describe personal Rotaract As a member of Rotaract, a community service organization, we serve communities both on campus,
application of the above theory and in local Rhode Island. This club relates to the Relational Leadership Model because our club
. (Komives et al) works as a whole to create change. Working as a whole means that we need to recognize and
highlight all of our individual strengths as leaders and change-makers. The way one person goes
about service isn’t going to be the same as the person sitting next to you in Rotaract, and that
understanding is important in what we do as a club.Being inclusive in relation to our organization is
being mindful of the differences in our club members, but being mindful of the community we are
serving. We have to go into service projects with an open-mind because interpreting perspectives
can broaden your understanding of those you’re serving with, and those you’re serving. The
empowering piece comes from the passion that every individual has for serving others. Everyone in
our club has a reason for why they are serving and different passion for why they are there, and that
passion drives us to be successful as a club. That passion can spark others’ passion, and with that
kind of empowerment we can succeed greatly as an organization. Being purposeful is extremely vital
to our organization. Going into service projects requires our group to understand exactly why we are
serving a community. If we go into a project without intention, it could come across as our group
trying to “fix” the community we are entering. Going in with purpose and intent allows us to serve a
specific area of a community prepared for what we are going to be doing. Lastly, being ethical is
crucial in the service that we do. Service has to come from a place of good heart and good intent.
Going into a community and serving may come off in the wrong way and may not be appreciated if
an individual is there for the wrong reasons. All of these things go into our group being able to
recognize the differences among our members and add to our ability to follow the Relational
Leadership Model.
Evidence #54
43 Student will show knowledge of the HDF 291: RBB Peer FLITE Peer Leadership Constructivism is the concept that knowledge is formed through experiences rather than simply just
concept of constructivism Mentor Program being taught things. Because everyone’s experiences are individualized, ideas are not always going
. to be exactly the same. Constructivism also holds the concept that two ideas can exist in the same
place even if there are opposing viewpoints – because experiences cannot simply be deemed as
“wrong”. I learned this concept in HDF 291 where constructivism is extremely important in
understanding other people and their experiences. In this class in particular, we went over
“Foundations of learning” that aided in setting this standard of constructivism. It was helpful to
understand the expectations of the classroom so we could best practice this concept of
constructivism. These foundations included statements like, “We don’t know all there is to know”
(camba-Kelsay, 2018) and “Seek first to understand, then to be understood” (Camba-Keslay, 2018).
This goes into the concept of constructivism because though you may not agree on everything
someone else says, listening to their opinions without arguting them down is extremely important in
understanding their stories. I have been able to put the knowledge of constructivism into context and
practice as a FLITE Peer Leader where I’m put into a mentoring position with different styles and
thoughts as some of the students in the class. It’s important to be able to recognize those
differences, but it’s my job to make sure that those differences are not affecting the way I listen to
and understand where a student is coming from. In a role like this, practicing constructivism is
important not only for the students’ benefits, but also for their leadership development. We need to
set the example of this concept so that they will know how to do the same when faced with differing
opinions or thoughts.
Lev Semyonovich Vygotsky, Jean Piaget, John Dewey, Jerome Seymour Bruner (2016). Constructivism.
Retrieved from https://www.learning-theories.com

Camba-Keslay, M. (2018). Foundations of Learning. University of Rhode Island, Center for Student
Leadership Development
Evidence #34
44 Students will describe personal Student Organization Over the course of my whole sophomore year, I had the chance to apply the concept of
examples of implementing Leadership Consultants constructivism to the organization Student Organization Leadership Consultants. In this
. constructivism organization, we plan and lead retreats for other on-campus organizations. These retreats are put
together based on what the organization is asking for. This can range anywhere from team-building,
to new membership collaboration, to conflict resolution, etc. As facilitators, our jobs are to
collaboratively put together the retreat agendas with whoever is on that particular facilitation. The
programs consist of a lead, facilitators, and usually a couple shadows. It’s especially important in
using constructivism when building these agendas with your facilitation team. Every lead, facilitator
and shadow has their own leadership style and are at their own stage in development - so there is a
wide variety of facilitation strategies at play. When suggestions are made, it’s important not to
simply shoot them down if someone disagrees, but think of their suggestion in relation to both the
facilitator and the group. An activity that may not be right for a shadow to facilitate could be right for
a lead to facilitate - so it’s important to keep an open-mind that is willing to be flexible based on each
individual’s skills. This relates to constructivism because a lead may not agree with what a facilitator
suggests or says, but it’s important to consider the group and the skills in relation to your team to
create the most effective agenda - and though an activity at first thought may seem wrong, it could
be a good fit with consideration of these things. This organization also relates to constructivism
because it allows for experience to shape knowledge. Though knowledge of facilitation styles and
skills is important, it takes hands-on experience to develop a one’s facilitation style, which never
stops developing. Constructivism allows for a facilitator to continuously learn from mistakes that
happen on retreats and to learn from various facilitators and their own unique styles. Student
Organization Leadership Consultants is a great opportunity to put the concept of constructivism into
personal application.
Evidence #52
45 Student will demonstrate knowledge
of the Experiential Learning Model
. (Kolb)
46 Student will describe personal HDF 413: Student Leadership Institute 2017 Kolb’s model of Experiential Learning, which we discussed in depth during HDF 413, is an awesome
application of the Experiential Organization Leadership Challenge Course model to specifically follow at the URI Northwoods Challenge Course when I’m debriefing an activity
. Learning Model (Kolb) Consultants with a group. It’s not always the direction I go in with a group, but this summer at the Leadership
Institute, it definitely was. Facilitating for team vision was great, but they had a lot of communication
issues (as most freshman do).
The first two elements, TP Shuffle and Spider’s Web, revealed these talking and expression problems
among the group. The concrete experience, or the “what happened?” opened up the floor for group
members to express their initial frustrations. These included not all ideas being heard, too many
voices being heard at once, and being “voluntold” as I heard phrased that day. When followed with
the reflective observation, or the “what happened?”, the group was able to comment on specific
situations where these problems occurred. For example, on TP Shuffle, one side of the log had a
great idea, but they refrained from sharing it with the other side of the log. Not only does this section
of the model lay out issues, but it helps the group become more aware of their own voices and pay
attention to their own actions going forward. The abstract conceptualization addresses what didn’t
work go well. It allows the group to point out specific issues, in this case communication, that didn’t
work for them. One of the issues addressed during this specific debrief was about being “voluntold”.
Group members were being volunteered to do something based on how the group thought an
element needed to be completed. This usually involved something physical. Finally, the active
experimentation - what specifically would the group change to fix these problems? The group not
only set a fantastic goal, but they achieved it by the third element. When completing Nitro, the group
formed a circle to have an open discussion on how to complete the element. It included taking turns
talking, discussions about comfortability swinging on the rope, and a plan to get everyone over.
Using this model to debrief allowed the group to, unknowingly, break down their communication
problems and find a solution. Phrasing all of these specific pieces of the model into questions
allowed the group to recognize these issues among themselves as well as come up with solutions
that worked for them. It’s definitely a great break-down technique to use in debriefing.
Evidence # 11
47 Student will show knowledge of the HDF 190: First-Year Marshmallow House What I took away from the lessons and activities we participated in during HDF 190 regarding the
“Social Change Model of Leadership Leaders Inspired to Social Change Model of Leadership Development, was doing things that benefit society. The Social
. Development” by Astin et al Excellence Change Model includes 7 C’s that work in different parts of the group that allow the entire thing to
function and move towards making change. Group values include collaboration, which means
working together as a team. Common purpose which defines your groups purpose as a whole, and
makes sure everyone is on board with it. Lastly, controversy with civility which examines how the
group you’re addressing, or your group feels about the situation. These are important as working
together as a group is what will help the change occur – as there is power in numbers. Especially
with numbers of leaders. During the Marshmallow House game, we followed these values by all
working to making a unique and stable house out of marshmallows and pasta by using each
individual’s strengths. Someone with a strategic mind planned out the structure of the house and
how to manage our resources, while someone with creativity made out house personal and unique to
our group. The individual values consist of consciousness of self, which is making sure you as an
individual understand what your role is in the group. Congruence, which helps an individual make
sure they are staying on the same track as the group, and if there is a change, that the entire group is
notified. Then there’s’ commitment, which solidifies the individual’s dedication, role, and
understanding of what both those things entail. As an individual, these are important to keep the
focus and understanding as to why you as a person want this change to happen, and how you’re
going to make it happen. When building the marshmallow houses, it was important to be aware of
your role in the group, and how you could influence the group in your own positive way – putting
your best strengths forward, or helping others bring their strengths out. Lastly, the societal value is
citizenship - having the mindset as a group of people, working together as a community towards
something that will benefit that community and that society as a whole. These “7cs” result in the last
C of change. When all the different parts of a community understand and follow these values, it will
result in a positive change. All three different marshmallow house groups were all working towards
making this marshmallow town more populated and beautiful, so we all did our best to make the
town successful. With all of the different parts of a group working based on their values, the entire
community will have benefit. Just as our marshmallow town did.
Astin, H. (2001, January). The Social Change Model of Leadership Development. Retrieved April 30, 2017,
from
https://www.cmich.edu/ess/ResLife/Leadership_Opportunities/Leadership_Camp/Pages/Social_Change.asp
x
Evidence # 12
. (Astin et al)
49 Students will demonstrate
knowledge of the “Leadership
. Identity Development Model” by

Komives et al
50 Students will describe personal
application of the above theory.
. (Komives et al)
51 Students will demonstrate
knowledge of the Strengths-
. Development Model by Hulme et al
. (Hulme et al)
of behavior theories of leadership
. from Michigan and Ohio State
application of the above theories
. (Michigan & Ohio State)
of Charismatic leadership
.
.
of contingency approach to
. leadership by Fiedler
. (Fiedler)
of Path-Goal theory by House
.
. (House)
of Leader Member Exchange (LMX)
. theory by Dansereau, Graen &
Haga; Graen & Cashman; Graen
. (Dansereau, Graen & Haga; Graen
& Cashman; Graen)
of Leadership Substitutes Theory
.
.
of Models of leader emergence
.
66 Student will describe the impact of
. traits on leadership emergence and
performance
of Chaos approach to leadership by
. Wheatley
. (Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
Experiences
69 Student will demonstrate how cultural
anthropology / paradigms relate to
. leadership
70 Student will describe personal example
of using cultural anthropology /
. paradigms as a leader
71 Student will demonstrate knowledge of HDF 291: Rose Butler AEE: Experiential In HDF 291, we learned about the Cycle of Socialization (Harro, 1992). The Cycle of
the “Cycles of Socialization” (Harro) Browne Peer Mentor Education Conference Socialization is basically the way oppression happens, and continues to happen in our
. theory and its uses in leadership Program society. It begins with the “Lens of Identity” (Harro, 1992), which starts with simply being
born into a world where prejudices and stereotypes exist. These factors are present from the
second you are born, and can be seen in all aspects of life as you grow up. Knowingly or not,
they are present in the way that people feed you knowledge - whether this be in school, by
parents, etc. After these prejudices, stereotypes, and several other factors have been
embedded in learning, they are then continued and brought to a larger scale and are seen
within organizations and popular culture. Examples of this include underrepresentation of
Women of Color in companies, as we learned extensively in HDF 291. Another example of
this which I learned at a Racial Justice workshop a conference called AEE are phrases that
get used on an everyday basis. These include things like “I got gyped”, or “that’s so gay”.
Again, these can happen and continue unknowingly. Before attending AEE, I didn’t even
realize the word “gyped” was spelled the way it is, or had reference to a group of people,
which was an example of oppression. When these things are seen on a larger scale, it
contributes to positions of power and privilege in society, which simultaneously results in
oppression of particular groups. This privilege and oppression leads to the next stage of the
cycle which affects people on an individual level. These societal factors can lead to the way
an individual thinks about themselves, and can severely limit a person for things they cannot
change on their own. From there, the cycle either continues, or is intentionally forced to go
the opposite way. The cycle continues when things simply happen the way they always
happen, and no problem is recognized. The cycle stops when the oppression is recognized,
and intentionally being challenged. At the conference, we were shown a helpful table that I
think fits in very well with this theory. The table has the words “active” and “passive”
vertically, and then has the words “racist” and “anti-racist” horizontally. We then had to
answer what an active racist was, to which we said groups like the “KKK”. Then, we were
asked what passive racism was, to which we answered white people in general. After that, we
answered what an active anti-racist was, to which we said people who are intentionally
expanding their knowledge and taking action, like going to workshops. Finally, we were
asked what a passive anti-racist is. And, we were silent. A “passive anti-racist” is not a thing
because it is so engrained into every piece of our society. No one nonchalauntly is anti-
racist, it requires thought and intention - to which can be brought back to the theory.
Harro, B. (1992). The Cycle of Socialization. Referenced in Adams, et al. 1997. Teaching for
Diversity and Social Justice. Understanding the Cycle of Socialization. Retrieved from
https://sc.edu/eop/trainings/Cycle_ofSocializationHandout.pdf
Morse, A. Medina, K. (2018). Building a Culture of Racial Justice in AEE. The Association for

Experiential Education Northeast Regional Conference.
Evidence #32 #33

72 Students will demonstrate personal Northwoods Challenge As a URI Northwoods Challenge Course Facilitator, there are a few activities that we partake
application of the “Cycles of Course Facilitator in that demonstrate the “change” path of the Cycles of Socialization (Harro, 1992). First, we
. Socialization” (Harro) have gender neutral bathrooms. When bathrooms are separated into only “male” and
“female”, it reinforces a notion that those are the only two options for people. It doesn’t
consider those who may not identify with the binary of either/or gender. So by offering
bathrooms to use regardless of gender, it eliminates or lessens the need to choose a
bathroom due to identity. In a similar fashion, we ask many groups what their preferred
gender pronouns are. This is usually done when asking people’s names. By asking preferred
pronouns, participants get the chance to share what they would like to be identified as. This
breaks that cycle by not simply assuming how someone identifies based on their looks that
society has equated to gender. Similarly, at the challenge course we use inclusive language.
This means not addressing a group as “you guys” seeing as it’s very possible that not
everyone in the group identifies as a “guy”. Instead, phrases like “folks”, “ya’ll”, “everyone”
are inclusive of all people that are participating. This breaks that cycle because in our
society, males are considered the dominant gender, and there are systemic issues that
enforce that power. Phrases like “you guys” reinforce that notion that males have that
power, so by being inclusive of everyone, it’s in turn throwing a wrench into the cycle. I
remember a specific incident on the challenge course in 2017, where we were working with
an all-boy elementary school. When we were climbing, one of the boys said, “you’re gay” (or
something to that notion), and one of our facilitators turned to him and said, “is there
something wrong with that?” This boy probably never experienced a feeling like this, and
probably never realized that was he was saying was offensive. The work we do intentionally
works against this cycle by offering more inclusive services - ones that are both accessible
and in addressing people.
Evidence #53
73 Student will demonstrate knowledge of
the “Cycles of Liberation” (Harro) theory
. and its uses in leadership
74 Student will demonstrate personal
application of the “Cycles of Liberation”
. (Harro)
the “Configuration of Power” (Franklin)
. and its relationship to leadership
application of the “Configuration of
. Power” (Franklin)
77 Student will demonstrate knowledge of HDF 291: RBB Peer Mentor This semester in HDF 291, I had the opportunity to learn about racial identity development,
racial identity development (Cross & Program specifically the White Racial Consciousness Model by Wayne Rowe, Sandra Bennet, and
. Fhagen-Smith; Rowe, Bennett & Donald Atkinson. In Rowe’s words, the model is, “One’s own awareness of being White and
Atkinson; Ferdman & Gallegos; Kim; what that implies in relation to those who do not share White group membership” (Rowe,
Horse; Renn etc.) 1994). The model is set up in a circle and is separated into Unachieved White Racial
Consciousness and Achieved White Racial Consciousness. Within each of these are
“attitudes” that explain the stage of awareness someone is at. These attitudes help figure out
how developed in the consciousness stage they are. Within Unachieved Consciousness
there are three attitudes. The first one is Avoidance, which simply rejects race. Then there is
Dependent, which involves looking to other people’s thoughts and opinions on race and
making them your own rather than formulating an idea. The last attitude is Dissonance which
refers to being confused about race and all of its complexities. In the Achieved
Consciousness portion, there are four attitudes. The first is Dominance which results in a
white person believing their race is superior. The next attitude is Conflictive. This involves
recognizing there is oppression in a broad sense, but disregards taking steps towards
ending this discrimination. The following step is Reactive which differs from the last attitude
because it involves taking those steps in addressing and ending the inequality. The last
attitude is Integrative. This is taking that deep understanding of racism and the inequalities
that exist in our society, and taking functional steps towards making real change. This theory
was made in critiquing Helm’s White Racial Identity Theory. Rowe, Bennet, and Atkinson
disagreed with the discourse used – they felt that “identity” should not be used in the title,
because it’s about awareness. They also thought that identities form along different
timelines and won’t progress at the same rate for every white person, and that this progress
is trajectory, not a straight shoot. This model was insight into racial identity development,
specifically in relation to how it’s applied in a university setting, and helped me to
understand where I am at in this development.
Hurtado, Tom. “Rowe, Bennett, and Atkinson's White Racial Consciousness Model.” Exploring
College Student Development Theory , 8 Nov. 2010,
collegestudentdeveltheory.blogspot.com/2010/11/rowe-bennett-and-atkinsons-white-racial.html.
Helms (1995) ) from Sue, et al. (1998). Multicultural Counseling Competencies: Individual
and  Organizational Development. Sage Productions. Thousand Oaks, CA.
Evidence #42
78 Student will demonstrate personal HDF 291: RBB Peer Mentor Experience as a GWS Taking HDF 291 has pushed me to reflect on my time as a Gender and Women’s Studies
application of model(s) of racial identity Program major major here at URI. Every course I have taken within the major has offered perspectives I have
. development above never seen before, and makes me critically think about the topic at hand - however it wasn’t
until my classes this semester that I realized my consciousness level. GWS 150, which is the
introduction class into the major challenged me to think in ways I didn’t before. It gave me a
platform for the passion that I have had for this subject my whole life, but never had the tools
to utilize it. I now look back on that experience with a different lens; one that I can point out
my lack of consciousness. Yes, the things I learned were important, however it was clear that
racial consciousness did not play a huge factor. I don’t think we talked about women of color
once that entire semester, and if we did, it was not a huge unit. Instead, we talked about
females as one collective gender - but failed to acknowledge that a lot of the oppression that
the white women in the class were acknowledging, could not also be acknowledged by
women of color. In this class, I think I was in the “dissonance” attitude. I was not purposely
disregarding race in the conversation, but I was unaware that it was even a separate
conversation to be had. Similarly, my ENG 260 (another class towards my GWS major) was a
similar result as GWS 150. The next step in my racial identity development was GWS 315,
Feminist Theories and Methodologies, and HDF 413, Student Organization Leadership
Consultants. Within these two classes, I was introduced to the term “microaggression”. This
was the first time I was made aware of acts of oppression that occur, and that I unknowingly
took part in on an everyday basis. Since then, I have considered microaggression and its
effects in all of the work that I do. I think this knowledge brought me to the conflictive level of
Achieved White Racial Consciousness. I now had knowledge on some of the oppression
occurring, but I didn’t have the tools or resources to further this information or to take action
in preventing it. Coming into this semester, my racial consciousness developed further than I
ever imagined - simply because i wasn’t aware of how crucial the matter was until now. I took
HDF 291 alongside GWS 351, which is Latinx Masculinities in Popular Culture. These two
classes taught me issues and oppression that goes on in all aspects of our society. I was
made aware of perspectives that can specifically be related to my GWS major, and I was
made aware of huge pieces of conversation that have been left out in my previous courses. I
have gained knowledge that will allow me to take new perspectives into future courses, and
that will make interpreting information more inclusive. I now believe that I am in the
“integrative” attitude because I can take this information and passion for social justice and
apply it to course work and my career. The GWS major left out a significant portion of the
conversation, but at the same time allowed me to develop this consciousness in a way that
was very integral to my learning style, and happened over time.
Evidence #43
models related to gender / identity /
. gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
application of model(s) of gender identity
. above
additional social identity development
. model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
application of additional social identity
development model(s) above
83 Students will demonstrate knowledge of
McIntosh’s theory of privilege and its
. relationship to leadership
application of McIntosh’s theory
.
85 Student will describe the differences and
similarities of individual and institutional
. oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87 Student will show knowledge of effective HDF 190: First-Year Leaders Marshmallow House In HDF 190, I learned about what a change agent is when we learned about the Social Change
leadership as it relates to change agency Inspired to Excellence model of leadership. The social change model works towards changing something that will
. benefit society as a whole. Being a change agent is working towards making one of these
HDF 413: Student Research project on changes happen. A change agent doesn’t require any fancy titles or awards, and doesn’t
Organization Leadership Microaggression need to be extravagant or publicized-it is simply the effort one puts in to making something
Consultants Social identity workshop better for society. A change agent is someone who wants change to happen, and makes an
GWS 315: Modern Feminist effort to making that change a reality. During our marshmallow house activity, I was a
Theories and Methodologies change agent. Although I didn’t have the biggest role in the house building, I still had a
specific task to help build the house, and because I worked towards completing that task, we
ended up finishing with a very nice house, and bettered the marshmallow house community.
In that case, I was a change agent working to make that fictional community a better place.
Each person on my Marshmallow building team acted as a change agent, and in turn it
resulted in a successful completion of our house, which bettered the Marshmallow
community as a whole. With that knowledge, I can be a change agent in our URI community,
and even our society as a whole-and imagine what an entire team can do for our school
community.
Evidence #12
Change agency, as I learned last year, is making a positive change to better a community or
society. During SOLC, I learned the definition of a microaggression, which is a statement,
action, or incident regarded as an instance of indirect, subtle, or unintentional discrimination
against members of a marginalized group such as a racial or ethnic minority. We learned the
impacts of microaggression on people and society, and the negative connotations
associated with the term in today’s world. As learned in SOLC, microaggressions may seem
small to some people who don’t experience them often, but to those who do, it’s an
oppressive experience. They do affect people, and they are a problem. My final project for
GWS 315 was a research project on a topic of choice, and I chose microaggression. This
involved research, interviews and a presentation. Through this experience, I became more
aware of the term and the effects of a comment regarded as simple, but can have a way
bigger meaning. Because of this, I was able to educate myself alongside my peers in SOLC,
and I am better able to overcome this issue on our campus and in our world. Making people
aware of underlying problems such as microaggression can make real change, and that
beings with having the knowledge on it – which I definitely gained in these two classes.
Evidence #2 #13
88 Student will describe personal examples
of being a change agent
.
the “Model of Intercultural Sensitivity” by
Bennett and its uses in leadership
90 Students will demonstrate personal
application of the “Model of Intercultural
. Sensitivity” by Bennett
the ally Action Continuum by Griffin &
. Harro
application of the Action Continuum by
Griffin & Harro
Multicultural Organizational Development
. Model (Jackson)
94 Student will show personal application of
the Multicultural Organizational
. Development Model (Jackson)
Multicultural Change Intervention Matrix
. (Pope)
96 Student will show personal application of
the Multicultural Change Intervention
. Matrix
97 Student will create a personal code of HDF 291: RBB Peer Mentor Safe Zone Training This semester, I was able to go through Safe Zone training through the Gender and Sexuality
inclusive leadership Program Center. This training taught us what is culturally appropriate to say an not say, as well as
. definitions and insight into what specific terms surrounding gender and sex. Because of my
major, many of these things were common language to me, but I learned a lot about stigmas
and “rules” surrounding these words that I hear quite commonly. This knowledge helped my
in creating a personal code of inclusive leadership because I was aware of things that affect
people on an everyday basis in a way that I can apply it to the work that I do here on campus.
HDF 291 also helped me in creating this code because it opened me up to perspectives that I
was not aware of before. It opened my eyes to problems that I didn’t even know existed - and
that are vital to being successful in my line of work. With these two pieces of experience and
the knowledge that comes with them, I am able to create a personal code of inclusive
leadership that does not assume, challenges my perspective and considers the diversity
within a group that I’m working with. I am not going to assume anything of people that I’m
working with. People may not respond or identify with things you are saying without asking,
and I want to be inclusive by asking before I simply make a statement. This could be
something as simple as asking a person their preferred gender pronouns instead of
assigning them one based on how they look. In HDF 291, I learned a phrase that states, “Just
because you’ve experienced something doesn’t mean you understand, and just because you
haven’t experienced something doesn’t mean you can’t understand.” This goes along with
the piece of my code of challenging my perspective. I don’t want to go into a group thinking
that my perspective will be relatable to everybody’s, or that it’s the only one - I want to be
able to grow my mindset and the people’s around me. Lastly, in considering diverstiy, I want
people to feel compelled to thrive in what makes them unique by recognizing the diversity
among the group.
Evidence #40
Outcome Category: Critical Thinking
Experiences
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of
critical thinking
metaphorical analysis to critically analyze
. self and leadership situations
101 Student will demonstrate proficiency of
metaphorical analysis to critically analyze
. self and leadership situations
102 Student will show knowledge of at least five Individual Research Five decision making methods that I found in a personal research session are voting, ranking,
decision making methods scoring, multiple votes and voting rounds, and iterative convergence or Delphi method. Voting
. HDF 413: Student Peer Facilitation involves letting everyone in the group have a say, and deciding on a solution by majority vote.
Organization Leadership Presentation and This if fair because it’s taking the most popular opinion in the group and using that as the
Consultants Analysis Project on solution. In this, the problem may be with those who were the minority, and not having their
Conflict Resolution opinion chosen. Ranking gives you results that tell you people’s least favored options to the
most favored. This can be helpful because not only does it give you the most favored option,
but it gives you the least favored ones as well – which gives insight as to what to do and what
not to do. A resulting problem with this may be how long it takes to get results. With rankings
of multiple options, it may take a while to add up the majority and minority. Scoring is
comparing things based on scores you give them for different things. It works as kind of a
compare and contrast deal where you can see which option scores higher overall and on
specific aspects. Multiple votes work in a kind of process of elimination way. There is an initial
round with all of the options, and as voting rounds go on, the least voted on options get taken
away, until you’re left with the most voted on. Lastly, Iterative Convergence is taking ideas
from those involved in the decision making process. Individuals can submit ideas, and the
group votes on them and discusses them as voting is taking place. So the final decisions can
be a revised version of the original idea, with changes based on the groups different thoughts
and opinions. All of these decision making processes deal with group situations, which is
really important for a Leadership Minor, and will help me in future activities on campus.
Evidence #14
During SOLC, one of our assignments was a group project and facilitation on conflict
resolution. Within this presentation, my part was to cover the five styles of conflict resolution,
which can be related back to decision making methods. These five include avoiding the
conflict, giving into the conflict, standing your ground, compromising, and collaborating.
Avoiding the conflict involves exactly what it sounds like: avoiding the problem. The issue is
simply not addressed, and decisions are made without discussion or confrontation. Giving in
is when one party drops their argument, and agrees to continue with the other party. Only one
side gets what they want. Standing your ground is the opposite of giving in, where your party
doesn’t allow the other party to win, but one side still gives up their argument in the end.
Compromising is when both parties are working together, and eliminate some of the minor
details of their arguments while making sure the bigger ones are considered by both parties.
Lastly, collaborating is much more than just hearing out the other party’s ideas; it’s where
both sides understand and relate their ideas with the other in a way that carries out an
effective plan. It’s definitely the most inclusive resolution and most beneficial to companies in
keeping their organization happy. Conflict resolution is really important to consider in
decision making methods. Not only can conflict arise from decision making, but it can also be
the reason for it. These concepts overlap, and SOLC helped me develop my knowledge on the
five decision making methods through conflict resolution.
(2017). Five Useful Methods for Group Decision Making. Retrieved from http://meetingsift.com/5-
useful-methods-for-group-decision-making/
Evidence # 15
103 Student will describe personal examples of
having used five decision making methods
.
104 Student will show knowledge of at least five
problem solving / conflict management
. methods, as well as understanding the
roots of conflicts
having used five problem solving / conflict
. management
106 Student will demonstrate the ability
to synthesize multiple knowledge
. perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
leadership that is used in crisis (i.e., James
. & Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108 Student will describe examples of
leadership in crisis situations (i.e.,
. application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)
Outcome Category: Interpersonal and Organizational Concepts & Skills
Experiences

109 Student will demonstrate knowledge of HDF 190: First-Year Leaders FLITE Retreat: Day of In First-Year Leaders Inspired to Excellence, I attended a required retreat with my peers, and
active listening techniques Inspired to Excellence Discovery newly formed group that I would be with for the rest of the semester. With this group of
. people, I didn’t even know the names of at the time, it was necessary to use active listening
HDF 415: FLITE Peer FLITE Retreat: Day of techniques to get to know everyone. In a small group setting, we had a brief lesson on what
Leadership Discovery active listening was because the topics we were discussing definitely required everyone’s
full attention. It was necessary everyone felt heard when some things were difficult to talk
about. We learned strategies such as nodding your head to ensure you were hearing and
understanding what a group member was saying. Asking questions was another way to let
the talker know you cared about what they had to say. Offering information that branches off
of others’ ideas is also a way to show both understanding of their idea, and also more insight
to the topic. In this case, the topics we discussed included gender stereotypes, religion, and
even the case of politics came up. This “Day of Discovery” was really to get our group
introduced to one another, and discussing these topics was a way to dive right into doing
that, it just required the understanding and use of active listening in order for our group to
create a good relationship. The chart on active listening we received shows all of the
information we learned from this retreat.
Hoppe, M. (n.d.). The Big 6: An Active Listening Skill Set. Retrieved April 27, 2017, from
https://www.ccl.org/multimedia/podcast/the-big-6-an-active-listening-skill-set/
Evidence # 16
In HDF 415, I acquired a lot more knowledge on active listening techniques since I would
then be teaching them to my small group of FLITE students at the Day of Discovery retreat.
We not only reviewed what active listening was, but we also learned to make sure that our
students were actively listening while learning about active listening, which was a
completely new role for me. We learned techniques like asking students to put their packets
away while giving explanations or having student’s popcorn-style read so that they are
giving you their undivided attention. I also learned ways to make sure that my students
understood this concept of active listening by asking questions pertaining to their personal
connection to the information. I asked each of my students which active listening component
they related to the most, and which they could improve on the most. This prompted them to
think more in-depth about the topic. So while I had previous knowledge on active listening, I
learned facilitation styles that reflected the model and presented that knowledge to my
students. This was proven successful when my students were able to accurately explain
active listening in their outcomes, and showed that active listening techniques were
successfully learned and interpreted.
Evidence #46
110 Student will describe examples of using HDF 190: First-Year Leaders Multicultural During my Spring 2017 semester, I volunteered for the Multicultural Overnight Program
active listening skills Inspired to Excellence Overnight Program – hosted by the D.R.I.V.E club – a club oriented towards diversifying our campus. During this
. “Speed dating” program, high school seniors who were accepted to the university and applied as
multicultural were able to attend this 2-day program to get a feel for life at our wonderful
HDF 413: Student Social Identity school. As a day host, I helped run a number of engaging activities, one of which included a
Organization Leadership Workshop spin-off of “speed dating”. We set up two rows of chairs facing one another, with college
Consultants students on one side and high schoolers on the other. We sat face-to-face with an incoming
freshman and discussed our university with them, as well as answering any questions they
may have had. Then we rotated until everyone had talked to each other. This required a lot of
active listening techniques, and the strategies I learned in HDF 190 were extremely helpful.
Smiling, laughing, and nodding at comments that the high schoolers spoke to us allowed
them to see the care and dedication the volunteers had; and I think that really did help some
of them decide on committing to our school. A lot of questions were asked, and it was really
important that active listening was being used because answers needed to be given
accurately. Active listening really helped to ensure that these students really get the most
out of their short time here. We wanted to do all we could to allow them to enjoy our school
as much as we do, and these techniques in action were really beneficial.
Evidence #17 #18
Active listening is important to acknowledge the voices and views of other people. During a
class period of SOLC, we were all part of a social identity workshop. One of the basic ideas
of this workshop was to begin to understand someone else’s point of view. In order to
accomplish this, active listening is so crucial. Building on ideas and truly understanding
someone else’s position in society requires active listening techniques such as head
nodding, asking questions, and mentioning their ideas in your own response. During this
workshop, we also split the class into smaller groups and sat in circles so that everyone
could actively engage and visually interpret everyone’s input to the discussion. With topics
that are very important in our learning and growth as students and people, active listening
techniques are very important and very much practiced during this semester of SOLC.
Evidence # 18
functions of group communication by
. Hirokawa
112 Student will describe personal application
of functions of group communication
. (Hirokawa)
113 Student will show knowledge of techniques
regarding giving and accepting of feedback
.
114 Student will describe examples of giving Evaluations as a staff Giving and accepting feedback can be one of the most difficult things to give and receive,
and accepting feedback. member at Hartford but also one of the most helpful. During the summer of 2017, I had the opportunity to work as
. County 4H Camp a staff member at Hartford County 4H Camp – a sleepaway camp in Marlborough,
Connecticut. This position held a lot of responsibilities, and one of them included aiding the
HDF 415: FLITE Peer Grading Outcomes counselors. Counselors are teen volunteers from ages 15-18 who live in the cabins with the
Leadership campers, and help staff during daily activities. Without the counselors, our program would
be nothing – the staff wouldn’t be able to do our jobs without them. Because of that fact, it’s
so so important that we make the counselor program as strong as we can, and this involves
A LOT of feedback. Each week, my activity required 2-3 counselors per class. So, I had
around 6 counselors per week, seeing as I taught 3 classes. At the end of the week, staff
were required to fill out a pretty in-depth feedback and evaluation form for each counselor
you oversaw (this also included counselors other than those in your activities, because we
oversaw them in many aspects of the camp). This form included the 4 H’s we live by at camp:
Heart, hands, head, and health, with number values from 0-4, that we needed to circle and
give an explanation of each number given. We could then add any additional comments.
These forms were then mailed to counselors after they had been reviewed by the camp
director, so we could have further discussions about them as a staff.
Not only were the counselors evaluated, but the staff were as well. Each week, every single
camper filled out an evaluation form on Friday afternoon that contained a section for each of
their classes, their tribe, and asked some questions about the staff. On Friday nights, the
staff would all look at the evaluations that had feedback about us, and that would give us
information on what to improve on the next week. The counselors also had an evaluation
they filled out.
At the end of each week, we also had one, giant staff meeting where we would discuss
events of the week, as well as any red flags that appeared on any of the evaluations. These
meetings were so helpful. There was one point in the summer where the female counselors
were having a lot of problems with the female staff, and the big group meeting allowed us to
conquer that issue with the following set of counselors. We were also able to give verbal
feedback to one another in a very effective way. On the last meeting of the summer, all of the
staff handed in a very in-depth evaluation of the entire summer, which we were able to
discuss with the camp director if needed.
Without any of this giving and accepting feedback, the summer would not have gone as
smoothly as it did. The feedback from our camp director and counselors was so helpful,
especially during stressful times - like when our first camp director quit during week 2. Both
the staff and counselor programs rely on this feedback to properly function, and this
summer gave me a huge amount of experience doing this.
Evidence # 19
In HDF 415, I am required to grade outcomes for my small group of students throughout the
semester. When grading these, it’s my job to give feedback on these outcomes so that they
can be the most successful when turning in their final copy. This required me to read their
outcomes and comment on everything from formatting, to citations, to length requirements,
etc. While it’s important for me to point out these mistakes, it’s equally important for me to
give positive feedback. Instead of just telling them the bad things, I like to highlight the good
things they all did so that they can build off of what they are already strong in. In regards to
getting feedback, I have been able to look at my students’ forum posts that they are required
to do for class. In almost every forum, students are asked to give the Peer Leaders feedback,
or to let us know anything they may need from us. By reading these, I can continue to do
what is empowering the group, but can also make sure I’m covering things that they are
asking for help in. In addition, the amazing Hailey Flavin was able to give me feedback on my
outcomes as well, which helped me in making sure I was covering the right points. These
experiences with feedback, both giving and receiving it, have allowed me to grow in a peer
leader role and look at feedback in a much different way. It’s really a way of empowering and
improving, and I’ve never been able to fully think of it that way until now.
Evidence #47
115 Student will show knowledge of the 7D
coaching model (Knott)
.
application of the 7D Model (Knott)
.
117 Student will show knowledge of elements
of a Crucial Conversation and steps to
. maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118 Student will describe examples of
engaging in a Crucial Conversation
.
facilitation techniques
.
120 Student will demonstrate proficiency of HDF 413: Student Phi Sigma Sigma The semester of HDF 413 was where I facilitated a challenge course for Phi Sigma Sigma,
. facilitation techniques Organization Leadership facilitation which is a sorority on campus at URI. This was the facilitation that I am proudest of in my
Consultants sophomore fall semester, because I was able to use so many of the things I learned over the
NWCC Manager past year, and it resulted in a very successful facilitation.
Training Assessing the situation was one of the biggest pieces for this group. It was Halloween
weekend on a Sunday morning, plus rain on top of those circumstances. Because of this, I
made sure that the activates I was choosing were fun and motivating, but were also ones that
they wouldn’t roll their eyes at. On top of the rain and hangovers, the girls also didn’t know
everyone’s names, so I chose a name game that was fun, energizing, and forced them to
learn their new sisters’ names.
One important thing always stressed during HDF 413 is the need to be adaptable. This
facilitation was the first time I came up with an energizer on the stop that really benefitted the
group. I had each sister pair up based on some kind of similarity, whether it be the color of
their shoes or their hometown. Then, I gave them questions to discuss with that partner. I
thought of this completely on the spot, and it turned out to really help the members get to
know each other better.
By the end of this facilitation, the group was smiling and laughing, and actually talking to
one another in a deeper way that just surface discussions. I followed what felt right as a
facilitator along with skills I was taught in SOLC, and it was a huge success.
Evidence #
This semester, I attended the same Challenge Course training as I did last year; however, in
addition to acquiring essential facilitator skills, I obtained vital techniques required of a
manager on the course. The facilitation skills required of a manager differ in what I have
previously learned as a facilitator in a way that they have to play to both the group as well as
the facilitators. Managers are required to facilitate planning meetings before each course,
and make sure that the facilitations that will take place suit the needs of the group and the
people facilitating them. I have also had the opportunity to watch previous managers
facilitate group openings which I will now have to do myself on occasion. This requires
getting the attention of the entire group at hand, and setting the tone for the day on the
course. Managers are also required to have proficient knowledge of the rock climbing wall
and certain knots that go along with climbing. All of the managers received training on how
to facilitate a group on the climbing wall. This included knowledge and practice of tying
knots, explaining how to belay and being belay tested, and how you would address a
climber. Overall, I was taught specific facilitation techniques on how to not only facilitate a
group, but the facilitators on the program as well.
Evidence #48
121 Student will demonstrate knowledge of de-
briefing techniques
.
122 Student will demonstrate proficiency of de- HDF 413: Student LASA facilitation The biggest thing I have learned about debriefing in HDF 413 is that the answers should not
briefing techniques Organization Leadership come from you. As a facilitator, your voice should be heard the least. Guiding the group to
. Consultants the right answers is great, but the answers need to come from them.
This semester during the Latin American Student Association facilitation, I facilitated the full
value contract. A full value contract is a way we can get all members engaged and feeling
connected to their group. For LASA specifically, I cut out paper globes of the world, and had
all the members color in parts of the world where they’re from, or where their families are
from. On the back of the globe, I had them write what they are bringing into the organization
and what they wanted to get out of it.
The way we facilitate full value contracts sets up a really great debrief for the entire group.
Once the members were finished with their globes, they each were given the chance to tell
the group where they are from, and what LASA was going to do for them this year. This is a
really great debriefing strategy, because it gives every member the chance to speak. In a
regular debrief, anyone can answer the questions being asked or make comments, but when
sitting in a circle sharing these full values, every members voice gets heard.
After everyone has shared, there is a lot more room for conversation. I didn’t take the debrief
any further, but after everyone has shared, the group does become more connected and
would probably do really well in a further debrief. Questions like, “What do you all as a whole
bring to LASA”? or “What does your organization represent on campus”? can lead to some
great conversations and get all members more connected to their organization.
Evidence #
123 Student will demonstrate knowledge of Student Organization In the organization Student Organization Leadership Consultants, framing is what keeps us
framing based on psychology and its use Leadership successful. Our organization is aimed at meeting other on-campus organization's goals
. in group facilitation Consultants through retreats. Framing allows us to choose activities and create an agenda for each
retreat tailored specifically to what each group needs. Framing involves being intentional
with every aspect of the retreat from the activities chosen, to when the best time to have
dinner is. Framing gives the facilitators a measurable and tangible way to evaluate group
development based on how they change from start to finish. Looking more specifically at
group facilitation, framing also allows for facilitator growth. Framing isn’t just intentional
with for the group, but it’s intentional for those who run the retreat. Framing lets groups plan
which facilitator is going to do what, and gives a platform for discussion on why they are
facilitating that activity. It provides a way to plan out growth. If I’m a facilitator who wants to
gain more skill in large group facilitation, I could run the opening to get more experience
working with a large amount of people, while intentionally choosing an activity that helps the
group achieve their goal(s).
Evidence #27
124 Student will demonstrate proficiency of
framing based on psychology and its use
. in group facilitation
125 Student will demonstrate knowledge the
four frames of organizations, and the
. meaning of reframing by Bolman and Deal
126 Student will describe personal application
of organizational analysis using the four
. frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127 Student will show knowledge of organizing HDF 413: Student GRABBS Assessment One of the most important things in facilitating a retreat is to create an effective agenda. In
meetings / setting agendas / and leading Organization Leadership Tool order for this to happen, each time a retreat is going to be facilitated, the group of
. meetings Consultants consultants meets at least a week prior to the retreat date. During these meeting, the lead
facilitator goes through the goals of the retreat, the number of people and the time frame.
Based on these things, name games, energizers, initiatives and closing activities are chosen
to benefit the group.
During HDF 413, we had a lecture on GRABBS – An Assessment Tool. This is an acronym
that stands for Goals, Readiness, Affect, Behavior, Body, Stage, and Setting. This tool is
really important in relation to agenda setting because sometimes agendas may need to
change during a retreat. Each of these words holds important things to consider when
facilitating. Goals reminds you to make sure that the initiatives and activities chosen relate to
the goal that the group asked for – it’s important to make sure the group gets what they
asked out of the retreat. Readiness refers to the group’s capabilities at the time of an activity
– these capabilities can be physical or emotional, but it really is referring to how the group
will follow directions and if they will cause a safety concern. Affect challenges you to feel out
the group dynamic and assess what they are feeling at the time – how much empathy they
have towards one another, how the other activities made them feel, etc. Behavior is one of
the biggest things to have an effect on what the group get out of an initiative. It requires you
to assess how involved they are in the retreat based on the behaviors their bodies are giving
off, and how they are speaking. Body refers to the groups physical capabilities during the
retreat – and how the level of these capabilities could change what the group gets out of a
retreat. Stage refers to the developmental stage the group is at, and what the group is doing
that brings you to that conclusion. Lastly, setting helps you as a facilitator assess your
surroundings and the environment you’re in and make sure that the activities you chose are
okay to facilitate. For example, if there is another retreat going on next door in the Memorial
Union, you may not want to choose an activity that requires a lot of yelling.
This assessment tool is extremely helpful to use during a retreat, but it can also be referred
to when creating a beginning agenda.
Evidence #
128 Student will describe personal examples of HDF 190: First-Year Leaders Random Acts of In HDF 190, each group was required to participate in a social change project. My group
organizing meetings / setting agendas / Inspired to Excellence Kindness booth decide to set up a Random Acts of Kindness booth in the Memorial Union where we created
. leading meetings an activity called “Fortune Cookie Jars”. We set up jars that were labeled with a feeling, for
HDF 413: Student LASA Retreat example stress. When someone walked by, we would ask them to pick a quote from whatever
Organization Leadership jar they think they needed some advice in. Believe it or not, a simple quote can turn
Consultants somebody’s entire day around, and it did. This required a lot of planning out. The booth in
the Union needed to be reserved, the jars needed to be gathered, the quotes needed to be
picked out and printed, and we had to actually be present to complete the activity. When the
activity was over, more meetings needed to be set-up in order to complete the presentation
part of the project. Agendas also had to be made in order to make sure all parts of our
project were finished on time. I feel that during this project, I had a pretty big role. I reserved
the booth for one of the days we met, and helped set a lot of deadlines and meeting days to
make sure things were done in time. After this project, I really wanted to continue Random
Acts of Kindness, so I am currently in contact with senate to get that going for the fall 2017
semester. This has already required deadlines, emails, and setting up future meetings, and I
believe it follows these personal examples of organizing meetings, setting agendas, and
leading meetings.
Evidence #20
During the fall 2017 semester, HDF 413 lead me to my first few retreats with SOLC. The first
retreat that I was a part of from beginning to end was the Latin American Student
Association, or LASA. In preparation for this retreat, we had small meetings for 2 weeks after
our club meeting ended, followed by an agenda meeting the week before the retreat. This
meeting was frustrating at times, but very productive. It was the lead’s first time being a lead
for the LASA retreat, so it was really important to her that everything was chosen for the
agenda with a purpose. So choosing initiatives and energizers took a while, but we
eventually chose ones that went very well with the goal of the group. We also had several
advisors in the office with us at the time that helped us choose effective activities. We kept
all kinds of circumstances in mind when we made this agenda, like the split we were going to
do for the group, and when to take the dinner break. By paying attention to all of these
considerations, we were able to successfully create and facilitate this agenda
(changing/adapting things as needed, of course).

Evidence #
Parliamentary Procedure
.
130 Student will show knowledge of techniques
for working with difficult people
.
using techniques to work effectively with
. difficult people
132 Student will show knowledge of the stages HDF 190: First-Year Leaders The Tuckman stages are the stages of group development. They are what newly formed
of group development (Tuckman/Tuckman Inspired to Excellence groups go through when first coming together. The stages are forming, storming, norming,
. & Jensen, Bennis or others) performing, and adjourning. Forming begins when the group first meets. For college
students, this usually starts in September on a timeline. Introductions are made, name-
games are played, and everyone is a little bit uncomfortable. Next comes storming. We’ve
now reached lovely November. The group gets more comfortable with one another to a point
where disagreements can be addressed, and arguments about leadership roles take place.
This is kind of the disagreement stage. Next is the norming stage. Strengths begin to be
recognized and are used to work together and get things completed. This occurs at around
December. This is followed by performing. Individuals in this stage are thriving, working with
one another accomplishes things, and real progress is being mad, which usually happens in
the spring. Lastly, there’s adjourning. This is the final stage that gives the team some glory.
Goals are met and pride is a shared feeling. This in the end point where teams can bask in
the glory and feel proud of what they have accomplished. Yay for the end of the year!
Evidence # 21
133 Student will describe personal examples of HDF 190: First-Year Leaders FLITE group Throughout the Spring 2017 semester of FLITE, my small group went through the Tuckman’s
group development in use Inspired to Excellence stages. Forming began when we were placed in our groups the day before Day of Discovery.
. (Tuckman/Tuckman & Jensen, Bennis or We didn’t have any prior knowledge as to who was in our groups, so being placed in them
others). HDF 413: Student Hartford County 4H was completely new to us. The awkwardness we felt discussing certain topics on Day of
Organization Leadership Camp Staff Member Discovery was due to this newness. Storming occurred during the start of our social change
Consultants project. When it was assigned, we argued over which event to participate in. It was hard to
find a date that worked for all of us, and this caused a lot of tension. We knew each other
fairly well at this point, so showing some annoyance wasn’t awkward or weird. Following
storming was norming. This occurred during our social change project. It was so successful
and clicked so well for all of us that we even went back and set up our booth a second time.
We realized that actually sitting down and marking a calendar was really beneficial to
choosing a date, and that participating together made it really enjoyable. Performing
occurred during the written part of the assignment. The action part was done, but now we
had to put it all together. This was where leadership roles really became prevalent. Dates
were set, materials were bought, and the project was put together because everyone used
their strengths to carry out their role. For example, I am strategic so I made sure a google
docs was made and shared with everyone in the group. After lots of hard work, our group
reached adjourning. We presented our project, which went very smoothly. Then we received
our certificates of completion of the class, which was a token of all our hard work. Our group
followed the Tuckman’s stages throughout this semester, and it resulted in a group of
friends.]
Evidence #1
This past summer of 2017, I experienced Tuckman’s stages of group development like never
before. As camp staff, we live in one cabin with the same people for 8 weeks straight. I have
never been (literally) so close with a group of people, ever before in my life. We experienced
these stages to the point where the phrase “we’re still storming” was a daily occurrence for
about 3 weeks. Under the realm of staff, I worked very closely with two people; my co-
teacher of the horse classes, and the director of the horse program. I spent the most time
with Zsofia, the other horse staff. We were always together, night and day, because our jobs
required us to be in the same place at the same time. Her and I displayed the prime example
of the stages of development. We met, and established a friendly relationship as we got to
know each other, which was the forming phase. Our storming involved a lot of annoyance of
the “little things”. We had some bickers about how things should be done due to my
relationship building and her executing. The storming didn’t last long, and we quickly
became very close, and worked together to make a solid daily routine as we got to know
each other – norming to performing went very quickly. By the end of the summer, we
successfully conquered the horse program and impressed the camp director very, very
much.
One notable thing, which I learned in HDF 413 this semester, was that not all groups will
make it through the stages. Zsofia and I experienced this with the horse director. The three of
us as a whole did not make it past storming. While Zsofia and I made it through and became
really close and successful, the horse director didn’t do her job and left all the work to Zsofia
and I, which in turn lead the two of us to make it through together but not as a whole. Similar
to my experience in HDF 190, the Tuckman’s stages resulted in Zsofia becoming a life-long,
and very, very true friend.
Evidence # 22
134 Student will show knowledge of group
roles and how they contribute to group
. dynamics (Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)
group roles and how they contribute to
. group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136 Student will show knowledge of effective
memberships skills in groups
.
membership skills in use
.
138 Student will show knowledge of the HDF 413: Student During HDF 413, we had a discussion on the Challenge and Support model by Sanford. This
Challenge and Support theory by Sanford, Organization Leadership model has three parts that are best looked at on a graph. The parts include challenge,
. and its relationship to organizations Consultants support, and growth. On the x axis is support, and the y axis contains challenge. With both
of these components, growth begins to happen.
It’s important that the right amount of support is given with the right amount of challenge.
With too much challenge, someone can go into their panic zone and may not succeed in the
task at hand. And with too much support, that person may not ever step into that growth
zone and won’t develop in the ways you want them to.
What’s important to remember about this theory, is that the amount of challenge and support
will not be the same for each person. Everyone has different strengths and different
leadership styles that require different levels of support and challenge, which is the tricky
part about this theory.
With thorough assessment and using other leadership skills we’ve gained as facilitators,
finding that amount of growth and support to give isn’t so hard, and becomes easier after
working with many people of different needs.
Evidence #28
139 Student will describe personal examples of HDF 413: Student P.L.E.A.S.E Women’s This semester during HDF 413, I observed ways in which my TA’s used the Challenge and
using the theory of Challenge and Support Organization Leadership group facilitation Support model on me in regards to my development as a facilitator. From last semester to
. (Sanford) Consultants this one, I can recognize the amount of growth that I’ve made as a facilitator, and my TA’s
were able to recognize that as well. Because of that, they challenged me with new things that
HDF 415: FLITE Peer resulted in me stepping into that growth zone.
Leadership I was able to take on my first role as a lead facilitator at the challenge course during the last
week of this semester. The manager at the course was also my TA and had been learning
what my leadership style was all semester. Sometimes, the thought of a lead position can be
scary to me, but I knew that the manager was there for support, and would answer any
questions I had about the facilitation.
Because of this, I was able to facilitate a new energizer that I had never seen done before. It
went well, but there were parts that were confusing, and without any hesitation, the manager
built off of what I was saying and knew exactly how to help me out without cutting me off or
taking away any of my credibility. He let me have the lead and be a little nervous, but was
there when things weren’t exactly coming across the clearest – and that is exactly the
amount of challenge and support I need. Because of this facilitation experience, I definitely
stepping into that growth zone and improved as a facilitator.
Evidence #7
In HDF 415, I was able to take my previous knowledge on the theory of Challenge and
Support (Sanford), and apply them to my small group of first-year students. As I predicted
would happen, I began giving too much support, which was most likely a result of my
empathy strength. However, reflecting on it now, it wasn’t an overwhelming amount of
support, and I think it gave my group a great starting point. I didn’t set them up for failure
and have them dive right in on their own. I wanted to be a resource and a guide, and so I
began with a lot of support. This involved reminding my students of dates, providing
constant evidence for their outcomes, etc. As the semester continued, one-on-ones were a
great way to re-evaluate the amount of challenge and support they needed from me. I was
able to have my students set a goal for the rest of the semester, and also ask what they
needed from me so that I could accurately give the amount of support and challenge they
needed. Around this time, I also held an out-of-class “class” in the library where as a whole
group we went over websites, portfolio, and any remaining outcome questions. This
definitely was a form of support, but it also challenged my students to make a commitment
to their learning, and to come together as a whole group on their own time. I think it was
necessary to get everything in order and understood across the board. Towards the end of
the semester, it was clear that my students no longer needed (almost) any form of support. I
would get specific questions about outcomes, but nothing that was concerning or irrelevant.
Even my student with the most questions and trouble with outcomes throughout the
semester was confident in her work. I sent out reminders when they were needed, but didn’t
do more than I had to. It was a very distinct transition from lots of support, to a balance of
challenge and support, and then to more challenge.
Evidence #49
construction / elements of informative and
. persuasive speeches
141 Student will demonstrate proficiency in
informative and persuasive public speaking
.
142 Student will show knowledge of planning
and conducting interviews (as the
. interviewer)
planning and conducting interviews (as the
. interviewer)
144 Student will show knowledge of preparing Ulman Fund 4K for For two weeks in April, I prepared for several stages of an interview process for the 4K Run
for and effective answers in interviews (as Cancer Interview Across America. The first part of the process was a written application. This didn’t require
. the interviewee) much preparation, but it did require a lot of time and research. I had to go over the values,
vision, and mission statement of the organization so I could effectively apply them to my
application. The phone interview portion of the process was the most stressful. Preparation
wise, I wasn’t really sure what they were going to ask me about, so I had points typed up for
several questions I figured they would ask me. I was also nervous for a phone interview
because face-to-face interviews allow me to be personable with people, and they can see my
true character. I was worried that the interviewer would not be able to pick up on my
personality, which is a big part of my leadership style. During the interview, I was asked 10
questions that ranged from why I wanted to run for the 4K, to what my proudest
accomplishment is. It was helpful to have some go-to key points on my computer during the
interview, but it wasn’t as hard as I thought it was to answer things without prior knowledge
of what was going to be asked. I did make sure to prepare questions about the program and
application process I had for the interviewer ahead of time, and had the chance to ask them
and get solid answers. After a few days, I heard back from the organization and was given a
spot on the 4K team for 2019.
Evidence #41
145 Student will describe personal examples of HDF 190: First-Year Leaders HDF 190 was such a great resource when it came to improving and applying interviewing
preparing for and being interviewed Inspired to Excellence skills. In the beginning of the semester, we were required to take two online tests that
. determined our strengths and values. After learning what they were and what they mean, our
professor Robert told us ways in which they could help us in life, one of which was during a
FLITE Peer Leader job interview. With the knowledge of your strengths and values, interviewing becomes a lot
interview easier. Your strengths give you 5 words that describe your personality, character, and
insight into your work ethic. Common interview questions asked are, “What are three words
that describe you?” and “What is a weakness you have?” Knowing your strengths can help
you answer these questions easily and without hesitation. For example, three words that
describe me as positive, empathetic, and adaptable. A weakness of mine is getting a well-
bonded group to take action. It’s easy for me to create relationships, but not so easy to take
that relationship and make something out of it. I know these things about myself because of
knowing my strengths. This semester, I interviewed for becoming a Leadership Institute peer
leader. In preparation for this interview, I reviewed the questions that were being asked of
me, and wrote down bullet points with pieces of information I wanted to share. I dressed
professionally, like Robin taught us during multiple classes. I also kept eye contact and an
inflected voice throughout the interview like we learned in preparation for our speech.
Because of being in this class, I was able to come out of both the first and second round
interviews for that job feeling confident in the way I presented myself.
Evidence #23
By sophomore year of being a leadership studies minor, “interview season” is a very well-
known concept. That good ol’ time of year takes place between mid-October through mid-
November, and this year I had 5 total interviews. One interview that really meant a lot to me
was the FLITE Peer Leader interview. One thing I have found about myself is that too much
preparation on my part makes me nervous, whereas leaving room to develop my thoughts
during the interview make my thoughts come across a lot clearer. In preparation for the
interview, I put together the required piece which included a presentation on why now was
the right time to become a peer leader. I also reviewed what the different parts of the
interview were going to entail. Since this was one of my last interviews, I was pretty
confident in my preparation method, the answers to the questions I was asked came very
naturally to me – I was able to answer them with some background knowledge, but also
didn’t have the stress of pre-prepared answers to recite from my memory. My thoughts
developed and unfolded throughout the interview, which is important to be able to do as a
peer leader. The interview went very well, and now I have the opportunity to be a FLITE peer
leader come spring 2018 semester!
Evidence #24
146 Student will show knowledge of effective
collaboration / coalition building (Sources:
. Cilente/Komives et al; NCBI; etc.)
working in collaboratives/coalitions
.
techniques to communicate and engage in
. difficult dialogues related to diversity and
inclusion.
149 Student will demonstrate proficiency in HDF 413: Student Social Identity In HDF 413, the class members participated in a Social Identity Workshop. Because of my
communicating and engaging in difficult Organization Leadership Workshop empathy strength, I am usually able to feel out the dynamic of a group and on the day of the
. dialogues related to diversity and inclusion. Consultants workshop, it was very clear that we were going to be discussing serious topics. We began by
removing one of our shoes and placing them in the center of the room. We were then
challenged to try on other people’s shoes; see which ones fit and which one’s didn’t. After
sitting back down, we learned a few things that stuck out to me: the meaning and impacts of
microaggression, and the difference between equality and equity. With the knowledge of
those things, we were able to have a discussion on identities as a class. Many things
brought up by this topic can were challenging to discuss. Recognizing diversity and
inclusion is so vital, but it can be challenging to recognize the hardships and inequality that
my peers face on an everyday basis.
It was also helpful to talk about these topics with a group of such understanding and
inclusive people because I was able to not just discover new things on inclusion and
diversity, but I was also able to find comfort in the fact that I’m not the only one who
experiences the things I do. I was able to connect to some people that I haven’t before
because of this, and came out with some really different perceptions and understandings. As
a result of this workshop I became more aware of some of the little things that can have a big
impact, and felt that my knowledge on inclusion was greatly developed.
Evidence #2
150 Student will describe ways to maintain
accountability in leadership / member
. relationships
151 Student will describe personal examples
related to maintaining accountability as a
. leader
152 Student will describe ways to build HDF 190: First-Year Leaders 2016 Leadership Based on my strengths and personal leadership experiences, I have come to find out I am a
relationships between leaders and Inspired to Excellence Institute relationship builder. In HDF 190, I learned about the four domains of team strength, one of
. members which is relationship building. The strengths that fall under this category include
HDF 413: Student Student Organization adaptability, connectedness, developer, empathy, harmony, include, individualization,
Organization Leadership Leadership positivity, and relator. The relationship builder is all about creating a connection in a group –
Consultants Consultants (club) because that connection can take you many places. Ways to build relationships include
communication, encouragement, and open-mindedness. Communication opens up a line of
support in a team. Any problems or thoughts going through a team members head can be
spoken with a good form of communication. Communication allows for the discussion and
acceptance of mistakes, and leads to growth as the group gets on the same page.
Encouragement is an essential piece, because individuals need to feel compelled to
participate actively in the group. If not everyone is participating, the entire group dynamic
could suffer. Lastly, open-mindedness is really important in relationship building. Open-
mindedness allows individuals to share points of view that may differ from the norm – and
giving everyone an environment to share these points of view will create a sense of overall
acceptance. These factors turn into a connected group that can easily take on challenges
that provide growth. Although small, these thing leaders can do will create a lasting impact
on the individuals. During my experience at Institute, my peer leaders created such a well-
connected team that I had the most influential and impactful experience of my life. Connor
and Ryan opened doors of communication, and set ground rules by having all of us create a
contract to stand by at the retreat. This contract kept us on track, and set expectations for
communication, encouragement, and open-mindedness. With this, we were able to
experience a weekend of immense growth, and became really great friends.
Evidence #25
This was my first semester of SOLC (I was dumb for not joining last year), and the
relationships I have built throughout the club and the class are so special – Monday’s
automatically became my favorite day of the week because I was able to see all of the people
that mean so much to me. Part of what I talked about last semester in developing
relationships was my relationship building strength. This was definitely a key component of
the relationships I made this semester, but I also found a lot of different ways to connect with
people. Humor seems like such a simple thing, yet that was a key factor in many of the
friendships I made with a lot of the peers and mentors in the group. Sharing a laugh can go a
long way. Another way I developed relationships with my mentors was getting advice from
them. Whether it be for a retreat, a challenge course facilitation, or my facilitation-style, I got
some really great feedback and advice from my mentors in the group and developed
relationships where I feel comfortable in asking for help. One last thing I learned in HDF 413
was that empathy doesn’t just need to be an emotional connection. You can connect with
somebody intellectually or strategically – it’s recognizing and understanding those things in
other people that make it empathy. This was an important thing to learn, because creating
relationships is not always going to be based on strengths you possess. I don’t possess the
achiever strength, but my strategic strength can admire the way an achiever gets things
done.
Evidence #26
building relationships with members as a
. leader

154 Student will describe how credibility
applies to leadership, as well as the
. characteristics and skills of a credible
leader
155 Student will describe personal examples of Credibility is an important aspect of leadership, especially in facilitations. As a freshman and
building, maintaining, and repairing his/her sophomore facilitator over the past year, there were many things I needed to do in order to
. own credibility as a leader establish that credibility. Being aware of who you are is a really important starting piece. I am
a small, young, white woman – so I need to be aware of that fact when I step into a group.
The first thing I do to attain that credibility among groups, is not telling them my age. I avoid
telling groups that I am a sophomore, because a lot of the groups we work with have
members that are much older than I am. If I told the group I was a second year student, they
may not take my skills and facilitation as seriously as me simply telling them my majors and
involvement on campus.
Using inclusive language may not seem like a way to establish credibility, but I believe that it
can have a huge effect on the way a group perceives you, so I always am aware of that.
Similarly, the way you speak and frame things can have a huge impact on your credibility as
a facilitator. If you make a mistake, either own up to it, or build off of it and finish out the
activity – freaking out or pausing because of it will take away credibility.
There was one facilitation at the beginning of this semester that I know took away my
credibility. I was co-facilitating Nitro and we decided to use the islands version of the
element. I had never done the islands version before, but I began facilitating it how I thought
it should go. At one point, I made a mistake in the directions I was giving them, and my co-
facilitator told me I was mistaken in front of the entire group. This caused me to look like I
really didn’t know what I was doing, and he ended up telling the group the correct rule. In
this moment, I really did not feel any support from my co-facilitator at all, and felt that my
credibility had been lost. But throughout the rest of the element, I offered support and
facilitated in a way that reestablished my credibility by giving them more challenges and
offering them bargains. It was a very uneasy feeling, but as you regain that credibility its
ensuring and absolutely a learning experience.
Evidence #
156 Student will describe ethical standards in
influence
.
157 Student will describe influence applies to
leadership
.
158 Student will describe principles of effective HDF 291: Rose Butler Browne Mentor/Mentee In HDF 291, we learned about the significance of a mentor, and the principles and problems
mentoring, as well as problems particular Peer Mentor Program Interview projects that come with that relationship. We began by learning the difference between an formal and
. to the mentoring relationship HDF 415: FLITE Peer an informal mentoring relationship. Formal is comparable to a teacher/student relationship.
Leadership In HDF 415, we learned that a mentor is someone who has significant skills and expertise in a
particular subject, which qualifies them to pass on that learning. So a formal mentoring
relationship has one person who has measurable knowledge on a subject and can act as a
guide from someone in that same field, which can range in subject matter (doesn’t just have
to be academic related). An informal mentoring relationship is one that is more personal.
Growth still happens, but it’s at the core of a more personal conversation. This could be
going to someone for advice, and looking to someone you trust (a mentor) for answers and
guidance. Through taking HDF 291, I was required to interview someone that I view as a
mentee. For this project, I chose one of my FLITE students. In completing this assignment, I
was able to recognize how to make this relationship more effective as well as specific
problems that our mentoring relationship faced. Some pieces of the effective portion
included setting short-term and long-term goals for ourselves, which helped us determine
what we need from each other to continue to grow. We also were able to examine the highs
and lows of our relationship which were helpful in being effective, but also highlighted
issues. It was helpful to determine the things we both needed to work on, and to set
expectations. But it displayed a problem of boundaries. Since she was my student, we
noticed the fact that we both wanted to be friends, and recognized the forming of that
informal relationship, but as a FLITE Peer Leader in HDF 415, I need to keep professional
boundaries to serve as an effective guide to my students. HDF 291 gave me the tools to find
these answers, and HDF 415 gave me the experience.
Evidence #44
159 Student will describe personal examples of HDF 190: First-Year Leaders Hartford County 4H During HDF 190 in my Spring 2017 semester, I received a lot of peer mentoring from my peer
mentoring and being mentored Inspired to Excellence Camp Counselor leaders. Bridget not only became a great role model, but she also became a really great
. friend of mine. One example of this mentoring was during the week our websites were due.
Hartford County 4H Due dates at the end of the year get mixed up with all of the spring craziness, and that’s what
Camp Staff happened with the website due date. The morning of the syllabus due date, I was stressed
out and not sure what to do since my website wasn’t near to being completed. With this
HDF 291: Rose Butler Browne stress, Bridget told me to come up to the SOLC office, and spent a half out with me making
Peer Mentor Program sure that requirements were met and ensuring that the issue would be fixed and made more
HDF 415: FLITE Peer clear. The entire semester, she created a great support system, and it was really helpful in
Leadership completing all assignments correctly. In the past, I have acted as a peer mentor as a camp
counselor. Hartford County 4H Camp is a sleep-away camp where I was responsible for a
cabin of 10 girls. Throughout the week, I led them in multiple activities that were not limited
to: dancing to Miley Cyrus and jumping into a lake, hiking to a water hole carrying a
mannequin head on a stick, singing the “mail song” from Bleu’s Clues during every mail call,
making campers act like a chicken in order to receive that mail, and so much more.
Counseling gave me a chance to connect a group the way Bridget and the other peer leaders
did for my class. It brought the cabin closer together, and I still know of some of those girls
who are friends to this day. If there was an issue, a camper would talk to me. If I had an issue
in FLITE, I would talk to Bridget. Both being mentored and mentoring are great ways to
improve insight and skills on my leadership style, and both of these instances have.
Evidence #19
A year later in writing this outcome, I have the ability to write on the flip side of the counselor
position in that I was a staff member at Hartford County 4H Camp. While being a counselor
was in no means less of a mentor role, being staff upped that level to a point where I was a
mentor for both the campers and the counselors. The staff helped run counselor training at
the beginning of the summer where we provided information and workshops on how to
interact with campers, what to do in problem situations, and how to make their week run
smoothly. During the summer, there were nightly counselor meetings where the camp
director helped with any issues going on in cabins, and provided guidance where needed.
Aside from that, the female counselors had the opportunity every night to talk alone with all
the female staff where they could ask questions and allowed us to bond with them – this
really allowed us to form mentor type of relationships with the counselors, and allowed them
to feel comfortable asking questions and joking around with us. This type of relationship is
really similar to how my relationship with my peer leader was last year in HDF 190, and how I
plan to form my relationships with my students next semester in that peer mentor role.
I also had my share of being mentored in this position as well – all staff were required to
attend an “all camp” training, where all three 4H camps in Connecticut spent a weekend
learning and getting advice on being a staff member from previous staff and camp directors.
We even had someone come in and teach us energizers and icebreakers that effectively help
with group development. In the upcoming semester I plan to also be a mentor while still
having a mentor figure in place that I can go to for support and advice – this being the
professors for HDF 190, and even my fellow peer leaders.
Evidence #22
Through both HDF 291 and HDF 415, I was able to gain personal experience in mentoring and
being mentored. In HDF 291, I equated the importance of representation to mentorship. We
learned that underrepresentation results in lack of connection, lack of networking, and no
sense of community. Rose Butler was probably the most community-feeling class I have
been in at URI. This isn’t to say that mentorship=people that look like you or have similar
backgrounds, but it’s a feeling of connection, the ability to relate on certain levels. HDF 291
provided a space for that, and I found mentors inside the classroom that guided me through
the semester. There was one point in the course where a piece of information was so new
and thought-provoking that I had to debrief it with someone. One of my classmates acted as
a mentor, and guided me in understanding this new information. This form of being
mentored helped me in internalizing information, and definitely made interpreting class
material easier and in a meaningful way. HDF 415 opened up an opportunity to take that
knowledge even further, and become a mentor to one of my students. Whether it was
professional, personal or academic, I had a student who was able to come to me with
anything she needed and I was able to give the best support I could with the knowledge I
had. This particular form of mentorship involved coming to me with questions on the course
material, as well as troubles outside of the classroom, so I was able to act as a formal and
informal mentor while keeping professional boundaries. Taking these classes side-by-side
was a really great way for me to see both sides of mentoring and being mentored, and the
importance of both - which from what I’ve seen so far is to guide in a way that drives the
individual forward while creating meaningful relationships.
Evidence #44 #52

160 Student will describe principles of effective HDF 415: FLITE Peer Through HDF 415, I have had the opportunity to work as a Peer Leader for a group of seven
peer leadership, as well as problems Leadership first year students to guide them through their first class in the minor. In order to be
. particular to peer leadership effective, the first thing I had to do was recognize the areas I was going to struggle. At the
start of the semester, I had a lot of trouble sitting in silence and allowing ideas to form, so I
knew that was going to be difficult for me. During the Day of Discovery, I made it a point to
sit in the silence. When I did, conversations happened, and when it was all finished, there
was absolutely nothing I would do differently about the day. Overcoming something that I
was extremely uncomfortable with resulted in a group that has bonded and helps each other
grow. Another component of being effective is understanding boundaries. As much as I want
my students to succeed, I cannot give them all of the answers. So I’ve had to find a balance
between offering them information and allowing them to find it on their own. In addition to
this, boundaries also involve being professional. My students are in other organizations with
me, and I need to make sure that I am keeping that professional boundary outside of the
classroom. The same goes with social media in remaining professional. On the opposite side
of things, some problems particular to peer leadership could be losing credibility by not
remaining professional. If you do something to challenge that professionalism, your
students may no longer see you in the same ways and could question your knowledge. Other
problems that we have learned about as peer leaders are students who are nor responding to
the material and concept being taught. Some students may not be interested what is being
taught as much as others, and their level of participation may be lacking. This is a problem
because it could bring the morale of the group down, so that is something peer leaders need
to be cautious of. Particular to out class, a big principle we stuck by was splitting up groups
based on prior experience. This meant splitting up teams from the Leadership Institute,
cliques, and students that you have close connections or ties with. By doing this, students
were able to form new relationships, and interact with different strengths and personalities.
Evidence #52
161 Student will describe personal examples HDF 413: Student HDF 190 group - During HDF 413 this fall 2017 semester, I was challenged to develop new relationships with a
related to being a peer leader and being Organization Leadership SOLC lot of the people who were my peer leaders in the past, but now were peers in my leadership
. led by peers Consultants class. In the SOLC class this semester, there were three peers leaders from FLITE, including
mine from last semester. Although we were close last year, the relationships between peer
HDF 415: FLITE Peer leaders are always different. Rather than being my academic and leadership mentors this
Leadership semester, they were now my peers who were learning new information at the same time as
me. It was nice that those relationships were already made, because it was really simple to
ask for guidance or assistance from them.
I also had my peer leader from the Leadership Institute in the SOLC club, and although that
mentor relationship didn’t change all that much, I was able to develop a friend relationship as
well. This was because she still held a position and lead title in the group, but instead of her
facilitating me, she was guiding me on how to facilitate others, and that developed a new
kind of relationship.
Next semester I have the opportunity to be a peer leader for FLITE, and I’m going to keep
these relationships in mind, as well as these experiences with being led by peers and notice
how those relationships change from semester to semester.
Evidence #1 #26
This semester in HDF 415, I had the opportunity to be a peer leader in FLITE, where I led a
group of seven first-year students through their introductory leadership class. It was my first
experience in a peer leader role, but I still relied on my peers to help me through the
experience. Within the semester, I offered guidance and support to ensure my students’
success. This involved grading their work throughout the semester, offering feedback on
different assignments, having one-on-one meetings, and just being a guide for a transitional
time in first-year students’ lives. I thrive on connections that I make with people, and the
connections that I was able to make with my students in a role like this was immeasurable.
Being a peer leader wasn’t just teaching, it was about support, growth, and a commitment to
my group of students. I wouldn’t, however, have made it through the semester without being
able to rely on my own fellow peer leaders for advice and tips. Every week, we would meet as
a group and discuss anything that we needed help on - whether this was needing advice on
an activity, facilitation techniques or difficult students, there was a variety of experienced
peer leaders that were able to provide answers to each others questions. In turn, this advice
and support from my own team allowed me to be a better peer leader. This experience
allowed me to see the value in learning and growth with and alongside people. Being a peer
leader wasn’t a term of entitlement, but rather the opportunity to flourish and spark learning
within others and myself. I was able to lead my students while simultaneously learning with
them. Revisiting topics gave me new valuable information, and leading a group helped me be
more aware of and develop my leadership style. This experience has been amazing, and the
impact that my students have had on me will stick with me throughout the rest of my minor.
Evidence #52


Inventory Spring 2018

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Inventory Spring 2018

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LEADERSHIP

Name: Amber Rehberg

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 08/22/2017 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 08/22/2017 6

Outcomes from Spring 2017: Not bolded, labeled “UNTOUCHED”

Spring 2017 Outcomes

Fall 2017 Outcomes

Spring 2018 Outcomes

Leadership Inventory Revised 08/22/2017 7

Leadership Inventory Revised 08/22/2017 8

Evidence #35 #14

Leadership Inventory Revised 08/22/2017 12

Evidence #35 #52

Outcome Category: Leadership Theories

Greenleaf, Robert. K. (2016). What is Servant Leadership? Retrieved from

Leadership Inventory Revised 08/22/2017 16

Leadership Inventory Revised 08/22/2017 18

Leadership Inventory Revised 08/22/2017 20

Leadership Inventory Revised 08/22/2017 22

Leadership Inventory Revised 08/22/2017 23

Evidence #32 #33

Outcome Category: Critical Thinking

Outcome Category: Interpersonal and Organizational Concepts & Skills

Leadership Inventory Revised 08/22/2017 30

Evidence #17 #18

Leadership Inventory Revised 08/22/2017 36

Leadership Inventory Revised 08/22/2017 42

Evidence #44 #52

Leadership Inventory Revised 08/22/2017 46

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