Marions Inventory December 2018

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

Date Enrolled: Fall 2016
Date of Graduation: May 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 internship
3 credits or 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 (capstone PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication 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
▪ Self discipline
Lead Others ▪ Strengths ▪ Perseverance
▪ Weaknesses ▪ Develop and maintain family,
▪ Values PROGRESS interpersonal, and intimate relationships
▪ Needs ▪ Academic, social, personal goals and
P ▪ Styles objectives
R o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
S RE-EVALUATE R
former stages as E
you progress S
4. Develop and Refine S
Skills
▪ Leadership theory and

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

OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words “goals” or “curriculum areas” may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the “additional experiences”
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the “descriptive notes”
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence
that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation letters—anything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your evidence to
include in your Portfolio.
Outcomes for 415 are bolded and italicized
New for 414: Revised for 414:

10. 8.
12. 9.
71. 11.
72 17.
73. 18.
74. 27.
83. 28.
84. 47.
87. 48.
88. 97.

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a HDF 413 Employment at Harrington HUB As a first year student, I reflected quite often on the notion of being
minimized need for approval Harrington Mentoring Program
independent and headstrong not only as an aspiring leader, but as a
responsible young adult. Autonomy is, by definition, the freedom from
external control and influence, and not completely relying on others. I feel
like I have exemplified autonomy by going to a school that is 1,300 miles
away from my parents, as well as obtaining a job on campus in order to
start becoming self-sufficient. At the beginning of the spring semester, I
started my job at the Harrington HUB in Ranger Hall. Working there has
allowed me to familiarize myself with brand new skill sets such as working
with computers, film and sound equipment, and recording which students
borrow which pieces of equipment. Not only am I learning more, but I also
am making my own money, which I no longer have to ask my parents for.
After my first semester of working, I was qualified to train three new
employees and became eligible to work shifts alone, which was something
I was not able to do during my first few months on the job. I also earned a
raise that was equivalent to the amount that my older fellow coworkers
were making. Very soon I was able to pick up more hours alone and
gained my manager’s trust to access certain equipment that students my
age would normally be prohibited from using. While I still have a lot to
learn, I’ve been able to respond to questions and solve critical problems of
students and my coworkers without having to look to my manager for
answers or approval first. I feel like I’ve grown significantly since last
semester in terms of autonomy and reliability, and the new knowledge I’ve
gained has helped me achieve more goals in my coursework. Because of
the improvements in my film production classes, and my progress at work, I
was recognized by the Harrington School and selected to participate in
their mentoring program for the spring.
2. Student will demonstrate personal,

organizational, and academic examples of
self-discipline

3. Student will demonstrate the ability to HDF 413 Harrington HUB Even though my job is located on campus and I work primarily with students,
manage emotions
I am expected to maintain a level of professionalism during work. However,
the stresses of school and other external pressures can sometimes affect
my mood and how I present myself to students who come into the HUB, as
well as my coworkers. Being able to manage my emotions is a critical part
of my position as someone who deals with students, so I’ve tried to use
some different techniques to manage my emotions. Even with all my
classes, homework, and extracurricular activities, I’ve made it a point this
semester to eat three meals a day in order to regulate my metabolism and
keep my body and mind healthy. If I know that I will have work and class
back to back, I’ll make sure to pack a snack and a water bottle to tide me
over until I have free time to eat. I’ve also been making time to go to the
gym more regularly. Making exercise apart of my regular routine has helped
me feel accomplished and less stressed at the end of the day. It also allows
me to clear my mind for a few hours and focus on whatever activity I’m trying
to complete. Sometimes something as simple as just sitting for five minutes
before my shifts helps me transition from being in the frame of mind to be in
class, to going to the rush of work. This helps me practice being more
patient with the students and faculty members that I interact with, and has
definitely helped me get the best out of my work experience, which is
ultimately a learning experience.
4. Student will demonstrate knowledge of

stress management methods
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 HDF 413, HDF 415 Safe Zone Training My personal code of ethics is to take care of myself before I try to take care of
personal code of ethics other people. Being a leader means having a responsibility of being capable of
dealing with a very diverse group of people in terms of age, functionality, and
experience. While I know I can’t be my best self 100%, I’ve learned to recognize
when I need to take a step back and recharge before I try to help anyone else. As
a full-time student with a part-time job, as well as memberships in several
organizations, I know how much I can and can’t handle. If I push myself too hard,
then I may negatively affect the people around me. If I need some time to
bounce if I’m sick or overwhelmed, I’ll take a while for myself. I know that I can
make a more positive and a more effective impact if I’m in a better frame of
mind.
As an activist, my personal code of ethics is the notion that education enables
growth. If we open ourselves up to learning from others, even if their viewpoints
are not the same as ours, we can accomplish and grow exponentially. After all, it
is the different strengths and backgrounds of a group that allow them to function
and move forward. If we were all the same, we would never be able to reach our
goals due to our limited experiences and points of view. I challenge myself to
learn from others, even if their beliefs are not the same as mine. As a leader and
as an individual, I try to carry myself as someone who is open-minded and
accepting, but at times it can be difficult if something that I care about very
deeply is met with an opposing point of view. On the flip side of that, I do my
best to practice patience when explaining what I know to others, because I know
that we have different levels of experience, rather than becoming frustrated.
I’ve found myself practicing this code especially during Safe Zone Training. Safe
Zone Training is a two hour workshop designed to increase awareness, knowledge,
and support of the LGBTQA+ community and issues, as well as build a visible
support network of allies. This training is offered to students, staff, faculty, as
well as people who aren’t affiliated with the school. Because the trainees are
comprised of so many different people of varying age groups, gender, race,
sexuality, etc. there are varying levels of knowledge and experience. For
example, we were discussing saying our pronouns when we introduce ourselves
and how that should be integrated and normalized within a classroom
environment. One teacher in attendance consistently expressed that she thought
that it was unnecessary, so the training facilitator opened up the floor to the
trainees. I spoke up and told her that identifying our preferred pronouns allows
students who use gender-inclusive pronouns (such as they, them, theirs) to feel
validated and accepted because most professors assume that their students fall
within the gender binary. This also allows students who don’t identify with the
pronouns on their transcript to decide how they want to be referred to as.
Afterwards that teacher thanked me for speaking up and explaining because she
had never considered those possibilities. I believe she was more inclined to listen
to me because I relayed my experience patiently, rather than getting heated and
expecting her to understand a scenario that was out of her frame of knowledge.

8. Student will express a personal values HDF 415. HDF 414 VIA I hold my personal values very close to me. I know these qualities are indicative how I carry
statement (Sources = VIA, values myself, how I treat others, and how I lead, so in sum they are the characteristics that define
clarification exercises, etc.) the best me. That being said, I know that in certain situations of stress or hardship I may
not be my best self, but remembering that I carry these qualities that are unique to me,
because I’m unique, helps me stay grounded and remember my personal goals in life. The
values statement that I live by is that if we want to promote the progress of the world, we
must first promote the progress of others. I believe this can be accomplished by the notion
that education enables growth, and that growth enables empowerment. The top 5 VIA
strengths that help me recognize this statement are bravery, love, kindness, teamwork, and
perseverance. Bravery has allowed me to feel more connected to myself as an activist.
The way I connect to this value is knowing that I’m the type of person who stands up for
what I believe in and that I’m not afraid to say what’s on my mind, even with I’m in the
minority. I’m not afraid to push back if I think that someone’s words or actions aren’t ethical,
but I always try to respond to differing viewpoints with love and kindness. If someone isn't
as open-minded as I am, I try to facilitate a conversation that gives us both a platform on
which to speak our minds and hear each other out. When I was younger, I used to respond
angrily if someone’s morals didn’t align with mine without giving them the benefit of the
doubt. Now I've learned to be more inclusive and discuss differing viewpoints in a way that
allows each person to feel respected and listened to, if they’re willing to reciprocate. This
ties in with my value of teamwork, because more often than not, any type of group is
comprised of different people with different ideas. If I’m not willing to accept others for their
standpoint, how can I expect someone else to accept me for mine? Lastly, I use
perseverance if I notice that someone in a group I’m working with, whether it be as a peer or
as their leader, is more closed off from the rest of us. I acknowledge that some people have
a harder time relating and opening up to others, so in order to create a positive impact on
the way they experience our group dynamic, I try to engage them in any way I can, even if I
have to go to great strides in order to do so. I think my personal values statement
correlates perfectly with HDF 414. My project is all about educating others
concerning issues about which I am passionate, specifically the visibility of young
transgender people. For my project I compared and contrasted the accessibility to
mental health resources for trans people at high schools and colleges. Though
acceptance of the LGBTQ+ community is growing, our current administration has
inflicted multiple attacks upon the community, which have negatively affected other
people’s perceptions of trans people—namely children. Although most of the people
in our class have been very kind toward my partner and I regarding our topic, not
everyone completely understands. Sometimes we are afraid to ask questions about
things that we don’t quite comprehend for fear of appearing ignorant. However,
because the course has afforded us opportunities to review each other’s topics in
order to gain feedback, not only have we been able to give and receive constructive
criticism, but also inquire about the different projects. This platform has allowed me
to educate my peers about my community and why I am so passionate about it.
Through openly communicating with one another about why we love what we’re
researching, each one of us has been able to grow through education.

9. Student will demonstrate practice of the HDF 415, HDF 414 VIA, Day of Discovery, Group My personal values statement is that education enables growth, and that growth enables
personal values statement Development, Active Listening empowerment. I feel like I exemplify this concept with my top five value strengths: bravery, love,
kindness, teamwork, and perseverance. In terms of peer mentorship, I think an example of me
demonstrating this concept was at the Day of Discovery when I really got to know my FLITE group for
the first time. Day of Discovery is a day-long retreat that occurs at the beginning of the semester right
after FLITE groups have been chosen. The idea is that the group will enter the Forming stage of
Tuckman’s Group Development theory and become used to the idea of working with and alongside
one another. During the retreat we present the students with name games and energizers to make
them feel more comfortable in their environment, as well as initiatives that provide them with the
opportunity to work together. However another crucial component of Day of Discovery is our
discussions about what make a team different. I facilitated a conversation with my group members
about gender, sexual orientation, race, and social class, and asked them all to highlight on a timeline
at what age they remember becoming aware of these concepts, and again at what age they gained a
better understanding of them. This conversation was very important because some of them may not
have been exposed to discussions of students with different backgrounds. I knew it would push some
of them out of their comfort zones, and hopefully into their growth zones. Bravery allowed me to start
off the conversation by speaking my truth about what it means to be queer and grow up in the Deep
South. By being vulnerable with them I was able to set the tone. However I also provided challenge
and support with my values of love and kindness. I enforced the concept that the students, while they
should still enter with an open mind, could also share as little or as much as they wanted to about the
identities we were discussing because they were quite personal. I incorporated teamwork into the
discussion by defining the tools of active listening, which is imperative in order for any group to
accomplish their goals. I stressed the significance of making one’s group members feel listened to
and respected, and how we can reflect that with body language, words of affirmation, and eye contact.
Finally I utilized perseverance through asking debriefing questions that would keep the students
engaged and willing to participate in the discussion. Since it was their first time as a group, most of
them were tentative to speak up, but I was determined to hear a little bit from all of them and guide
them into a frame of mind that they may not have had before.
My value of love inspires me to help and advocate for my community, and definitely
drove me to select this topic for the project. I use my value of kindness to respond to
people who might not understand my topic immediately and challenge my reasons
for researching it. LGBTQ+ rights are something I’ve always been extremely
passionate about, even before I came out. Not everyone has the frame of mind, nor
the experience that I've had to understand, but when my group partner and I were
met with skeptical questions, I responded positively to encourage acceptance.
Tuckman, B. (1965) Developmental Sequence in Small Groups. Psychological Bulletin, 63, 384-399.

10. Student will demonstrate the ability to HDF 414 Social Change Project In HDF 414, we worked all semester on a projects that concentrated on social change and
lead a project from start to finish (follow- topics about which were are passionate. For this project I chose to focus on mental health
through) resources and their accessibility toward the LGBTQ+ community, specifically young trans
people. Trans people are far more likely than their cis peers to suffer from mental health
disorders, and consequently are at a higher risk to commit suicide. In order to become more
well-versed on how mental health impacts on the LGBTQ population, I researched scholarly
articles written about the topic. In addition, I collected information from resources like the
Human Rights Campaign 2018 Youth Report and the Trevor Project. I also reached out to Youth
Pride RI through email, The National Alliance on Mental Illness (NAMI), the LGBT Center at URI,
and an activism group at Mississippi State University called Spectrum to learn more about
their organizations and the resources that they offer to members of the LGBTQ+ community. I
asked each of these organizations a series of questions in order to learn more about them and
what their resources offer. These questions greatly helped in guiding my research and learning
more about what these resources have to offer to the LGBTQ+ community. Once my partner
and I gathered information, we discovered that there are local resources for trans people, but
that they are mostly concentrated in northern Rhode Island and only available to adults. To
counter this we designed programs that we'd like to see implemented in high schools around
southern Rhode Island that promote the visibility of trans students and educating staff, faculty,
and other students about LGBTQ+ issues.

11. Student will describe goals and objective HDF 413, HDF 414 HDF 190 Servant Leadership In HDF190, we gave speeches about servant leadership and how we can
statements regarding personal issues, Speech, HDF 414 Social Change
career issues, and community issues Project relate the components outlined by this theory to our strengths and majors. In
my speech, I outlined how my top value is Bravery, and the way that I
interpret this value is that I am passionate about giving a voice to issues that
I care about, even if I am faced with opposition. I spoke about how as a film
major, I hope to use film media as a platform to express my ideas and raise
awareness to topics that I’m passionate about. I’m specifically interested in
the representation of gender and sexual identities, and it’s a goal of mine to
accomplish a wider variety of representation through art. Oftentimes people
lash out from an intolerant frame of mind because of the unfamiliarity of
certain issues. Because of the negative stigmas that surround these issues,
some people do not feel motivated to recognize and acknowledge different
perspectives other than to what they have been exposed to. I strongly
believe in enabling others to grow using education through a medium that's
easier to understand. Going through this minor, as well as a being Film
major, has inspired me to become a documentary filmmaker so I can tell
people’s stories. I want people to be comfortable with the spectrum of
different sexual and gender identities. With the rise of individuals who have
access to devices, I think I can accomplish making an impact on people who
feel uneducated or confused.
In HDF 414 , I had the opportunity to conduct research about the
LGBTQ+ community, for which I am an avid activist. My goal was to
explore a combination of interviews and published articles on results
from research conducted on identifying as transgender, and the impact
that it may have on a young person’s mental health. Being a globally
marginalized group, the trans community is no stranger to bias and
oftentimes persecution, as they are deprived of basic human
protections in several parts of the country. That being said, I wanted
my project to analyze the accessibility of mental health resources in
southern Rhode Island, specifically toward transgender people in
between the ages of 13-22.

12. Student will show evidence of goals and HDF 414 Social Change Project In HDF 414, I wanted my social change project to explore the accessibility of mental health
objectives that were planned and resources for LGBTQ+ students, specifically trans people. In order to gain a better
achieved understanding, my partner and I researched scholarly articles written about the topic. In
addition, we collected information from resources like the Human Rights Campaign 2018 Youth
Report and the Trevor Project. I also reached out to Youth Pride RI through email, The National
Alliance on Mental Illness (NAMI), the LGBT Center at URI, and an activism group at
Mississippi State University called Spectrum to learn more about their organizations and the
resources that they offer to members of the LGBTQ+ community. We asked each of these
organizations a series of questions in order to learn more about them and what their resources
offer. Doing a project about this community means a lot to both my partner and I because we
have backgrounds in it, so we know how marginalized yet different every person's experience
is. We discussed how we both wished that we'd had programs in our high schools to promote
education and visibility within the queer community. With this in mind, we outlined programs
and tips that high school around the area could implement in coordination with some of the
student organizations on the URI campus. During our second to last meeting, we presented
our pitch to peers and local members of the community in the hopes that we would be able to
maybe go further with this project beyond class.
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
15. Student will show knowledge of the theory

of Superleadership by Manz & Sims
16. Student will show application of Manz &

Sim’s theory to own life

17. Student will describe StrengthsQuest HDF 415, HDF 414 Gallup StrengthsQuest, FLM 445 As I’ve grown throughout my college career in this minor, I’ve developed a deeper understanding and
Signature Themes, shadow side of appreciation for the strengths that I received as test results almost a year and a half ago. While these
Strengths and/or weaknesses, and strengths are very dear to me, and have helped guide me to achieve my goals both academically and
examples of application (Source = Gallup) personally, I’ve also come to recognize the shadow side of them, and how they can sometimes
function as weaknesses. According to the Gallup StrengthsQuest Finder, my top strengths are Input,
Individualization, Learner, Achiever, and Significance. The two strengths I've noticed that definitely
have possess an occasional shadow side are Achiever and Significance. I find that Achiever is at the
root of my drive. I constantly strive to accomplish my goals, no matter how big or small they are, and
I thrive off feeling productive and knowing that I got the job done. However, I can sometimes embody
this strength to a fault. Sometimes I become hyper-focused on certain assignments that I practice
very unhealthy habits, such as not getting enough sleep, neglecting to eat, and upsetting the balance
by pushing off other work. If I’m set on accomplishing something, then I will, but it can also be at my
expense. The way I define Significance is that I always want my voice to be heard. I want to be
recognized as an individual and as someone who stands out. As a result, I do not often shy away
when people ask questions during class or when volunteers are needed for activities and retreats. In
my college career I definitely want to become more involved and acknowledged for the organizations
that I am a part of. I believe like Achiever, this strength also contributes to my drive. However, this
also means that I take on a lot of responsibilities and have a hard time saying no. Whenever my
coworkers need coverage for work, I’ll take on extra shifts. If my students want to meet and have me
look over their coursework, I’ll prioritize them over myself. I’m a crew member for several student
films, which is of course an exceptional learning experience, but also means that I may be stretching
myself too thin. As aforementioned, I care a lot about advocacy and equal representation,
especially in the media. As a film major, I am passionate about creating content for, about, and
starring queer people because growing up, I wasn't able to relate to any of the characters on
TV or in films. This semester I had the opportunity to write and direct my own short film for
FLM 445, the advanced film production course. It was the first major film project that I was
leading and I devoted all my time to it the first few months of the semester. My strengths of
input and individualization allowed me to focus on my cast and crew, as well as the character
development within the script. My achiever strength, while it was my driving force to complete
the project, also made me so focused on the film that I neglected myself and my other classes.
I definitely was not taking care of myself during the weeks leading up to shooting and during
production, and I put forth the bare minimum of work toward my other classes.

18. Student will describe personal leadership HDF 413, HDF 414 HDF190 Being able to recognize and put a label on my individual style as a leader allowed for me to think
style and/or personality style including Harrington HUB more clearly about how I carry myself, as well as develop my strengths. In HDF190, I took the
strengths and weaknesses and examples URI 101 Gallup’s Strength Finder test, as well as VIA, and received information about my strengths and
of application (Sources = Leadership style Gallup Strengths values that have made the path to finding what I’m passionate about much clearer. According to
inventories, the L.P.I., Type Focus (MBTI), VIA the Gallup results, my top five strengths are Input, Learner, Individualization, Achiever, and
LAMP, DISC, and other career TypeFocus
Significance. What sets me apart from many of my peers is that these strengths all fall under
inventories, etc.)
different categories, and that I’m not predominantly prone to being an influencer, executor,
strategic thinker, or relationship builder. Rather, I encompass a bit of each in my leadership style.
While I enjoy having these strengths to guide me through my experience as a leader, I
recognize that these five words do not strictly define who I am and that the way in which we
execute our strengths is flexible.
An example of my Learner strength is how this semester I declared a second major in addition
to my minor. I have so many interests that I would love to learn more about and apply to my life.
This goes well with my job at the Media Equipment Center, which is very hands-on and requires
me to be proficient with all kinds of film equipment. Although being an Achiever can often induce
stress, I find that it is the root of my drive. I constantly strive to accomplish my goals, no matter
how big or small they are. I thrive off feeling productive and efficient, as well as knowing that I
am getting the job done. As an identifier of Input, I know that I enjoy collecting information. I
enjoy studying new theories and models that are introduced in HDF413 and using them to shape
my leadership style. I know that the people I encounter in SOLC and CSLD—teachers,
facilitators, and participants—have much to offer in terms of diversity. With Individualization, I
am intrigued by the unique qualities of each person, and I like to focus on the differences among
individuals because it is those differences that make them work together as a group.
Significance, like Achiever, drives me to become involved and speak up. I always want my voice
to be heard and I want to be recognized as an individual who stands out.
My TypeFocus results, which I received in URI101, correlate well with my top strengths. I
learned that I am ENTJ, which stands for extravert, intuition, thinker, and judgment. I function
best when I am around other people, and I feel the most comfortable and efficient when I am
working in a group. I feel the most secure with myself when I feel accomplished.
My VIA values help guide where I invest my time and leadership. They are bravery, love,
perseverance, teamwork, and kindness. It is my values that help me feel grounded and
connected to the people that I work with. My love, teamwork, and kindness have let me easily
build relationships with every sort of individual that I interact with, including students, peers,
teachers, and classmates. My perseverance corresponds perfectly to my Achiever strength
and inspires me to stay determined when I’m faced with something difficult. Bravery has
allowed me to feel more connected to myself as an activist, and knowing that I’m the type of
person who stands up for what I believe in and that I’m not afraid to say what’s on my mind,
even with I’m in the minority.
Being an ENTJ I think has really assisted me with the confidence to conduct the
interviews for our Social Change project in HDF 414. Using my strengths of Input,
Individualization, and Significance, I’ve felt inspired to collect information concerning
the correlation between mental health and the LGBTQ+ community, and the resources
that we can provide to improve visibility and strength.
 
 
 
 
Outcome Category: Leadership Theories

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

of the above theory (Weber)

“Scientific Management” theory of
leadership by Taylor

of the above theory (Taylor)

“Management by Objectives” theory of
leadership by Drucker

of the above theory (Drucker)
25. Student will show knowledge of “Theory

X and Theory Y” theory of leadership by
MacGregor

of the above theory (MacGregor)

27. Student will show knowledge of the HDF 414 Servant Leadership Model In HDF 414, we studied the Servant Leadership model, a theory that Robert
“Servant Leadership” theory of leadership Greenleaf first introduced in 1970. He stated that “[Servant leadership] begins
by Greenleaf
with the natural feeling that one wants to serve, to serve first. The conscious
choice brings one to aspire to lead.” This model outlines ten different components
that guide leaders to put others before themselves.
The first element of this theory is the ability to Listen. Leaders are, of course,
valued for their communication skills, and by demonstrating that they are able to
listen to what is being said, as well as being able to reflect, one can begin to grow
as a servant leader. Leaders also need to practice Empathy. Through trying to
understand one another and being patient, a connection of acceptance can be
established. Another quality of servant leadership is Healing, which is
transformative in relationships. Oftentimes we come across people who are
discouraged, and servant leaders recognize that they have a chance to improve
the lives of those they come into contact with. Another quality of this model is
Awareness. This means being conscious of oneself, one’s behavior, and one’s
impact on others. The fifth characteristic of servant leadership is Persuasion.
This quality especially helps distinguish servant leadership from the traditional
authoritarian model, because rather than relying on one’s positional authority, the
leader relies on persuasion and one’s ability to convince. Because servant
leadership oftentimes benefits people and situations that are in need, it's
important for leaders to demonstrate Conceptualization—in other words, to
imagine the bigger picture beyond our own day-to-day realities.
Closely related to Conceptualization is Foresight, the ability to foresee the likely
outcome of a situation. Leaders can use Foresight in order to understand lessons
and mistakes from the past. The quality that assumes a commitment to serving
others is Stewardship. This characteristic embodies each leader's commitment to
the task and utilizes openness and persuasion, rather than control. Going off of
commitment to the task, Commitment to the Growth of People is extremely
valuable because it not only celebrates the work that has been accomplished, but
the personal growth of the team members. Finally, Building Community is what
results from the adherence to this model. As Greenleaf put it, “All that is needed
to rebuild community is…each servant-leader demonstrating his or her unlimited
liability for a quite specific community-related group.” All of these components
take the powerful strengths of a leader and incorporate them with the
relational strengths of a servant to create the foundation of servant
leadership and what a servant leader stands for.
The servant as leader. Indianapolis, IN: Robert K. Greenleaf

28. Student will describe personal application HDF 414 HDF 190, SOLC I can apply this theory of Servant Leadership to the retreats that are run
of the above theory (Greenleaf) through SOLC and through my responsibilities as a leader to assist
organizations on campus that need bonding or team-building experiences. I
first learned about the Greenleaf Theory of Servant Leadership in FLITE and
its ten different components. The first category of elements includes
listening, empathy, healing, awareness, persuasion, conceptualization,
foresight, stewardship, commitment to the growth of people, and building
community. I use listening and empathy to better understand why the group
has requested the retreat in the first place. What has motivated them to ask
for guidance and what do they want to improve on? When a certain activity
induces stress within the group, I can use the healing component to help
settle things and lead the conversation back to a constructive topic. The
second category within the Servant Leadership Model includes awareness,
persuasion, conceptualization, and foresight. I use these components when
planning retreats for organization. I need to be aware of the needs of the
organization, as well as their ability and functionality that will affect how they
complete tasks. With these factors in mind, I use foresight to try to plan how
an activity may carry out and the debrief that will follow; this allows me to
better prepare myself, my team, and the organization for the retreat. As for
persuasion and conceptualization, these are useful when trying to inspire a
group to share a vision or idea. As a facilitator, it’s my job to step back and let
the group decide for themselves what the objective of an activity or retreat is,
and to let them come to their own conclusions. As leaders, we help them
conceptualize what the point of each activity and retreat is, and in a way we
persuade them to realize that these are elements of their team dynamic that
they can apply to their organization in the future. The final dimension of
servant leadership is the combination of servants and leaders, and consists
of the elements of stewardship, commitment to people, and building
community. These all play into the big picture of how SOLC encompasses
Servant Leadership. Our organization is dedicated to the campus and the
organizations that exist on it, so we have a huge commitment to people who
are involved. The members of SOLC believe in the potential of all the people
on campus and that they can improve themselves, their groups, and their
university. Stewardship relates to SOLC because many activities prompt
members to open up to others and become vulnerable with one another, so
as a result we must create an open, welcoming, and trusting environment.
Finally, I apply Servant Leadership through SOLC with building community.
The ultimate goal of SOLC is to bring the campus closer as a whole
community and to help create bonds within organizations and the members
in them in order to enable growth.

“Principle Centered Leadership” theory by
Covey

of the above theory (Covey)
31. Student will show knowledge of the “14

Points / TQM” theory of leadership by
Deming

of the above theory (Deming)

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

of the above theory (Sashkin)

“Individuals in Organizations” leadership
theory by Argyris

of the above theory (Argyris)

37. Students will demonstrate knowledge of HDF 190 4 Vs Handout In my HDF190 class, we learned about the 4 V’s of Ethical Leadership. The
the “4 V’s” theory of leadership by Grace VIA
(Center for Ethical Leadership) 4 V’s stand for Values, Vision, Voice, and Virtue. The Values component
means that an ethical leader has an understanding of their own core values.
By discovering one’s values, a leader can start to incorporate them into
their decision-making as well as their individual leadership style. This is why
we complete the VIA test when we begin the minor so that we will have a
better understanding of our strengths and ourselves. Vision means that a
leader has the ability to see and frame their actions, and the actions of
others. If you have a good understanding of your values, then you can utilize
them to carry out your vision, and obtain the tools you need to do it. Voice
means that a leader is able to speak up about their vision in a realistic and
persuasive manner that motivates others to participate. An ethical leader
needs to be authentic and true to themselves, so by having a vision and
knowing their values, they can use their voice to be authentic, speak up, and
inspire others to share that vision. Finally, Virtue reflects the notion that we
practice what we want others to do. Those who are virtuous are those who
“practice what they preach,” meaning that they understand their values,
vision, and how to use their voice to effective work to achieve what’s best for
the common good.
Center for Ethical Leadership (n.d.) “Ethical Leadership” Retrieved from:
http://www.ethicalleadership.org/concepts-and-philosophies.html

38. Student will describe personal application HDF 415 Safe Zone Training In HDF190, we discussed what it means to exemplify “ethical leadership”
of the above theory (Grace) HDF 190
by studying Dr. Bill Grace’s 4 Vs Model. This model encompasses the
traits a leader should have with an emphasis on exacting change. The 4
Vs focus on four main points: values, vision, voice and virtue. Using this
methodology, we talked about how to identify and integrate our core
values (VIA) in order to carry out our vision in service to others, as well
as voice that vision in a persuasive manner, all the while practicing
virtuous behavior.
During our discussion, we each wrote down a flaw in the world we wish
we could fix. For this exercise, I chose lack of acceptance and open-
mindedness in our society. We then wrote down one core value we
thought could help us demonstrate the problem we wanted to fix. I chose
bravery because to me, it means speaking up and staying true to your
beliefs, even if you’re in the minority. Then, using our voice, we wrote
down a slogan we thought captured the essence of the message we were
trying to convey, as well as a virtue we thought could help us convey this
message. I wrote down “Don’t preach to love thy neighbor if your love is
selective” and said that temperance could help me spread my message.
I’ve been able to personally apply this theory during Safe Zone
Training. As aforementioned (#7) I explained the importance of
saying our preferred pronouns when introducing ourselves,
especially in a classroom setting. Through values, I knew I wanted
to speak up because it is important to me that everyone feels
included and validated. Whenever I introduce myself to a group of
students as a mentor, facilitator, etc. I clarify that I use she/her/hers
so that everyone else knows that I acknowledge different gender
identities. I had a vision that this teacher would hopefully
understand the importance of using pronouns in order to create an
accepting environment. I used my voice to speak up when I noticed
that she seemed confused about why clarifying pronouns was
important and I realized that she didn’t have the same frame of mind
that I did. I practiced virtue by being patient with her, rather than
becoming frustrated that she didn’t immediately grasp the concept
because I knew that our experiences were different.
Center for Ethical Leadership (n.d.) “Ethical Leadership” Retrieved from:
http://www.ethicalleadership.org/concepts-and-philosophies.html

“Situational Leadership” theory by Hersey
& Blanchard

of the above theory (Hersey & Blanchard)

41. Student will show knowledge of the 413 N/A The Relational Leadership model encompasses several different themes
“Relational Leadership” model by
Komives, McMahon & Lucas surrounding leadership, while simultaneously relating back to what I believe
is the most important aspect to leadership: how we interact with
others. There are five main points that compose the Relational Leadership
Model. The first component of the Relational Leadership Model
is purposeful. Having a purpose allows us, as well as others, to expand our
knowledge and understand each of our individual roles as leaders. The
second component of the Relational Leadership Model is inclusive. To be
inclusive means to provide a safe, trusting environment in which everyone in
the group feels valued and safe. It is of the utmost importance as a leader to
allow for a space that each and every one of your team members will be
comfortable in. The third component of this model is empowering, which
means it is vital to stress the ideology that each member had something to
offer. Inclusivity encourages the leader to recognize that the differences
among individuals are valuable--rather than letting them divide us, we
should celebrate them. Essentially, everyone should be given a platform on
which to share their ideas, and in order to affect this, the group members
must practice active listening. The fourth component of this model
is ethical. In order to mentor and a leader, it is essential to act as a model
and for the leader to reflect what they want to see in the group they are
working with. That being said, this component can be exercised through
confronting certain behavior that is negatively affecting the group,
understanding one’s responsibility to work with the group and to follow it
through, expecting high standards, and putting the benefit of the group
above any personal gain that can be derived from the activity. Lastly, the
final component outlined in the Relational Leadership Model is process-
oriented. This is where a sense of community is heavily highlighted as well
as how the group works together to achieve (or not achieve) their goal. The
notion that the process is as important as the outcome is especially
important for the purpose of analyzing mistakes or victories, and through
discussion, the group can make meaning of the challenge and the thought
process that went into approaching it.

42. Student will describe personal application HDF 413 SOLC There are five main points that compose the Relational Leadership Model, all of which I think
of the above theory (Komives et al) align with the missions and actions of our Student Organization Leadership Consultants. The first
component of the Relational Leadership Model is purposeful. By promoting and actively
publicizing workshops, we are conveying a common purpose to bring groups together. During
retreats, the facilitators are also equipped with a “can do” attitude and commitment to the task at
hand. Another way SOLC makes their purpose known is through identifying goals, creative
thinking, and of course involving others in the vision-building process, which is accomplished
through a values contract. The second component of the Relational Leadership Model
is inclusive. For this element, it is important for the facilitators to be familiar with their strengths
and values because inclusivity relies on knowing oneself in order to understand others. Because
one of the goals of SOLC is to help student leaders learn and practice leadership with peers
through participation in different activities, it is important to identify the factors that contribute to a
group’s willingness and ability to partake in an initiative. To carry out this idea, the facilitator
needs to make sure that they are giving a platform for individual to speak their mind and properly
frame the activity using inclusive language. This is when the importance of active listening skills
can be impressed upon as well as the notion that everyone can make a difference if they are
given the chance. The third component of this model is empowering, which I believe is
represented through teaching organizational and developmental theories in order to enhance
efficiency, as well as to enable organizations to develop and define their group goal. In order to
empower a group, it is vital to stress the ideology that each member had something to offer. This
element can especially be recognized during planning time and debriefs when it is the goal of the
facilitator to get everyone to share their thoughts and allow their group to acknowledge
everyone’s contributions during an activity or discussion. The fourth component of this model
is ethical. In order to mentor and counsel with student groups, it is essential for the facilitator to
act as a model and reflect what they want to see in the group they are working with. That being
said, this component can be exercised through confronting certain behavior that is negatively
affecting the group, understanding one’s responsibility to work with the group and to follow it
through, expecting high standards, and putting the benefit of the group above any personal gain
that can be derived from the activity. Although each facilitation is a learning experience, it is
ultimately about the group that is participating in it—not the facilitator. Lastly, the final
component outlined in the Relational Leadership Model is process-oriented. Each retreat and
activity has a specific purpose, and therefore emphasizes the process that yielded those
results. This is where a sense of community is heavily highlighted as well as how the group
worked together to achieve (or not achieve) their goal. The notion that the process is as
important as the outcome is especially important for the purpose of debriefing, and through
discussion, the group can make meaning of the challenge and the thought process that went into
approaching it. This is where collaborations are acknowledged as well as the giving and
receiving of feedback. Because while the end goal is an obvious mark of the group’s
functionality, the real progress can be evaluated by studying the steps they took to complete the
challenge.

concept of constructivism
44. Students will describe personal examples

of implementing constructivism

45. Student will demonstrate knowledge of HDF 413 N/A David Kolb’s Model of Experiential Learning explores the ideology
the Experiential Learning Model (Kolb) that one can learn by doing, and that through experience, we can
integrate new approaches into our practice of leadership. There are
four main components to this theory, the first being concrete
experience. This experience is what introduces us to the rest of the
cycle. The second component is reflective observation. In order to
learn from experience, reflection is essential in order to derive
meaning from it. The process of reflection might highlight what went
well, and what could have been executed better. More often than
not, there are mistakes to learn from that will ultimately advance our
knowledge and grasp of the experience. The third component of the
Experiential Learning Model is abstract conceptualization. By
analyzing the way we think as well as the meaning that is drawn
from reflecting, we can generate new understandings of ourselves
and our practices that augment the way we work. The final
component is active experimentation. This last step is where we put
our actions to the test and evaluate the validity and implications of
our new understandings. We ask ourselves how we can apply our
new understanding and what happens as a result of our
adaptations.
(1981; Kolb & Kolb, 2005)

46. Student will describe personal application HDF 413, HDF 415 Leadership Institute This summer I served as a Leadership Institute Peer Leader preceding the 2017-2018 academic year.
of the Experiential Learning Model (Kolb) 2017 This program is offered to first year students who demonstrated leadership potential in high school,
and who are also interested in becoming active members of the URI community. As Peer Leaders, we
The 4 Agreements helped teach the students about communication, trust, interpersonal relationships, and personal risk-
Peer Mentor taking as they participated in a series of games and problem-solving initiatives. In addition, we helped
guide the students to work together to examine issues of multiculturalism, inclusion, civic and
community participation. As Peer Leaders, we carried out series of discussions throughout the
weekend, a couple of which surrounded the 4 Agreements. These 4 Agreements were rules that were
implemented during Institute: 1) Be Impeccable With Your Word 2) Don’t Take Anything Personally 3)
Don’t Make Assumptions 4) Always Do Your Best. The first night with the students we sat down with
random groups from different teams to talk about them. The concrete experience for me as a leader
during this instance consisted of me introducing myself and allowing everyone to do the same, so that
some level of comfort and familiarity could be laid out. Then I read and explained 1) Be Impeccable
With Your Word and 2) Don’t Take Anything Personally along with my notes, and drew from some of
my personal experiences to prompt the students. They were mostly very quiet and unresponsive. At
this time, silence made me feel anxious, like I was failing to lead the group, so I kept talking to fill the
gap. Once I was done speaking, they remained quiet still except for a few students. In between this
discussion and the second one, one of the coordinators approached me and told me that it was okay
to for me to let the students think for a while and to try to be comfortable with silence. She explained
that these theories were all brand new to them, and that most of them weren’t going to be eager to
talk very much about them. She also reminded me that I also should not talk so much the next time in
order to let the students try to come up with answers on their own, rather than having me give them all
the answers in order to compensate for the slow-moving flow of conversation. She helped me reflect
and gave me a few pointers if the second group was also quiet, such as counting to ten in my head. I
tried to conceptualize how the next conversation could go, while also reflecting on my experience as a
first-year student. I remember my peer leaders would prompt us and offer a few examples when we
discussed leadership theories, but that ultimately they would patiently wait for us to make meaning of
the material ourselves. When the next group came over, I had everyone introduce themselves, and
then let two students read the agreements out loud again to see if that might motivate the others to
speak up. I was thinking that hearing their peers read aloud might help them engage more. I got a
better response, but it was still a little short, so I asked the group to talk to me about their leadership
styles that they had just learned about a few hours prior. This prompted them to ask me questions
about what each style represented, which then allowed them to connect them to the last two
agreements and start a solid discussion. If no one spoke for a while, I would wait for ten seconds, and
someone would always talk. I’ve carried this experience over to the way I address new theories in
HDF190 as a Peer Mentor with my FLITE group. When we are in a small group and I am explaining a
theory or model to them, I first let my students take turns reading the material so that they are
engaged with it right away. I don’t feel anxious if no one answers immediately because these theories
are new to them. If I feel like I’m hearing my voice too much, I pull away or prompt my students with
questions that have them connect personal experience to the components we are concentrating on so
that they have the opportunity let me know how they personally interpret the theory. Even if I make
real life connections to these models, I know that my students may not yet have the frame of
knowledge to relate, so I’ll start with basic experience or a metaphor and work my way into the real
ways I expect them to apply what they’ve learned.

47. Student will show knowledge of the HDF190, HDF 414 Social Change Model of In HDF190, we engaged in a reflection exercise in order to become
“Social Change Model of Leadership Leadership Development
Development” by Astin et al familiar with the Social Change Model of Leadership Development.
The Social Change Model facilitates positive social change at the
institution or in the community. In other words, it encourages
students to undertake actions which will help the institution/
community to function more effectively and humanely by outlining 10
traits. For consciousness of self, congruence, and commitment
we chose a partner to discuss how we could apply this themes to our
lives. For consciousness of self, we talked about how knowing
oneself can help a leader determine what they are able to contribute
and how they can use their strengths. For commitment, we claimed
that each group member is advocating for each other when they
commit to a task because there’s a common goal involved. We
agreed that congruence derives from trust, and that being consistent
with one’s beliefs and found that “practicing what you preach” is a
saying that comes to mind when discussing this. In our small groups,
we approached the topics of collaboration, common purpose, and
controversy of civility. Our entire group agreed on how significant
collaboration is, and making sure that everyone had a certain task to
complete in order to reach a goal together. Of course common
purpose is a part of what drives the leader and group members to
finish a project—a goal that has been reached implies achievement
and progress, which is what every group strives for. Controversy with
civility was very easy to relate to because at some point in our lives
we have all faced ideas that contradict our own, and we discussed
whether or not those different opinions were approached with
respect. Finally as a class, we talked about citizenship. Every one of
us took turns naming a community on campus that we felt close to
and how we felt like being a part of a community affects our
experience in college. Each individual agreed that they really felt like
they were thriving, and that sharing something that they are
passionate about with a group of peers helps them feel motivated
and driven.
Source: Astin, Helen S. and Alexander W. Astin. A Social
Change Model of Leadership Development Guidebook
Version III. The NationalLeadership
Clearinghouse of Leadership
Inventory Revised 08/22/2017 Programs, !30
48. Student will describe personal application HDF 190 Habitat for Humanity In HDF190, we worked in random groups to assemble a small house out
of the above theory (Astin et al)
of dry spaghetti, marshmallows, tape, and plastic bags. For this task we
were given a specific set of instructions, as well as a time frame. This task
was to be done while adhering to the Social Change Model, which
outlines 10 traits that guide students to undertake actions which will help
the institution/community to function more effectively and humanely. I
believe that we definitely exemplified each of the seven Cs from the Social
Change model, which further improved my understanding of why they are
all so significant. We had some members of the group who were more
strategic thinks and they took charge immediately. They proposed a plan
for how to conduct the building process, while others were prepared to
execute the tasks at hand. I think consciousness of self played a role here
because we saw each other’s strengths come out. Commitment to the
project was driven by our common goal to complete the house which
achieved collaboration—everyone was willing to work together and listen
to one another, and no one stood back and let the rest of the group do
everything. Everyone was attentive and eager to contribute. When one of
our group members that the foundation of our house was too small, we
immediately took her opinion into account, even though it was different
from our own, and realized that she was right. Without her differing
opinion, the house may have collapsed. Even though there was some
controversy with civility, everyone was respectful, and no one treated the
individual as if she didn’t matter. Each of us strongly felt connected to
citizenship. We wanted success not just for ourselves, but for the other
members of our group. A few of us were complete strangers, but
completing the project was so important in terms of growing as leaders
and proving to ourselves and to our own peer leaders that we would
exceed expectations.
In HDF 414, we worked all semester on projects that reflected social
change regarding issues about which we are passionate.
Source: Astin, Helen S. and Alexander W. Astin. A Social Change
Model of Leadership Development Guidebook
Version III. The National Clearinghouse of Leadership Programs, 1996
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

of the above theory (Hulme et al)

behavior theories of leadership from
Michigan and Ohio State

of the above theories (Michigan & Ohio
State)

Charismatic leadership

of the above theory

contingency approach to leadership by
Fiedler

of the above theory (Fiedler)

Path-Goal theory by House

of the above theory (House)

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

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

Leadership Substitutes Theory

of the above theory

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

on leadership emergence and
performance

Chaos approach to leadership by
Wheatley

of the above theory (Wheatley)

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

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

of using cultural anthropology /
paradigms as a leader
71. Student will demonstrate knowledge of HDF 414 Cycle of Socialization Roberta L. Harro developed the theory of the “Cycles of Socialization” as a way to explain the
the “Cycles of Socialization” (Harro) social identities into which we are socialized to fit. In HDF 414, we spoke about this cycle when
theory and its uses in leadership discussing how we identify and the way these identities shape the rest of our lives. The first
part of the cycle is “The Beginning,” the moment that we are born. When we first start out in
the world, we aren’t responsible for any choices, so we don’t have any guilt or blame. As we
start to grow up, we socialize with our families; parents and other people that we trust begin to
shape our values, as well as teach us rules and roles. At this very formative stage we also
learn stereotypes, languages, and traditions. The next stage of the cycle is “Institutional and
Cultural Socialization.” As we get older and more aware of the world around us, we also
become more aware of the stigmas that stem from stereotypes that we’ve learned growing up.
Other sources beside our parents influence the way we think and the way we perceive the
world, such as school, religion, and media. Stigma and privilege drive the normalization of
punishment and reward discrimination, and the stereotypes that are instilled in us as children
justify it. We carry these notions with us into adulthood, and as we continue to go on not
challenging them, we internalize them. We become driven by silence and succumb to
ignorance, guilt, self-hatred, and sometimes violence. Consequently we teach the next
generation to promote the status quo that’s affected us so negatively, but might not even be
aware of. Ideally, we would try to break the Cycle of Socialization and begin the Cycle of
Liberation.
Harro, B. (1997). The cycle of socialization. In M. Adams, W. J. Blumenfeld, R. Casteneda, H. W.

Hackman, M. Peters,& X. Zuniga (Eds.)

72. Students will demonstrate personal HDF 414 Cycle of Socialization In HDF 414 we delved into different identities and discussed with each other about how we
application of the “Cycles of perceive ourselves, and whether some of those identities have stigmas attached to them. We
Socialization” (Harro) spoke about gender identity, sexual orientation, disabilities, religion, and other factors that
have shaped us from childhood into adulthood. For this discussion I disclosed my sexual
orientation to my group members, and when we studied the Cycle of Socialization, I was able
to make connections from the steps in this cycle to the way I grew up. When I reflect on my
childhood, I realize how progressive my parents were in the way that they allowed my younger
brother and I to make our own small decisions, like hobbies and the clothing we wore. When I
was really little, I never felt pressured or out of place because I was allowed to express myself
how I wanted. When I started kindergarten, I started to notice how separate girls and boys
were expected to act, which was so strange to me because my brother and I did everything
together. I distinctly remember one male friend who was constantly reprimanded by our
teacher because he preferred coloring with the girls rather than playing football with the other
boys in our class. When I started elementary school, I discovered that this mindset was shared
by other teachers and administrators, and that boys and girls were expected to act differently
and like different things. I grew up in a town with a heavy religious (specifically Baptist)
background. Soon I started to become aware of cultural and identity-based differentiations
among people in my class, and how they became a bad thing. Students would throw the word
“gay” around like it was a swear word, an insult, and instead of discouraging children from
using the word because it was offensive to gay people, they discouraged them because it was
offensive to be called gay. I didn't really understand what gay was, but for a while I knew that it
was bad and had to be avoided. I carried this notion with me into middle school, and as I got
older, the expectation to express attraction to boys became really overwhelming. I didn’t like
guys the way my friends did, so I thought I was too immature to feel attraction to other people.
By my freshman year of high school, I was becoming more aware of social issues. Only a
dozen states had legalized gay marriage, and the topic of a Supreme Court decision, though
two years away, was heavily discussed in school. Among the students that cared (and many
didn’t, because their privilege provided them with the option not to) many said that they
supported the state’s right to make that decision, and that they didn’t mind if Mississippi didn’t
legalize same sex marriage equality. Around this time my family stopped attending church
because of moral differences between my parents and the congregation, and this helped me
realize that a lot of my internalized confusion and reservations stemmed from the teachings in
our religious community. I was discouraged by the pattern of adults that fought against
equality, and then encouraged us, the students, to believe the same thing.
73. Student will demonstrate knowledge of HDF 414 Cycle of Liberation In HDF 414, we studied the Cycle of Liberation, in opposition to the Cycle of Socialization,
the “Cycles of Liberation” (Harro) theory which were both developed by Roberta L. Harro. The first section cites how critical incidents
and its uses in leadership can create a cognitive dissonance and provoke people to think differently, especially if the
incident has compromised the well being of others. These events hopefully will inspire us to
self-educate, and then become empowered and introspect. After educating ourselves, ideally
we could educate others, and create a sense of community to promote understanding and
common goals. From this stage we would move into action by organizing, lead by example,
and be allies to those who need our help even if the issue doesn’t directly affect us. Next it
would be important to create change by instituting policy and creating a new culture by
holding each other accountable. Stereotypes don’t just go away, but are broken by people who
advocate for the people who are suffering from the stigmas. Leaders who create change
should take risks, promote healing, and be brave, knowing that they're not going to please a
lot of people. By creating change we inspire others, model balance, and promote authenticity
and wholeness.
Harro, B. (2000). The cycle of liberation. In M. Adams, W. J. Blumenfeld, R. Casteneda, H. W.
Hackman, M. Peters, & X. Zuniga (Eds.)

74. Student will demonstrate personal HDF 414 Cycle of Liberation What I enjoy so much about this theory is its emphasis on empowerment, education, and
application of the “Cycles of growth. Before I had even studied or heard of this theory, I had developed my personal values
Liberation” (Harro) statement which is “Education enables growth, and that growth enables empowerment,” which
almost seems too perfect. As a result, I really connected with this theory and enjoyed applying
it to my love for activism for the transgender community. My “Wake Up” moment surrounding
trans rights was the controversy that ignited due to Laverne Cox being cast in “Orange is the
New Black” in 2013. Not only is Cox a trans person, but she was depicting a trans character,
not to mention a trans person of color. This decision upset a lot of people because of the
negative stigma against the community. Gay marriage equality rights were not even nationwide
and trans people were not covered by many rights. I didn't know why the portrayal of a trans
person aggravated so many people; all I knew is that it was revolutionary. The next year I
joined my high school’s Gay Straight Alliance, where I met students my age who identified as
trans or nonbinary. They explained the issues that they were facing at home such as lack of
visibility and validation; many students felt that they couldn't come out to their families at all.
We educated ourselves by inviting guest speakers to talk to us about how we could raise
awareness to the community while also being safe. We implemented a week each month where
we watched a film that illustrated different trans experiences. By doing this we built a
community by trying to make the trans students in our group feel as heard and as accepted as
possible. The next year we moved into action and raised money from a school fundraiser and
donated it to a shelter that took in young homeless LGBTQ+ people. We tried to be allies for
every student in the queer community at school and in our city, especially for the ones who
didn't feel safe enough to come to meetings. When I got to university I decided to create
change by filming a documentary of local queer people in my city and ask them what it was
like to be out in the south. I've always wanted to use film as a platform to spread awareness to
issues that I care about. Since I've started school, the new administration has revoked certain
rights for the trans community, and has even threatened to define a person’s gender by the
gender on their birth certificate. That’s why I was so passionate to delve further into what I
could do for this group regarding our project in 414. By implementing more visibility programs
in high school, I feel like the experiences of young trans student would improve drastically
before they reach adulthood, instead of carrying the burden of invalidation with them.

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

application of the “Configuration of
Power” (Franklin)

racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)

application of model(s) of racial identity
development above

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.)
82 Student will demonstrate personal

application of additional social identity
development model(s) above
83. Students will demonstrate knowledge of HDF 414 McIntosh’s theory of privilege In HDF 414 we studied McIntosh’s theory of prvilege. In 1988 Peggy McIntosh published an
McIntosh’s theory of privilege and its essay entitled “White Privilege and Male Privilege: A Personal Account of Coming to See
relationship to leadership Correspondences Through Work in Women’s Studies.” This analysis encouraged the inclusion
of privilege into discussions of power, gender, race, class and sexuality in the United States.
The theory about which McIntosh describes in her paper describes personal examples of
unearned advantage that she says she experienced in her lifetime, especially from 1970 to
1988. McIntosh urges individuals to reflect on and recognize their own unearned advantages
and disadvantages as parts of immense and overlapping systems of power. In the essay,
McIntosh writes that "I was taught to see racism only in individual acts of meanness, not in
invisible systems conferring dominance on my group.” Many people were, and are still, under
the impression that racism and sexism are brought on by individuals with the intention of
acting as such, rather than deep-rooted systems that set marginalized groups up for failure in
many ways. McIntosh also writes that she thinks white people are carefully taught not to
recognize white privilege, as males are taught not to recognize male privilege.
84. Student will demonstrate personal HDF 414 McIntosh’s theory of privilege To highlight McIntosh's theory that white people and men are granted more privilege because
application of McIntosh’s theory of systematic oppression, McIntosh listed 50 ways in which she believes that she has been
granted “unearned privilege.” In other words, these points are daily occurrences that she’s
never had to think twice about that people of color may have to. Some of the points include
never having to wonder why her race is not represented in the media, never fearing that her
neighbors wouldn’t be pleasant toward her, never worrying about being able to afford a place
to live in a part of town that is safe. Some of them are even are trivial as choosing bandages in
"flesh" color and having them more or less match her skin tone. As a white person myself, I’ve
never had to think about how my skin color is the default or worry about feeling visibly
marginalized everywhere I go. As leaders it’s vital that we recognize the differences among
people's backgrounds not only to celebrate them, but to understand their experiences so we
can best work with them. We can’t ignore the fact that some people have it easier than others,
and it’s extremely important to educate ourselves and others so we can be more consciously
inclusive.

85. Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
86 Student will demonstrate knowledge of

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 414 Change Agents Reading In 414, we learned what it meant to be a Change Agent. Effective leadership relates to change
leadership as it relates to change agency agency on an individual level, as well as on a group level. An individual can become a change
agent when they discover that they have the potential and frame of knowledge to be a good
leader in whatever role they take on. This self-assurance develops into self-efficacy, and allows
the leader to feel encouraged in their abilities to accomplish tasks. Following self-efficacy
comes group efficacy, which is derived from the capability of a leader to make others feel as
empowered and confident in their skills. Once a group leader has found assurance in their
ability, they help other members of the group become aware of their own voice as leaders and
their influence in the group. Together, the group stays calm and focused on their task and can
accomplish it without difficulty. According to the Change Agents reading, change agents
possess a number of qualities, such as resiliency, optimism, authenticity, competency,
empathy, and self-awareness. They are able to clearing communicate ideas, listen to others,
accommodate individual differences, and inspire.
88. Student will describe personal examples HDF 414 Social Change Project In HDF414, I learned how to act as a change agent and enact positive changes for marginalized
of being a change agent groups. For this project, I focused on young transgender people, particularly high school
students. While researching the accessibility of mental health resources to the LGBTQ+
population in Rhode Island, my group partner and I noticed a lack of mental health resources
for trans students in southern and central Rhode Island. While there were some resources on
our own university campus and in Providence, there didn't seem to be many options for high
school students in this area. I chose this topic because I come from a place where LGBTQ+
people are regularly discriminated against, not only by close-minded people, but by the
government. In my home state of Mississippi, there are very few laws protecting transgender
people, and I’ve always wanted to see that change. Since high school I've subscribed to
newsletters and news sources that are run by the queer community in order to keep up with
the injustices that the community faces every day. For this project in particular I read scholarly
articles to educate myself on the importance of the subject and interviewed existing resources
in northern Rhode Island to see what is working in other parts of the state. After collecting this
information, I knew that I wanted to take the programs that are offered on campus and in the
capital, such as workshops, Safe Zone Training, Trans Visibility Month events, and information
sessions and create programs that can be applied to high school. I strongly believe that high
school is an extremely formative part of any person’s life. Already the suicide rate among trans
teens highly surpasses that of their cis peers, so I feel like encouraging more visibility and
education at a younger age would increase their chances of success into adulthood and for
the rest of their lives.
89 Student will demonstrate knowledge of

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
92 Student will demonstrate personal

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 HDF190, HDF 414 Day of Discovery, Leadership At the Day of Discovery, our small group gathered to discuss active listening techniques, as well as
inclusive leadership Institute identities such as sexual orientation, gender, race, and class. During this discussion, we covered how
to properly demonstrate active listening through body language, asking questions, and repeating back
key points. I hold active listening in very high esteem as a leader because I believe it is the most
effective way to form connections between a leader and their group members, as well as build trust. I
think there's no better way to show a team member that they are valued and included than by staying
engaged while they’re opening up or sharing ideas. The activity concerning identity was one of our
first discussions as a group. We are a very diverse team, and during this retreat we were still relatively
new to each other. Talking about identity allowed us to practice listening as well as patience. If
someone had a different opinion or came from a different background, we knew not to shut that
person down because we were different, but rather celebrate what set us apart. Ultimately, praising
these differences brought us closer together as a team, which granted us the assurance that we felt
included as a team of leaders. Since the retreat, we’ve been able to carry these skill sets with us
during activities in HDF190 throughout the semester among our small groups, as well as other teams.
When I became an Institute Peer Leader over the summer, my partner and I had to enforce the
importance of active listening and confidentiality to our team. This code was especially
important during My Mosaic, an exercise that served as a visual representation of each
student’s background. This included components such as race, sexuality, dis/ability, values,
etc. While it was important for the team members to support each other by staying engaged, it
was also important for my partner and I to display our attention as to not discourage our
students from speaking up. We created a trusting, safe space for everyone to share and be
vulnerable. As the mentors that our students were looking up to, we both abided by the code
of inclusive leadership that we wanted our students to mirror: showing respect, intent, and
giving everyone a platform on which to speak.

Outcome Category: Critical Thinking
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
100. Student will show knowledge of

metaphorical analysis to critically analyze
self and leadership situations

metaphorical analysis to critically analyze
self and leadership situations
102. Student will show knowledge of at least five

decision making methods
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 HDF 413 Sigma Kappa Retreat Fall My very first shadowing experience for SOLC took place this fall during the
leadership in crisis situations (i.e., 2017 Sigma Kappa retreat. The only prior experience I had facilitating activities
application of James & Wooten; Garvin; Leadership Institute 2017 and full value contracts was at Leadership Institute 2017 when I was
Covey; Frohman; Lalonde; Schoenberg; SOLC overseeing fourteen first-year students. I was intimidated to participate
Joni; Braden et al; etc.) during this retreat with returning members, but I thought that I would be
with the facilitator I was shadowing, so I didn’t have much to worry about.
During the first hour of the retreat, one of the students from another small
group hurt her leg and needed medical attention, so my facilitator was
called into action, which left me alone with twenty-five people. Luckily we
were doing their full values contract, which I was prepared to go through
with them, as well as more energizers. One of the leads from the retreat
came to supervise me in case I needed anything, which I really
appreciated because my facilitator didn’t return for another hour. This
retreat served as the two leads’ first leading experience, and I could tell
that they were both nervous about how the events were unfolding due to
the unforeseen injury. However, upon debriefing the retreat among the
facilitators, and then again in class, we found out that the course of action/
communication that they took during that crisis was very appropriate. The
facilitator who was overseeing the student who got hurt told the two leads.
One of the leads then informed the advisor, who happened to be the
facilitator I was shadowing, who left to make sure that the student didn’t
need immediate medical assistance. The student was crying in pain, so
the advisor took her to the hospital, and then informed Allie of the
situation. Because of the efficient line of communication, the student was
able to get the proper treatment that she needed, and the retreat was able
to run normally and successfully.
Outcome Category: Interpersonal and Organizational Concepts & Skills

109. Student will demonstrate knowledge of HDF 190, HDF Day of Discovery During the Day of Discovery retreat, each of our group members received a packet with tips on how to
active listening techniques 415 properly demonstrate active listening. We discussed how we want the other person to feel as we’re
listening to them, whether that be encouraged, sympathized with, understood, etc., as well as how to
approach them. Should we use a positive tone of voice? What can we say to make them feel like what
they’re saying is being acknowledged? By restating basic ideas and asking questions, we can
demonstrate that we’re engaged in the topic being discussed. Active listening is important as a leader,
because when one is leading a group of diverse team members, it is the role of the leader to ensure
that everyone’s voice is being heard so everyone can contribute completely to the mission. It is a
simple but effective way to make connections to the rest of one’s teams and advocate for an open
space.

110. Student will describe examples of using HDF 413, HDF Day of Discovery, Leadership At the Day of Discovery retreat as a part of HDF190, we were asked in our groups to talk about
active listening skills 415 Institute 2017, Breaking Boundaries important identities such as sexual orientation, race and ethnicity, socio-economic status, and gender,
and at what point we realized how these labels affect the people around us. We learned that as we
grew up, most of the time we are taught that these identities were treated more as things that can set
us apart from each other, rather than bring us together.
However during our discussion, we reveled in the different perspectives we each had and celebrated
how they were able to connect us as young adults. No one had the same story to tell; yet we all
listened intently as someone had something personal to share. It wasn’t the content that connected
us all, but the desire for each one of us to feel supported and safe in the environment that we were in.
When I served as an Institute Peer Leader over the summer, I lead and co-lead several discussions
that required creating a very open, safe, and trusting environment for my students. Some of the
questions that we asked made the students feel vulnerable, and in order to maintain that safety, we
utilized active listening skills—a practice that we hoped was reflected in our students. One of the
most important activities that was incorporated into our agenda is called Breaking Boundaries.
This activity was unlike most of the initiatives that take place during the weekend, which were
often team-oriented, discussion-based, and interactive. Breaking Boundaries, while prompted
by questions, prohibited dialogue and required that each member of the group listen intently
due to the gravity of the questions. Some of the experiences that our students were sharing
we not ones that they had shared with many people, if anyone at all, so it was of the utmost
importance that they felt not only heard, but listened to. My partner and I set the tone for the
exercise by acting solemn. This was to convey the seriousness of the topic. Next we laid out some
ground rules for the students such as to not speak unless they had the flashlight that we were passing
around (this also meant not responding to the student who had just shared, even if it was to say
something encouraging), to not leave the room while someone was speaking, and to stay engaged
the whole time. While it can be a very difficult exercise to participate in due its intense nature, we
asked all our students to show their group members respect. Whenever someone was done talking,
my partner and I would say something very brief such as “Thank you for sharing” so that the student
knew that we acknowledged and appreciated them speaking up because it can be an extremely hard
thing to do, especially among people they’d only known for a couple days.

functions of group communication by
Hirokawa

of functions of group communication
(Hirokawa)
113. Student will show knowledge of techniques

regarding giving and accepting of feedback

114. Student will describe examples of giving HDF 413, HDF Resume and Cover Letter Workshop During HDF 413, Melissa Boyd-Calvin appeared as a guest speaker to give us a workshop on how to
and accepting feedback. 415 FLITE Peer Mentoring properly incorporate our strengths into our professional and scholastic resumes. Before class, we
Leadership Institute 2017 were instructed to print out at least four copies of our current resume and bring them with us to the
workshop. After the lecture, we broke off into smaller groups and were told to distribute the copies of
our resumes so that they could be peer reviewed and critiqued. I was responsible for looking over
three resumes of my classmates, who were in turn responsible for reviewing mine. The feedback I
received was very helpful, especially since the three people who reviewed my resume were all of
different ages and interests, so each of them had something valuable to say that would improve the
contents of my resume. I’ve since taken their feedback into account to drastically improve not only the
contents of my resume, but the format and the language to make it even stronger.
As a Peer Mentor in FLITE, it is one of my responsibilities to provide feedback for my small
group of first-year students as they’re working on their Leadership Inventories for the first
time. Within the first six weeks of the semester, my students were required to write five
outcomes for me to review and offer improvements where I could. Since it was their first time
ever starting on their inventories, which is a project that Leadership Minors work on
throughout their college careers, I gave easier to fix feedback that was related to the
formatting of their inventories, such as including just one target class, adding additional
experience when it's written about, or omitting it when it's not, using the template, and writing
about personal experience for a theory only for the corresponding application outcome. I
returned their outcomes within two weeks, and told them all to revise three outcomes and
write two new ones, all while trying to write strictly about experiences they’d had during
college instead of high school. Once I received those corrections, the feedback I gave was
more in-depth and required critical thinking. If a student wrote that they used a certain
strength or value during an initiative in class, I would push them to explain exactly how they
used it, as well as how the shadow side of this strength or value could have prohibited them
from completing a goal. I pushed for more personal applications so I could properly evaluate
how well they understood the material. If they wrote outcomes pertaining to a certain theory, I
asked them to add in their own words why it that specific theory was important to exemplify.
Of course, I’m a Leadership Studies minor just like them so I also receive feedback regarding
my responsibilities in the class. A few weeks ago, I submitted my mid-semester self
evaluation, in which I provided a general reflection on how successfully I think I had
achieved 3-5 of my main learning outcomes for HDF415. In addition, I wrote about things that
perhaps I struggled with and things that I thought could be improved. My professor gave me
feedback that included a lot of positive reinforcement, as well as candid responses to the
aspects of peer mentoring that I wanted to improve, but also reassurement that she knew that I
was capable of doing them. Constructive criticism used to make me feel incredibly
discouraged, even though I knew that it was coming from a good place. My first time as a
Leadership Institute Peer Leader this past summer, my coordinators gave us constructive
criticism after the first day. Instead of taking the feedback with a grain of salt and using it to
think about how I could improve the following day, I let it affect my mood the rest of the night
because I thought I had failed. Now as a Peer Mentor, I welcome constructive criticism
because I know ultimately, the way I carry myself affects the first-year students more than it
affects anyone else. I have a responsibility to maintain as someone who can be accountable
and adaptable by owning up to my mistakes and improving upon them. It’s empowering to
look back and analyze how much I’ve grown in the past year as an individual, but also as a
leader.
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
119. Student will demonstrate knowledge of As part of my Learning Contract for FLITE, I participated in North Woods Challenge Course Facilitator
facilitation techniques training, and the summer preceding my freshman year, I was apart of the 2016 Leadership Institute.
Both events incorporated certain activities in order to build individual and team-building skills, and
were followed by debriefing sessions. The purpose of debriefing as it pertains to leadership is to
analyze what worked during these team-building exercises and what did not. It also serves to examine
how an individual’s strengths and values work with their team members, as well as how the groups’
strengths and values come together. Oftentimes, leadership roles might change depending on the
activity and the people involved. Sometimes, a person who is normally more of an executor steps up
as an analytical thinker, or vice versa. Students are asked what role they think they played and how
they contributed to the process by which the activity was carried out. Once we observe how we work
as individuals, we can then observe how we work in teams, and then ultimately determine the
effectiveness of how the team functions. The notion that the process is as important as the outcome is
especially important for the purpose of debriefing, and through discussion, the group can make
meaning of the challenge and the thought process that went into approaching it. This is where
collaborations are acknowledged as well as the giving and receiving of feedback. Because while the
end goal is an obvious mark of the group’s functionality, the real progress can be evaluated by
studying the steps they took to complete the challenge.

facilitation techniques
121. Student will demonstrate knowledge of de-

briefing techniques
122. Student will demonstrate proficiency of de-

briefing techniques

framing based on psychology and its use in
group facilitation

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

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

of organizational analysis using the four
frames of organizations, and breaking the
frame / reframing (Bolman and Deal)

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

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

Parliamentary Procedure
130. Student will show knowledge of techniques

for working with difficult people
131. Student will describe personal examples of HDF 415 Peer Mentoring As a Peer Mentor in FLITE, I worked closely with one student in particular within my small
using techniques to work effectively with Leadership Institute group. During her first semester, she struggled with issues that arose in her personal life that
difficult people Breaking Boundaries resulted in consequences that followed her into her second semester. I would be empathetic
Walk A Mile in Her Shoes toward any student who was struggling, because I knew she was very passionate about the
class. However, I was especially attached to seeing that she succeeded because she was also
one of my Leadership Institute students. My knowledge of her background was different from
that of my other FLITE students because of the stories she had shared during Breaking
Boundaries. Right off the bat, I was concerned for her success in the class because she
missed three classes in a row and wasn’t truthful about why she had missed them until our
one-on-one session. She quickly caught up, but had trouble fitting in with the rest of the small
group because of her opposition to the service project that the rest of them had selected, Walk
A Mile in Her Shoes. This student was suggesting that they participate in a different project
because she didn’t personally feel comfortable participating in an event about sexual assault,
but she also wasn’t comfortable explaining to her group members why. Some of the other
students were becoming frustrated and a little worried that they no longer had a solid plan for
their service project. I reached out to the student privately and let her know that it wasn’t
necessary for her to explain herself to the group, or even to me, if it was triggering. Instead I
told my students as a whole group that there were other options for them to fulfill the
assignment requirements that would include, empower, and support everyone. I gave them
some ideas and tips on how to go about organizing their new project, but I thought that it was
important for them to figure out the logistics and schedule for themselves. I reminded them
that I am available for them to ask questions, but that this was their project ultimately. While I
knew that this student valued me as her Peer Mentor, sometimes I sensed that she was taking
advantage of our close relationship. There would be other instances in which she would miss
class, resulting in her not turning in assignments on time, and would ask me to extend the
deadline. If I didn't remind her to post a forum, she wouldn't complete it. As aforementioned, I
knew these occurrences weren't a disregard to me or the class, but time management skills
and organization. A few times during the last month of the semester I made myself available in
the library and reached out to her personally to let her know that she could visit me so we
could sit down and talk through everything she had to get done for class. I looked through her
inventory and website, and make corrections and suggestions. However, she became too
reliant upon me for approval, and asked me to constantly look over her inventory even the day
before it was due. I told her that from what I had seen a few weeks prior that she was on the
right path, and that it was up to her now to use the tools I had given her to complete her work
on her own.

132. Student will show knowledge of the stages HDF 415 Group Development Model The Group Development Model, written by Bruce Tuckman in 1965, is a theory that lays out five
of group development (Tuckman/Tuckman stages that describe the way a group comes together to complete a task from the time that
& Jensen, Bennis or others) they meet to when they have met their goal. These five stages are forming, storming, norming,
performing, and adjourning. Forming is the beginning step and characterizes the way that
group members first meet. It is not uncommon that some group members are a little anxious
because of the new environment, as well as a whole new group of people. Some members
may feel hesitant to speak up and share their ideas for fear of judgement or discord. Other
members who are more extroverted may feel excitement for the task at hand and getting to
know a new group. At this stage, the team's individual roles and responsibilities aren’t quite
clear yet. The second stage, storming, describes when conflict arises in a group. This is when
group members may push the boundaries that were established in the forming stage. Different
issues such as the approach to the group goal, the workload, or differing strengths and
personalities may pose a challenge. The team's goal may be called into question, and
unfortunately many groups fail at this stage. The third step is norming, when the group has
figured out a balance among each other and learned how to adapt to each other’s differing
leading styles. Now that the team knows each other better, they know how to best
communicate and accommodate for everyone, and the differences that were once posing a
threat have now been solved. Very often groups go back and forth between storming and
norming as new tasks arise, which brings new obstacles. The fourth stage, performing, is
when the group has successfully completed their goal without any friction. Most, if not all of
the conflict that troubled the group prior is over with, and it feels easy to be apart of the team.
Finally, the group may through the adjourning stage. Many project teams disband when the
project is completed, so the group no longer has a purpose. Team members who like routine
or are unsure of what is to follow after the project may find this stage difficult.
Tuckman, B. & Jensen, M. (1977) Stages of Small Group Development. Group and
Organizational Studies,
2, 419-427.
133. Student will describe personal examples of HDF 415 Peer Mentoring As a FLITE Peer Mentor this spring, I was able to witness my small group go through the
group development in use (Tuckman/ FLITE stages of Tuckman's Group Development Model. The first stage, forming, occurred the day
Tuckman & Jensen, Bennis or others). Walk A Mile in Her Shoes that all the Peer Mentors announced the small groups for the class. My small group was very
Group Development Model awkward. While they were polite, they were very shy and didn’t say much to each other, or me.
At this point in the class we hadn't laid out their projects so they were unsure of what the
future would bring. When they decided on a service project to present in April, they underwent
the storming stage. They decided on an event called Walk A Mile in Her Shoes, but after class,
one student expressed her disinterest in the project for personal reasons. Some of the other
students became frustrated because the plan was no longer certain and her ambition for
another project was out of the question for some of the team members. At this point I thought
it was best that I intervene in order to relieve some of the stress that my group was going
through. I told them that there were other options without a workload that was too heavy, and
that as long as they worked together at the same time, they would reach their goal. After a few
weeks, they entered the norming stage. Each team member knew what was expected of them.
They divided up the components from the rubric so everyone had something to contribute.
They decided to go through with the original project but made accommodations for the group
member who was originally uncomfortable. Finally, my group presented their project to the
class, and their progress was so apparent. They were all extremely well spoken, they
transitioned smoothly, had done plenty of research, and collaborated well. They even created
small video to showcase their experience at the event. Our adjourning stage happened during
the last FLITE class. This was the last time that this group of students would probably ever
work together because the course was ending. Some students were excited about the tools
that they had gained from the material we worked on, and others were sad that FLITE was over
because they had so much enjoyed getting to know me as well as their peers.
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

Challenge and Support theory by Sanford,
and its relationship to organizations
139. Student will describe personal examples of HDF 415 Walk A Mile in Her Shoes As a Peer Mentor this year, there was some conflict that a student
using the theory of Challenge and Support brought up to me during our one-on-one meeting. For my group’s
(Sanford) service project, they selected an event called Walk A Mile in Her
Shoes, a peaceful protest that raises awareness against rape, sexual
assault, and violence against women. This student was suggesting
that they participate in a different project because she didn’t
personally feel comfortable participating in an event about sexual
assault, but she also wasn’t comfortable explaining to her group
members why. Some of the other students were becoming frustrated
and a little worried that they no longer had a solid plan for their
service project. I reached out to the student privately and let her
know that it wasn’t necessary for her to explain herself to the group,
or even to me, if it was triggering. Instead I told my students as a
whole group that there were other options for them to fulfill the
assignment requirements that would include, empower, and support
everyone. I gave them some ideas and tips on how to go about
organizing their new project, but I thought that it was important for
them to figure out the logistics and schedule for themselves. I
reminded them that I am available for them to ask questions, but that
this was their project ultimately. Of course in order for my students to
grow, they need to be challenged and pushed out of their comfort
zones, which is why we have certain initiatives in class and group
projects such as this one. However, I never want to put a student in a
position that negatively affects their learning experience in ways that
are damaging. If the student doesn’t gain anything because they’ve
reached their panic zone, then there’s too much challenge and not
enough support.

140. Student will show knowledge of the HDF 190 FLITE Servant Leadership Speech In HDF190, we were required to give speeches about Servant Leadership
construction / elements of informative and and relate the components outlined by this theory to our strengths and
persuasive speeches majors. In my speech, I wrote how my top strength is Bravery, and the way
that I interpret this strength is that I am passionate about giving a voice to
issues that I care about. The goal I wished to convey was how as a film
major, I hope to use film media as a platform to express my ideas and raise
awareness to topics that I’m passionate about. After I established a goal, I
highlighted main points I could use to support my claim, which in this case,
is the absence of representation or misrepresentation of LGBT characters
in the media, especially in children’s entertainment. Next I thought about
how I wanted to make my audience feel, which was motivated, but also
sympathetic. Once I determined the reaction I wanted, I could establish a
tone to use. The evidence I used was pretty personal, so I feel like as once
I outlined my connection to the content, I could predict the evocation of
empathy, which is a key element in writing a persuasive speech. relate the
components outlined by this theory to our strengths and majors.
141. Student will demonstrate proficiency in HDF 190 FLITE graduation At our FLITE graduation, I was asked to present my Leadership Portfolio as a
informative and persuasive public speaking representative of my class’s section. The purpose of me presenting a speech about my
portfolio was so that I could inform the audience of the effects that the leadership minor has
had on its students. First I introduced myself and declared my majors and minor, as well as
my strengths and values. I briefly touched upon my involvement on campus because I
returned to it later as it related to my outcomes. A Leadership Portfolio, which every FLITE
student makes, incorporates our best outcomes from the five categories of leadership. I
discussed my motives behind completing these outcomes, how I used my strengths and
values to help me better understand and how I lead, and demonstrate the activities and
organizations that I’m involved in. I went through the outcomes one by one and ultimately
explained all the opportunities being in this minor has given me, and all the benefits I've
attained through my continuation with FLITE and CSLD.
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 HDF 413 Most interviews for any sort of job or position, especially if the position includes overseeing other
for and effective answers in interviews (as URI Leadership Institute Peer people, should be conducted and treated professionally. In order to make a positive first impression, it
the interviewee) Leader Interview is important to present oneself as someone who looks prepared for the job and wants it.
Wearing nice attire conveys the seriousness and respect of the interviewee. Most interviews are, of
course, personal, so preparing to talk about oneself is helpful, especially prior experience and
strengths that one believes are important to contribute. For example, during my URI Leadership
Institute Peer Leader interview, I talked about my Gallup Strengths and my prior experience at
Institute as a first year student and related it to how I could serve the Institute team. If the interviewee
has no prior experience or personal connections to the post, conducting research on what the job
entails and about the organization/company depicts interest. For most positions, it helps to bring a
resume and a list of recommendations to advocate for one’s capability to hold the job.

145. Student will describe personal examples of HDF 413, Leadership Institute Peer Leader In Spring 2017, I interviewed to be a Leadership Institute Peer Leader. I decided the best course of
preparing for and being interviewed HDF 415 interview 2017 action to take was to review some of the leadership models we discussed in HDF190, as well as my
Alternative Spring Break (Arizona) personal strengths and values. I wrote down each of my top strengths and values and included
Interview examples of how I could apply those at Institute, and how they would allow me to stand out. This
Peer Mentoring process was especially helpful since each of my interviews were conducted alongside an older
Leadership Institute 2017 student who had already held a position at Institute. However, I felt like I was able to easily bounce
TD RA Interview ideas off of them after re-familiarizing myself with the Relational Leadership Model and the Four Vs.
Knowing my strengths and exactly how to use them came in handy when I was asked what I could
personally contribute to the team. I felt well prepared before the interviews and I left knowing that I
was at my best.
In Fall 2017, I applied to participate in one of the 2018 Alternative Spring Break trips to Flagstaff,
Arizona. This trip is focused on Native American reservation service and environmental injustice
issues. Environmental injustice is the fair treatment and meaningful involvement of the people
regardless of race, color, national origin or one with respect to development, implementation and
enforcement of environmental laws regulations. The team is set out to work with organizations to help
alleviate the injustice that the Native American people face. The group attending will do this by fully
emerging themselves in the culture and lifestyle of the Native Americans. Although I’ve been reading
Native American literature since high school, I decided to watch educational videos (a career path I
hope to take) in order to prepare for the interview. I listened to talks with Native American people
online about the conditions of their community, reservations, and social justice movements. I was
prepared to talk about my passion for social justice and that I wanted to expand my own frame of
knowledge and perspective because that’s why I am an activist.
In Spring 2018, I applied to be an RA for the Talent Development Program, a program that
recruits students with college potential, admits them through a rigorous Summer Program,
provides them with an assigned academic advisor, and retains students with financial and
other assistance. I felt more confident during this interview because of the leadership
opportunities that I had been afforded this past year as a FLITE Peer Mentor, SOLC Facilitator,
and Leadership Institute Peer Leader. Each experience allowed me to work closely with
students of all different backgrounds, most of whom were first-year students. I highlighted the
ways in which I had developed relationships with my students individually by speaking with
them about their interests and involvement, and had provided challenge and support for those
who struggled to work with a group or felt unmotivated.
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

communicating and engaging in difficult
dialogues related to diversity and inclusion.
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, HDF Peer Leader Individual In my experience, the key to building a positive relationship between leaders and
relationships between leaders and 415 Meetings members is acting both as a mentor, and as a friend by showing personal interest
members
FLITE in the growth of the group members. Our FLITE peer mentor accomplished this
Active Listening by setting up personal meetings with us to talk about our feelings toward being
first year students, how she could help us complete our work, and any concerns
we had about the class. When we were working on our Servant Leadership
project, she offered to stay in the library with us and listen to our presentation,
and she invited us to write outcomes with a group of other peer mentors in case
we had questions. For Valentine’s Day, she brought us each a personalized card.
In our group chat she always reminded us of when assignments were due and
any opportunities we could take advantage of in order to improve our grades or
gain experience. During the last day of class, she presented us with superlatives,
which definitely increased our personal connections with her, as well as small
stuffed animals because our group name was “The Danimals.”
In my experience, the best way to build relationships between leaders and
members is taking an interest in each member as an individual, and more
than a general group member. Debriefing techniques such as a celebration
circle and the web allow leaders to recognize the specific accomplishments
of their individual group members, affording the group members a more
personalized experience with the leader. Another way to build
relationships between leaders and group members is to practice active
listening. An effective leader leads by example, so by doing simple things
like maintaining eye contact, nodding, and providing words of reassurance
allows the group member to feel recognized. This can be done in a group
or one-on-one. The most important thing a leader can do for their
members is help them to feel empowered, which recognition and listening
will enhance.

153. Student will describe personal examples of HDF 413, HDF Leadership Institute 2017 The weekend proceeding the 2017-2018 academic year, I served as a Peer Leader
building relationships with members as a 415 Civic Engagement Leader for Leadership Institute. While I loved getting to know my team, I recognized my
leader responsibility to be a mentor if they asked for one, but to otherwise take a step back
and let them experience their first year of college as my students, and not as my
friends. Whenever I hear of opportunities I think they might benefit from, such as
organizations on campus or scholarships, I reach out to them. Otherwise, I let them
enjoy each other’s company with the knowledge that I provided a safe space for
them to become friends, but that this first year of their adulthood should revolve
around them becoming their own individuals at school without being around my
partner and I all the time. I love seeing them around campus, but I don’t go out of
my way to invite them to social events. I don’t post inappropriate content on social
media because I know I still have a responsibility as their leader, even though
Institute is over. I would never form a romantic relationship with any of my students,
or any of my peers’ students either, because it doesn’t seem appropriate during
their first year here. A few weeks ago, one of my students asked me if I would write
her a recommendation letter so she could apply to be a Civic Engagement Leader.
This organization seeks to create an engaged campus community through: service
and community engagement that fosters student leadership; support for faculty
scholarship in service learning; and direct service and advocacy work that meets
local, state, national and global community needs. I was so excited that one of my
students was interested in continuing leadership after Institute, and I felt honored
that she considered me important and credible enough to recommend her to the
program.
I definitely modeled the way I built relationships with my own students after
my FLITE Peer Leader, as mentioned above. Her support for our success
as individuals and as a group had a lasting impact on me and that's
something that I wanted to give my students when I wanted to take this
position. During our one-on-ones, I asked them not just about FLITE, but
about goals that wanted to achieve before their first year ended, other
things they were involved in, and how I could improve as a Peer Mentor,
ultimately improving their FLITE experience. By engaging in discussions
about other things they were passionate about (i.e. Greek Life, sports,
service clubs, etc.) I feel like I gained a broader understanding of how they
best lead, what motivates them, and their “why” for leadership. I also
spoke with them about their top strengths and values and described to
them how I had seen them in action during different conversations and
initiatives. I felt like this component of the one-on-one was really important
because it proved how the theories and values we learned about in class
could be applied outside of class and suggested evidence for their
individual leading styles. I think these discussions really enhanced my
relationships with my students and I enjoyed being able to speak with them
one-on-one for a change.
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 HDF 190 Welcome Week For Welcome Week, I served as a Leadership Ambassador. I dressed in
building, maintaining, and repairing his/her
own credibility as a leader professional attire and was stationed at the Leadership booth at the Ryan
Center, in which my job was to approach undecided high school students
and parents and talk to them about our Leadership Institute and minor.
This process first and foremost required building connections. I would first
ask whether or not the family/student had heard of the program and
whether the student had any experience in high school, such as being on
a sport or academic team that they thought could be a good fit for
Leadership Studies. I next asked where the student/family was from in
order to build a personal connection. I explained that many out of state
students benefit from Leadership Studies because they make friends so
quickly and how in-state students might be interested because it's a part of
Rhode Island they have never experienced before. I explained how my
majors could be related to the minor, and how it helps students who are
undecided because of all the experience and opportunities that are
provided. As a future Leadership Institute Peer Leader, I definitely took
special interest in meeting students so I could build my future team.
156. Student will describe ethical standards in
influence
157. Student will describe influence applies to

leadership

158. Student will describe principles of effective HDF 415 FLITE Peer Mentoring In HDF415, we have established exactly what is expected of us in terms of
mentoring, as well as problems particular HDF 190 how we interact with our students, and how we define “mentor.” Our role is
to the mentoring relationship to be approachable enough that they feel free to ask questions even outside
of class, which some may hesitate to do with a professor. However, we aren’t
supposed to be too approachable in that they regard us the same way as their
friends, or rely on us too much for answers. Sometimes those lines become
blurred and the student-mentor relationship is too close, or the student feels
isolated because they have absolutely no connection to their mentor. Right
away I informed my students of the boundaries I wanted to set, which
included not connecting on social media in order to maintain the right
balance that I expect of myself as a mentor. One of the principles that I’ve
learned so far is to know when to step back and let my students be
accountable for their own actions. At first, I wanted to remind them every
time they had an assignment due and offer help and examples. However, I
learned that they needed to take that initiative for themselves and not rely so
heavily upon me telling them what to do. A good mentor guides students in
the right direction, rather than showing them exactly what to do. Another
principle I’ve learned is preparedness. If I expect my students to look ahead
at their syllabus, I need to look ahead at theirs too, and also communicate
with my fellow Peer Mentors about activities or lessons they may be leading,
as well as the location of class so that my students know that I am taking my
role seriously. I’ve also laid out my availability so that my students know
when they can talk to me if they have questions, or if they have outcomes of
their own that they want me to review so that they know they’re on the right
track.
159. Student will describe personal examples of HDF 415 FLITE Peer Mentoring In HDF415, I have found that not only my professors, but my fellow Peer
mentoring and being mentored HDF 190 Mentors, have been able to offer incredible guidance. I consider them to be
my mentors, as well as mentors for their first-year students. My ultimate goal
for being a Peer Mentor in HDF190 is to know that I’ve been able to impact my
students, even if some of them take away more from the class than others. It
can be difficult to assess what each student needs because they are
individuals, but when I feel lost, I know I can go to the other Peer Mentors for
assistance. For example, I’ve struggled to find a balance between reminding
my students when they have assignments due and not telling them at all, with
the expectation that they’ve looked ahead at this syllabus. I want my
students to succeed, so I want to let them know frequently when they have to
come to class with homework. However, I recognize that in order for them to
be held accountable, I have to step back and let them take initiative--even if
that means they have to fail first and then learn from that mistake. Recently
I’ve stopped offering so much help when my students don’t ask for it. I
noticed at first that a couple of them didn’t submit assignments on time, but
the next time something was due, they all turned it in before the due date.

160. Student will describe principles of effective HDF 415 FLITE Peer Mentoring This past year, I’ve had some fantastic opportunities to serve as a Peer
peer leadership, as well as problems Leadership Institute 2017 Leader, a role that has been both rewarding and challenging. From my
particular to peer leadership experiences, I have been able to assess that effective peer leadership is
based on being relatable and approachable—after all Peer Mentors are
students themselves. That being said, peer mentorship is also effective when
appropriate boundaries are set. I love being a Peer Mentor because it has
afforded me the opportunity to get to know each of my students as
individuals, and relate to them in ways that allow meaningful connections to
be made in order to strengthen our relationships. These relationships make it
so that I can focus on their individual strengths and values so I can support
them with aspects that they struggle with, but also acknowledge their
progress with areas in which they thrive. However, something that I had to be
mindful of that arose during my role as a Peer Mentor was personal
boundaries. In order to maintain a professional relationship with my
students, we refrained from connecting on social media until our adjourning
class. This was difficult because as a FLITE Peer Mentor, I had incredible
students that were kind, funny, and bright, and I knew that I very much
wanted to be their friend while I was still their mentor. We also refrained from
talking about things in our lives that were too personal. During my casual
discussions with the group, and also one-on-ones, I discouraged talking
about things like romantic relationships and parties (unless it was affecting
their coursework or mental health) because I felt like that breached a level of
personal boundaries, and also could possibly affect my credibility as a
responsible leader. Another issue that arose was that some of my students
tried to take advantage and get away with things that they knew that would
elicit a different response from Allie. There were a few instances in which
they didn’t complete forum posts or turned in certain assignments late but
texted me asking to extend the deadline, instead of speaking with Allie. A
couple times when they were required to dress professionally, they argued
with me even though I know they would never speak that way to a teacher. I
had to be firm with them and remind them of what we expect of them in this
course and how its purpose is to prepare them for life outside school, and in
order to do that they need to have a more adult mindset.
I also served as a Leadership Institute Peer Leader in 2017. When we
returned to school, even though the weekend was over, I told them that while
they were still first-year students I wanted to maintain a level of
professionalism. I wanted to take a step back and let them transition into that
college environment on their own. A few of them reached out to go to parties
together, but I said no. I still checked up on them when I saw them around
campus and made it clear that I was here if they needed help or support, but
that a friendship couldn't be formed until after their first year at URI.

161. Student will describe personal examples HDF 415 FLITE Peer Mentoring This semester, I was a FLITE Peer Mentor, and I was lucky to have an amazing
related to being a peer leader and being Leadership Institute 2017 group of bright and kind students. As soon as they got the results of their
led by peers Gallup StrengthQuest Gallup Strength and VIA tests, I made a chart to keep track of them all in order
VIA to evaluate their roles through the semester. For example, one of my
students’ top strength is Harmony, so she became uncomfortable when faced
with conflict. Oftentimes when a question when posed in class, whether as a
large or small group, she would be the first to answer to avoid silence. While
her insight was very valuable, it also prevented shier students from coming
out of their shells to answer. During our discussion of the shadow sides of
strengths and values, I brought this up to her as a possible fault. Afterwards,
she still contributed in class and continued to grow, but took a step back to
give that platform to other students, even if it meant sitting through a few
seconds of silence first. On the other side, I also noticed how effectively she
was able to execute her Harmony strength when there was conflict within our
small group. She was an active listener and often suggested compromises
when members disagreed. When I noticed this, I told her how excited I was to
see her strengths in action, as well as offered other words of encouragement.
I’ve also modeled the way I mentor my students after how I was mentored last
year in FLITE. My Peer Mentor in 2017, Dani Herrera, set a great example of
how that particular role should be filled. Toward the end of the year, Dani
held “office hours” in the library and invited us to sit in while we all worked
on our inventories and other assignments. This is a step that I have also
taken as a mentor in order to help the FLITE students succeed. I feel like this
provides a balance of the mentor offering their guidance and students taking
the initiative to ask for help. When I did this, I also sent out memos to my
fellow Peer Mentors for their students to join me if need be. Dani also sat in
with our group while we were practicing our Servant Leadership presentation.
She didn't tell us what to say or what content we needed to add, because
those were components of the rubric that we needed to incorporate on our
own. However she stayed for moral support, and gave us tips on how to
address an audience when we spoke, such as maintaining eye contact, not
speaking too quickly, and asking questions to engage the audience. During
our adjourning class, she also brought us gifts to mirror the theme of our
group name, “The Danimals.” She brought us all small stuffed animals that
reflected a personality trait, cards that she wrote us all individually, and a
superlative for each student. This gesture really stuck with me and made me
feel important to her, so I did something similar for my students.

Marions Inventory December 2018

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Marions Inventory December 2018

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LEADERSHIP

Name: Marion O’Sullivan

Leadership Inventory Revised 08/22/2017 !1

ADVISING INFORMATION (students will include own documentation)

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

Leadership Inventory Revised 08/22/2017 !3

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 08/22/2017 !4

Leadership Inventory Revised 08/22/2017 !5

▪ Leadership theory and

Leadership Inventory Revised 08/22/2017 !6

Outcomes for 415 are bolded and italicized

New for 414: Revised for 414:

Leadership Inventory Revised 08/22/2017 !7

2. Student will demonstrate personal,

Leadership Inventory Revised 08/22/2017 !9

4. Student will demonstrate knowledge of

5. Student will demonstrate the ability to

6. Student will express a personal code of

Leadership Inventory Revised 08/22/2017 !10

Leadership Inventory Revised 08/22/2017 !11

Leadership Inventory Revised 08/22/2017 !12

Leadership Inventory Revised 08/22/2017 !13

Leadership Inventory Revised 08/22/2017 !14

Leadership Inventory Revised 08/22/2017 !15

13. Student will show knowledge of the

14. Student will show application of Maslow’s

15. Student will show knowledge of the theory

16. Student will show application of Manz &

Leadership Inventory Revised 08/22/2017 !16

Leadership Inventory Revised 08/22/2017 !17

19. Student will show knowledge of the

20. Student will describe personal application

21. Student will show knowledge of the

22. Student will describe personal application

23. Student will show knowledge of the

24. Student will describe personal application

25. Student will show knowledge of “Theory

26. Student will describe personal application

Leadership Inventory Revised 08/22/2017 !19

Leadership Inventory Revised 08/22/2017 !20

Leadership Inventory Revised 08/22/2017 !21

30. Student will describe personal application

31. Student will show knowledge of the “14

32. Student will describe personal application

33. Student will show knowledge of the

34. Student will describe personal application

35. Student will show knowledge of the

36. Student will describe personal application

Leadership Inventory Revised 08/22/2017 !22

Leadership Inventory Revised 08/22/2017 !23

Leadership Inventory Revised 08/22/2017 !24

40. Student will describe personal application

Leadership Inventory Revised 08/22/2017 !25

Leadership Inventory Revised 08/22/2017 !26

43. Student will show knowledge of the

44. Students will describe personal examples

Leadership Inventory Revised 08/22/2017 !27

Leadership Inventory Revised 08/22/2017 !28