Out Comes - Inventory-2019 Word 1

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name:Willuetee Harmon
Date Enrolled:
Date of Graduation: Dec 2019
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
Leadership Inventory Revised 8/30/2013 PAGE 5

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

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


Office: Memorial Union Room 210 Phone: (401) 874-2726 F
ax: (401) 874-5317
CSLD Mission Statement

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

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

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

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

Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
MINOR ELECTIVES-9 credits
*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective

AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First-Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport - Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course PSC 304: Introduction to Public Administration
COM 322: Gender & Communication option) PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication HDF 412: Historical, Multi-Ethnic, & Alternative Leadership SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory (capstone option) THE 221: Stage Management
COM 385: Communication and Social Influence HDF 413: Student Organization Leadership Consulting THE 341: Theater Management
HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership



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

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

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice

1. Student will demonstrate autonomy and a HDF 290 Obtaining an Associates Degree at I have chosen to exemplify autonomy and minimize a need for approval by describing my career and
minimized need for approval The Community College of Rhode experience participating as a student leader at the local community college. On May, 23, 2014, I
Island received my Associates Degree in General Studies from the Community College of Rhode Island. Post
high school, I was not exactly sure about my academic endeavors and its concentrations. I had been
invited to attend several different colleges out of state, but was not able to cover cost. It was at the end
of summer when I settled into reality and realized that I was not going to an institution of higher learning
outside of the state of Rhode Island. I recall, being in a state of depression and loathsomeness when
CCRI became the sole option for me to continue my education in the Fall of 2012. I inquired about my
friends and family. Many of my friends told me that I should take the semester off and work; some other
advice lead to the discussion of applying to Rhode Island college for the spring semester. In the end, I
attended CCRI that fall and managed to accomplish an intermediate goal that has brought me this far in
the academic career. Throughout my experience at the facility, I gained experience in volunteering,
student leadership and networking. Though I had grown much in intellect and maturity, many of my
family members and associates were steadfast on discouraging my involvement and continued journey
with the institution. My friends would chastise my decision to stay there, in turn making me feel stagnate
and unfocused for attending the school. The only person that approved of me getting an associates was
my advisor. I continued my journey and reached my goal. It was a small step towards a bigger objective
that has yet to be manifested. It is because I attended this institution that I am able to advocate on
behalf of myself and others. I learned the importance of a proper education by going to CCRI. I do
believe that if I had moved on to a university or other college straight after high school, my priorities
would not be based around my educational needs. I am grateful to have this experience, it has lead me
towards a brighter future in which I am now able to participate in pro-actively as a critical thinker. I
believe that this relates to the my HDF 290 Leadership class, in that has helped me towards being able
to make my own decisions grounded on ethics that I deem to be rational and moral. In class, we had to
talk about world issues, learned histories of conflicts, and come up with probable solutions. I am glad
that I gained the skill set needed to describe my ideas to my cohorts and effectively listen to them. I will
apply this method in the future when deciding on how to go about my future endeavors, while also
taking into consideration what the best course is for me. There were odds against me, including myself,
but I stood against them and succeeded.
Evidence 1

2. Student will demonstrate personal, HPR 107: Honor’s Work/Commuting I have chosen to use my HPR 107: Intro to Islam as a demonstration of personal, organizational and
organizational, and academic examples of Seminar in letters; academic examples of self-discipline. I took this lecture in Fall semester 2015 at the University of
self-discipline Intro to Islam Rhode Island. While taking this course, I had a few difficulties in the beginning. I had chosen to work a
lot of hours during that semester and picked up for some fellow co-workers. I needed the money badly
and I told myself that I had not a choice but to work those strenuous hours. I’d get back to my room, in
Providence, after 2 hours of commuting back from campus and clothes would not be assorted or hung.
It was a tragic mix of weighing school, work and social life. Seeing my life become so disorganized gave
me even more stress. Intro to Islam proved to be a compact course, but also interesting. The reading
was very informative but also very hard to comprehend in my usual way. This meant that I needed to
schedule times throughout my day that would be allotted for naps and homework. In order to pass this
class, there had to be some sort of established balanced. I had just recently transferred from the local
community college and had joined the honors program. The work seemed to be extremely rigorous. I
remember challenging myself as to why I had ventured towards this program. It took a lot of discipline to
persevere through.I disciplined myself by heading over to the library straightway after lecture to do
further research and the reading assignment for the next class. I limited the amount of time I spent on
social media and socializing at school. Organizing my notes and sorting out my day turned into a habits
that was necessary for my serving of the class. It was hard to adhere to this strict rhetoric and in the
end it paid off. I proved to myself that I could excel that at a university and went above and beyond what
I had hope to do. This class also helped me to change my world judgement. I now have several
different models of looking at the world through a true muslim’s perspective. Applying these newly
acquiring these new skills towards my future will help be become a more flexible and coherent when
concerning my navigation skills pertain to my life. I am grateful for my experience and have
recommended the class to many others. I passed the class with an A-.

3. Student will demonstrate the ability to HDF 290 Death of my Aunt Comfort Hall My aunt died on April 21st, 2015. Her name was Comfort Hall. She was born in Liberia and moved to
manage emotions the United States shortly after I was born. She came with her husband and four children. Auntie was
empathetic sensitive and compassionate. She called everyone in her phone book at least one a month
to make sure that they were doing alright. I remember her in my mannerisms and noticed habits. Her
attractive attitude and overt optimism was always so encouraging. My aunt died from Gliomas, which
are the primary cause of brain cancer. She had been diagnosed since 2005. Being that my family is
very religious, a flood of prayers came in response to her situation and for a long time we thought by
some miracle she’d get healed and restored by to full health. I had just left class when I got the news
from my cousin. I did not know what to do. I could not believe it. Luckily, she she lived with her family a
few blocks away from CCRI’s Liston( Providence) Campus. I walked over there straightway. By the
time I had gotten to the house my heart was racing and my face was wet with tears. I cried. I sat down
with my family and lamented a sad day. I recall, my friend Jade coming with me to the house. I
appreciate her act of kindness, consideration and concern towards me on that day. Many of my family
cousins were saying how they would not go to school for the rest of the week because of this
experience. Jade asked me, “Will, do you want me to give your reason as an excuse for an absence in
class tonight?”. I was about to reply yes and then I remembered my Auntie. In an instant thoughts
began to flood my mind about her and what she would have wanted me to do. I decided to attend class
that evening and the rest of the week. When I found things overwhelming, I’d walk to the bathroom, cry
a little and then practice breathing exercises. It’s never easy to lose a loved one, but we must
remember to keep moving forward. I still use these exercises in my everyday experience. If I hear
something that I don’t condone, I’m more likely to not react straightway, but instead take a breather
and the after much contemplation give a reasonable response.I utilized these skill sets in my HDF 290
class. Sometimes, students may express ignorant to negative opinions or comments that hit a nerve but
I apply my capabilities to react accordingly. This is how I’ll use my acrid skill set thus forward. This will
hopefully follow me into all of my future investments. This is very important when concerning leadership.
If one cannot focus their emotions, a situation can spiral out of control and not be conducive in
achieving any kind of goal.
4. Student will demonstrate knowledge of HDF 417 Academic Enhancement In HDF 417, I have had the opportunity to learn about and discuss old and new ways
stress management methods to use coping methods. Stress management is techniques are developed to assist
Center Internship
with coping and lessen the effects of mental and physical pressure on an individual.
There are several different kinds of stress management methods that are applicable
to different situations. By incorporating more physical activity, getting more sleep,
improving time management, avoiding caffeine or keeping a stress diary can help to
release stress from an individual's daily activity. David Hayes and I have spoken
several times throughout the semester to go over stressors in this semester and my
coping mechanisms that have been applied. Working with students at the AEC has
allowed me the ability to share my knowledge of stress management to students in
the study session. When I notice students getting overwhelmed, I ask the group to
take a step back and take deep breaths. Sometimes even allowing them to vent a
little bit because this helps the session go in a more positive direction. Talking out
their frustration helps them to release some of the stress that was built up. I’m

hoping to continue to be a therapeutic resource in my future profession. By gaining
this knowledge I will be able to console and communicate more effectively with my
staff and clients in the health care setting.

5. Student will demonstrate the ability to HDF 290 Dunkin Donuts In 2014, I got my first official job. I was hired at a Dunkin Donuts in Kingston, Rhode Island. Working at
manage stress this establishment was incredibly strenuous but also a highly well learned experience. In this example, I
will exemplify my ability to manage stress incorporated into my work environment. Working at Dunkin
Donuts was fun but severely stressful at the same time. What made the job strenuous was the
mandated tasks set by the manager that needed to be completed by the end of the day. Depending on
what kind of day it was, would heavily contribute to the completion of this list. If it was a busy day it
would be nearly impossible to conquer the requisites of the day. I recall, when my friend Aleeyah and I
had worked our first closing shift with each other. It was a complete disaster. We both were still new at
the time and not sure about certain cleaning operations. At first we thought that it was a piece of cake,
but then closing came nearer and we began to freak out. The lines had been long that day and we fell
behind. After a moment of releasing some tension by pasting behind the register, I recollected myself
and called a few coworkers to come in. If we had called the manager, it would have not been beneficial
towards either of us. Two of our co-workers came in shortly and began to help us. Though time was
against us we stayed focused on our task and resulted in being successful. Sometimes the best way to
manage stress to release it. There are many different ways to release stress. In this case, we has
panicked a little but then recollected and made proactive motives towards what we wanted done. I have
come to use this method of finding ways to release some stress before pressing forward in many
situations.
6. Student will express a personal code of Nur 333 Nursing major In NUR 333, As a student pursuing a future as a nurse, my personal code of ethics in
leadership / membership ethics leadership is focused around being a trustworthy resource to my cohorts, staff and clientele.
This code encompasses integrity, confidentiality, respect, loyalty, honor, patience, empathy
and competence. I strive to abide by the rules and laws that hold the values I have listed here
and those that also apply to the betterment of health and well being of others. I will adhere to
these values in my personal and professional relationships. By keep up with this code of
ethics, I hope to fulfill my roles as a nurse to the best of my ability with respect to the
profession and those that are in need of my service.
7. Student will demonstrate practice of the HDF 417 Academic Enhancement In HDF 417, I have had a wonderful experience as a tutor and group study
personal code of ethics facilitator. Working with other students in the Academic Enhancement (AEC)
** Center Internship
Center exposed me to vulnerabilities that are being experienced by students in need
of assistance pertaining to academics. Honoring my personal code of leadership
holds me responsible for maintaining respect for the rights of privacy due to these
students. There is already a negative stigma attached to the AEC. Students feel as
though there are at a disadvantage from their peers and don’t want to be singled out
by associating with the AEC. As a peer leader, it is my responsibility to encourage a
more positive association with the center and respect the boundaries of all students
in need of the center’s services. I have listened to students concerns about their
classes and am happy that I have received their trust. I understand the importance of
this service because as a student I’d appreciate the same recognitions and respect
being shown towards me. As a future nurse, I will make it a priority to continue to
pursue this code of ethics and apply it to my practice. I want to ensure a comfortable
level with my patients and be recognized as a nurse that is competent and proficient
in her duties.

8. Student will express a personal values HDF 291 God’s Family Church—Youth I’ve attended God’s Family Church since 1999. I’ve gone to this church faithfully every weekend
statement Ministries because of my duty towards grasping a better understanding of God and his creations. My church has
been very influential on the shaping of my thoughts and understanding of the world. The personal value
that I hold dear to me is a quote by Christ. It says, “Treat your neighbor as yourself.” My personal
values statement is centered around personal growth and a person’s overall well being. In order to care
of anyone, the caregiver must first be at full strength. Sometimes we forget ourselves in the process of
helping out someone else. When providing service of this sort, one must be more voiced in situations
pertaining towards themselves. Not every person that you help is willing to do the same thing for you.
We all have setbacks and regrets. We all could have at one point or another done something
considered immoral to someone else.These are the ideas that my youth leaders talked about. They
encouraged me to be so much more than a person that merely survives on this planet. The verse
inspires me to be more purposeful and concentrated on myself and relies the potential of my actions.
This is human nature. I am found of this statement because it inspires and reminds us to be better. I
apply this to my way of life.
In HDF 291, I gained new perspectives from lessons lead through peer dialogue and readings
throughout the course of this semester. I have learned to value my intensionality as a women of color
that is falls inside of many frameworks. This is inspired from readings in class that have entirely
changed the way that I view myself. For example, my parents are both Liberian along with many of my
siblings. I was born in Providence, Rhode Island; thus making me an American of Liberian descent.
Sometimes it’s hard to navigate my identity because I am constantly moving between the two worlds.
When I was younger, my mother sent me to Liberia to for two years to stay with her sister. I don’t
remember much of that stay, but I believe that it is this experience that had a profound impact on how I
identify myself. I used to try to make up for my “Americanness” by practicing an overtly done accent. At
school, I was not noticed for being American, but instead an “African girl”. Going in between these two
worlds was anything besides “easy”. My mother would constantly remind me that my nationality made
me an American, while my cohorts at school told me otherwise because of my ethnicity. In this course,
the reading Evelyn Alsultany piece about intersectionality. The writer, Evelyn Asultany, brings her
audience to look at her understanding of labels to be a limiting factor in the lives of many individuals.
She encourages her readers to view themselves and others as ever changing and to embrace the
“recasted moving self”. She justifies her understanding by giving examples of her constant
development being more than just her history, culture and past. She extends that having the proper
frameworks of understanding is necessary in truly understanding each other. Unfortunately, this is not a
lens that a majority of us have access to. In our individualistic society, it is extremely hard to access that
viewpoint for ourselves because we are constantly on the go. This has helped me to develop my
personal value statement is, “ It is not our differences that divide us. It is our inability to recognize,
accept, and celebrate those differences.” This is centered around my overall personal growth and
mental well being. I strive past these limitations by equality appreciating and embracing all side of me. I
don’t have to just be “American” or “African”. I am both. I hope that in the future I will be able to
continue to share my personal values to situations that will encourage others to be themselves. These
situations could range from micro platforms to mega-crowds. I have faith that I will stand up and be
convicted in my beliefs.

9. Student will demonstrate practice of the HDF 291 God’s Family Church—Youth In this example I will demonstrate the practice of using my personal values statement. I implement this
personal values statement Ministries in my speech and daily interactions with people residing in different communities. When someone is in
need of anything and I am able but unwilling, I take this sage into consideration. “Do unto others as you
want done to you”. It’s hard sometimes, because you know that a specific person would not replicate
the action. In this case you must decide whether you want to spread kinds throughout the world or just
merely exchange favors. It takes practice to full this statement and is very hard to craft into ones daily
life stay. I believe that obtaining the goal is crucial, but trying to make moves towards the end goal is the
most important object. Sometimes we look at a situation and see failure. This prepares us to be used to
trying, even if the result doesn’t work out the first time. We must keep trying to help each other. No man
is an Island, once we realize that we need each other and start treating people with respect, the world
might actually become a better place.
During HDF 291, many conversations were held with classmates about different things that affected
women of color. When we read the contemporary perspectives an impact was made. Reading Evelyn
Asultany’s work has inspired me to relate this topic of frameworks and understandings towards myself
in smaller group discussions. I explained how I was not able to fully be myself growing up. Society did
not allow me to fully embrace all parts of myself simultaneously and still doesn’t. During this discussion,
I expressed the feelings that I’ve had held inside. I encouraged and defended this piece because of
how authentic it is and how I could profoundly relate to the message. Since that class, I have used the
term African American without feeling guilty or rejected. I felt guilty due to preconceived notions about
my “privilege” to be born as a black in America and rejection due to the fact that I am an American but
also isolated from the dominant culture because of my ethnicity. Before, I’d just say that I’m African
and leave it at that. I hope to gain from by furthering this statement a more conscious outlook on life and
how the world affect others and myself. I have demonstrated using the practice of my personal values
statement effectively.
10. Student will demonstrate the ability to lead CCRI- Film Screen Event While attending the Community College of Rhode Island, I led a workshop that aimed to encourage
a project from start to finish dialogue within the community as well as educate about current events and issues facing all members
(follow-through) Literature of the community. The name of this event was SCREEN. This was the first event I had ever solely led. I
had constructed the model of the whole workshop, created inquires about the topics and researched
everything. I found people to facilitate and lead discussions. I showed a Ted-talks video featuring Bryan
Stevenson, speccing out against mass incarceration in the United States. I had a small budget to
follow, lack of support from my student leaders and overt criticism from myself. I recall having to go
around and advertise my event to professors. I asked if they’d support me by extending extra credit
towards their students as incentives for coming. Many were inspired by my cause and very helpful in
spreading the word. Finally the day arrived and I had reached a total of 76 attendants. I was very proud
of myself and shocked a lot of people. I am very social and I knew that I could count on certain people
to be there. I am still praised for my accomplishment in that event. The next year, there was an attempt
to replicate it, but it was nowhere near the success that I had previously accrued. I am very much proud
of this accomplishment for it has shown me that I am capable of going beyond the expectations of
others.

11. Student will describe goals and objective Nursing 100 Overall GPA; Grades; University of During my college career, I plan on accomplishing a high standard in academia. I want to graduate with
statements regarding personal issues, Rhode Island a GPA holding at least a 3.3. This is a personal goal that I am focused on. I never really tried my utmost
career issues, and community issues until I believed that I had more to offer the world and myself. This realization had led me to try harder in
school and try to set goals for myself. I was never used to be a hard working student until, I went to
CCRI and recognized my potential and what my capabilities were. Grades are not a reflection of how
smart you are, but instead a person’s work ethic. I want to look back at myself in the future and be
proud of my feats. Being driven towards will ensure that I am also learning what I need to, in order to be
successful at my profession. In Nursing 100, I was able to execute my goals towards embodying these
desires of mine. I was an example of what a disciplined and passionate student in my field should aim
towards. I was able to apply participate and distinguish myself as a focused student. As a patient, I’d
hope that my nurse would be very hard working and knowledgeable because I am entrusting my safety
to this individual. Understanding the patient's view is also crucial to my future career as a nurse.By
working hard and trying my best to relate to my client, I’ll be ensure the best type of care.I do become
very stressed out and frustrated, when concerning my applications to the community. I have to remind
myself that making a change is not an easy thing. The journey of a million miles, starts with one step.
Working as a nurse will put me a the forefront of change in my community. I will become better
acquainted with the health system and ways of ensuring that clients needs are being properly met.
Nurses service citizens across the scope of classism and racism. Everyone has the same need and
provided just treatment.
Looking back on my time at URI, I am proud that I went beyond my expectations of having a 3.3 GPA. I
was so focused on proving myself back then and did not aim towards much spiritual enlightenment and
connectedness. As of now, I have a 3.5 and I am satisfied with this. More importantly, I have learned to
value the experiences that I have accumulated over my college career. I find myself reflecting about
conversations in class and individuals that I have met over the years in class, the library and many
other people. I am more grateful for the lesson that they have given me. These encounters have helped
me to become more understanding and empathic to the experiences of others and myself. I feel as
though I have found a deeper connection to the human part of myself because of these experiences.
Though, I still aim to try my best and work hard towards my goal; I am also now able to take a step back
and find moments of peace and beauty and enjoy them. I have worked hard and am proud of doing
what I was able to do and am very grateful. Moving forward, I plan on continuing to applying this
humanity to my personal and professional life. My perspective has changed for the better and I want to
share this happiness with others. I feel as though I am able to truly listen. This leads me to a more
accurate understanding of a situation that helps me to aid others and give better suggestions based on
problem. Like I mentioned before, “making a change is not easy”, but I have a better mindset that will
help me to do it. These skills will help me in my various roles as an educator, caretaker, collaborator,
patient advocate and so much more. In this world fill with unhappiness and sadness I plan to make a
way for others to follow and extend beyond the limits. I aim to be an ally for anyone that is facing a
prejudice or is being discriminated against (inside and outside of health). I want to help others to see
the world through a different pairs of lens. I am prepared to do all of these things by having
conversations, participating in workshops and supporting causes in various ways. I am glad that I have
completed one step towards help to better lay out more paths/options for others to follow.

12. Student will show evidence of goals and Nutrition 207; Dietary Analysis project In this example, I will show evidence of of goals and objectives that were planned and achieved in my
objectives that were planned and achieved Nutrition 207 Course. In this course there was a dietary assessment project assigned to students
requiring a consistent analysis of their eating habits over the course of three consecutive days. Its
intention was for us to learn about our own daily diets, the nutrients provided and the different food
sources of the nutrients. It also enabled the practical applications of topics talk about in class. Through
this project, I was able to objectively assess the strong points of nutrient intake. I was able to to make a
record of my eating habits, compute my nutrient analysis and interpret the results. My information had
to be neatly typed and placed in a folder. Other considerations were food descriptions, for example, the
kinds of food being recorded, how it was prepped and cooked, band names of food, it’s combinations
and separate ingredients and measuring of portion sizes. This was very hard to accomplish because
there were sometimes variables that could not be taken into account because I could not accurately
account for and monitor how much of anything there was put into my orders. This made my research
not as accurate because of the lack of consistency in fast food settings. After this I had to take all of my
collected data and create a daily food log. This was a digital tracking of my diet. By using this online
tool, I was able to access my macronutrients ranges, fat breakdown report and my plate analysis
overall. After reflection the informations provided, I was able to create an intake spreadsheet. After this,
I had to answer multiple questions pertaining to the project that were based on my results. I completed
the class with a B+ on my project and also for an overall grade. Doing this project proved to be a lot of
fun. I will definitely use my plate analysis in the future. It is great to keep a record of what you eat. This
helps me to stay away of my bodies intake and change bad habits. This is all prone towards keeping a
healthy lifestyle and diet.
13. Student will show knowledge of the HDF 417 In class discussion In HDF 417, Maslow’s Hierarchy of Needs was dissected through conversation with
“Hierarchy of Needs” theory by Maslow both staff and cohorts. This was editorial was published in a paper in 1943, titled, “
A theory of Human Motivation”. It is composed of a 5 tier- model of human needs
that are usually depicted in the form of a pyramid. The first level is concerned with
physiological needs, which are air, water, food, shelter, sleep, clothing, and
reproduction. This is level most toward the bottom .The second level deals with
safety needs which involve personal security, employment, resources, health and
property. The third level is about love and belonging. In this stage, friendship,
intimacy, family and a sense of connection is prioritized. The fourth stage represents
the esteem of a person. Esteem encompasses the need for respect, status,
recognition, strength and freedom. The highest level of Maslow’s hierarchy is self
actualization. This is the desire to become the most that one can be. It is important
for students to understand this model in order to live their lives in a more balanced
way. Being able to recognize deficiency needs and growth needs are a priority in
being able to function properly and complete tasks as a student.
After learning about this theory, I came to understand a lot about my experiences
growing in the south side of providence. My mom is a single parent with four
children. She deals with a lot of mental trauma that limits her ability to keep a job
and prioritize things. These lead to us losing a few apartments and having to move
around a lot. This lead me to have a lot of insecurities and feelings of inadequacies
growing up. I used have the worst stutter and also to beat myself up about not doing
better in school or much of anything else. I tried to stay invisible for a longtime. I

never opened up to anyone about our circumstance because I had fears of my mom
being in trouble or separated from her. It was not until, I started to work and make
money that I was able to gain a desire to be more. My first year at CCRI, was when
the first time that I felt security. I was able to go to school and collect a refund
check that helped to supply me with food and clothing for myself. I did not have to
focus much on work, but spent more time challenging myself to grow in my
academic career. I have a had many conversations with friends and family about the
importance of having basic needs being fulfilled. It is commonly understood that
basic needs have to be provided so that a person can thrive, but it is not prioritized.
In my future career, I will use this past experience to relate to my patients and meet
them where they are at. I am proud of how far I have come and no longer blame
myself for failures in the past. I want other people to grow and thrive too. This
theory is a great way to help others move towards their goals and aims.
https://www.simplypsychology.org/maslow.html
14. Student will show application of Maslow’s HDF 417 In class discussion In HDF 417, I was able to apply Maslow’s theory to my own life. Being a student can
theory to own life sometimes have an overwhelming effect. Students get caught up with various organizations,
** clubs, friends and classes. The process can become draining and lead to a neglect of
themselves. Maslow’s hierarchy helps me to stay on top of my basic self care. I have a bad
habit of forgetting to eat through the day and falling ill. By learning about this theory, I now
understand the full importance of keep myself adequately hydrated with water and supplied
with sufficient nutrients. By applying this strategy I was able to keep up my energy and
reflect my best and most positive self at my tutoring sessions. This new routine had proved to
be very efficient. Talking to a few student s in my session made me more aware of how
prevalent self neglect is among college students on campus. This problem needs addressed by
more people in order to function as their best selves. I had treated my students to munchkins a
couple of times to help boost their focus and raise their energy levels in the study session. I
hope to continue to spread awareness of individual health and wellness amongst students
during my time at the university and long after. By establishing healthy practices now, there
will most likely be less health complications in the future.
In nursing, I have to use this theory all of the time. When providing effective care for patients
a nurse need to meet his/her patient’s needs appropriately. For example, if I had a patient
placed in my care I have to focus his/her care towards the most important need. If my patient
is distracted with emotional problems, I should be aware of that and adjust my planning
around the patient. If I notice that there is an issue that is making my client very distracted,
this is not the best time to provide client teaching. Instead that issue should be addressed. As
so being aware of the state a patient is in very important. For example, if my patient has a
full bladder and needs to use the restroom, it is important to address this need before doing
and further assessments. This theory helps healthcare professionals to maintain awareness
about the patient's condition; which helps us to deliver good holistic care. I practice using
this in my professional and personal relationships. People are more receptive to you if they
feel that you are listening and do care to meet them where they are at.

15. Student will describe personal leadership HDF 290 StrengthsQuest/ HDF 290 Retreat In HDF 290, I was able to take a StrengthsQuest test. My gathered personal leadership style includes
style and/or personality style including my StrengthQuest results being connectedness, positivity, harmony, input and restorative.
strengths and weaknesses and examples Connectedness is essential towards having the ability to relate to others and see different points of
of application (Sources = Leadership style view. When applying this strength, one must be conscious of those occupying the same space. There
inventories, the L.P.I., StrengthsQuest, must be a commonality on a point of view, vision, goal or liking. Positivity is an attribute that can make
Type Focus (MBTI), LAMP, and other the environment more fun and initiate best work outcomes. Harmony is another essential that permits
career inventories, etc.) cohorts to thrive alongside each other successfully. Input is very important. Input should always be an
ingredient in any leadership style. It needs to be relevant and informative. I thing have a restorative trait
is unique in that it leads one towards be more amp to fix problems and find solutions. I am very much
about unity. I’ve realized that the world is bigger than one person and anything thing else that is
residing. I am always trying to enlighten someone about the several different perspectives that one
situation might have. With understanding and conversation it is possible to find truth and resolution.
One way that I view this as a weakness is by being overtly positive in a situation. Many of my peers find
it inauthentic that I have practiced incorporating a good attitude into my everyday interaction. It can be
annoying, but I do believe that it serves its purpose; which is encouraging a more pleasant atmosphere.
I apply these characteristics in nearly every aspect of my life. I institutes it at work, in class, with my
friends and family. In order to be a good leader one must be able to create environment that encourage
the willingness to accomplish set goals. This can easily be done by keeping great synergy in the
workspace.
https://www.strengthsquest.com/home.aspx

16. Student will show knowledge of the theory HDF 492 Personal Research Charles P. Manz is professor at the university of massachusetts amherst. He is
of Superleadership by Manz & Sims currently the Chaired Professor of Business Leadership at the University of
Massachusetts. He was also the recipient of a Marvin Bower Fellowship at the
Harvard Business School (1988-89) awarded for outstanding achievement in
research. He received bachelor's degree in 1974 from Michigan State University,
M.B.A., Michigan State University in 1975, and his P.h. D. from Pennsylvania State
University (Organization Behavior), 1981. Dr. Henry Sims is a professor of
management & organization and former director of the Ph.D. program at the
University of Maryland Smith School of Business. He was the founding academic
director of the human resources management program at Penn State University.
Winner of the 1989 Styble-Peabody Award for best book in human resources for his
book titled “SuperLeadership”. Together these two professors collaborated on the
leadership theory of superleadership. This form of leadership is not like the
dominant and mainstream kind of leadership. The strong-man view of leadership
(more mainstream) still exists today in many organizations and is still widely
reserved for males, although it is not as highly regarded as it once was.
Superleadership is a powerful and progressive form of leadership that encourages
leaders to lead others towards leading themselves. In this model, the responsibility
for knowing what should be done mostly falls on the leader. It is this person who
evaluates a situation. This person is chosen based on some seemingly superior
strength, skill, and courage. These character traits determines that he/she is able to
delivers firm commands to the workers. According to Manz & Sims, this kind of
leadership represents a departure from what they consider to be dominant and
incomplete leadership. External leadership is believed to provide a spark and
support for inner leadership within a person. The theorists believe that true
leaderships comes from within a person and not outside. This model encourages
others to recognize their power to control their own destinies, instead of bending the
will of others to his or her own. The theorists explain that this is important today
because of several recent trends affecting American businesses. There are
challenges to United States companies from around the world. This competition has
pressured companies to use their human resources to the fullest capacity. Many of
these workers have certain expectations and have a need for greater meaning in their
work lives. These pressures have lead to the implementation of innovative work
designs. In super leadership, the leaders become “super”, by utilizing their strengths
to discover the talents of the “followers” (self-leaders) that surround them. There are
seven steps to superleadership. The first step is to become a “self leader”. This is
the influence we have on ourselves to accomplish our goals, which includes self
motivation and self direction. These individuals will also have developed behavior
focused strategies (Self observation, self-set goals, management of cues, rehearsal,
self reward, self-punishment/criticism) and cognitive focused theories (building
natural rewards into tasks, focusing thinking on natural rewards and establishment

of effective thought patterns) which are designs that help to organize and direct
their own work lives more effectively. Secondly, a leader must be able to model his
expectations to his workers. This step extends that once a person hase mastered
self-leadership, the next step is to demonstrate these skills to subordinate
employees: that is, our own self-leadership behaviors serve as a road map from
which others can learn. In the next step, leaders are encouraged to set self goals.
Any kind of goal setting is better than having none. This serves to focus employee
attention and energy. The fourth step encourages leader to develop positive thought
patterns. The theory believes that thinking constructively is an important element in
successful self-leadership. This service-role requires that a leader to transmit
positive thought patterns to those working under his/her supervision. The fifth step
explains that leaders are to develop self-leadership through rewards and constructive
reprimand. The leader must work hard towards developing his/her employee
self-leadership and model reward and reinforcement. The leader’s example will can
encourage the staff to take time to recognize their accomplishments and reward
themselves for a job well done. The sixth step recommends promoting self
leadership through teamwork. The last step influences leaders to encourage a
self-leadership culture in the workspace. I have learned that self leadership is widely
practiced, but not done effectively. This theory provides a system that shows steps
on how to self lead and encourage others to self lead in the workforce. Moving
forward, I plan to incorporate this style of leadership in my workplace as a nurse. I
believe that this will help me to make the work environment more conducive
towards becoming more effective in providing adequate care to our patients. I will
use this tool to help my patients take leadership roles when doing client teaching in
the healthcare setting.
17. Student will show application of Manz & HDF 492 Sunday School Teacher In my church, I recently started to implement the theory of “Super Leadership” into
Sim’s theory to own life the children’s Sunday school. After learning about this theory, I realized that I had
already performed many of the steps in this setting. I understand that I am a
guidance coach as well as a teacher to these children. As a sunday school teacher, I
have demonstrated the first step in superleadership by maintaining motivation and
self direction to accomplish goals that I set for myself. I believe that I am an
adequate example to many of the children in this ministry. I model how to live a
life according to our faith, but also recognize that I am only human. I judiciously
attend bible study and try to apply the word of God to my life as I am able to. I
recognize my accomplishments and try my best to reward myself when needed.
When I fall short I make efforts towards lessening the chances of being
unsuccessful. I am open and honest with these children because I understand that we
are human (thus prone to error) and have all fallen short of the glory of God. We are
not perfect and should not beat ourselves up if and when we fail at things. The kids
see when I fall short and I admit when I am wrong to them because I want them to
recognize that not being “right” is normal. Whenever we start a class, I set goals for

the class. Before learning about this theory, I never used to set objectives for the end
of the sunday school day. I noticed that now the classes are more focused and the
kids are more energized because they have something to focus their energy and
attention on directly. It is also nice for them to check off their accomplishments after
a sunday school session. I have always maintained positive thought patterns
throughout my time as a Sunday school teacher and plan on continuing to do so. By
remaining positive, I am helping to create a more welcoming atmosphere for the
students. I also encourage the children to do projects together in class for sunday
school. They create teams and come up with plays representing characters in the
bible. They do improvisation when making up lines for their roles. I want these kids
to take charge of their futures and to build strong leadership characteristics. It may
seem as though using this leadership theory in a church is unorthodox because the
religion does invoke followers to live his/her life in a seemingly less self-directed
way. I believe that though God has an ultimate plan for our lives, we are able to
decide how we will end up at our destinations. The free choice granted to us allows
for varied experiences and lessons learned among all people. My hope is that by
incorporating this theory into my sunday school lessons, these children will be more
likely to find true leadership within themselves.
Outcome Category: Leadership Theories

Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences

18. Student will show knowledge of HDF 417 Academic Enhancement In HDF 417, I researched the “Authority and Bureaucracy” theory of leadership. This theory
the “Authority and Bureaucracy” was proposed by Weber and it includes 3 types. This modeled a method of understanding how
** Center Internship authority is established and ritually practiced by much of society. His essay, “T he Three Types
theory of leadership Weber of Legitimate Rule” sums up the explanation of this theory. The types of leaders discussed are
bureaucratic, charismatic and traditional. He acknowledges the ever changing state of
leadership and recognizes the situational nature of leadership and its’ necessitates. He
extended upon two styles that he viewed as basic foundations in leadership. The two are noted
to be transaction and transformation. He describes charismatic leaders to be heroic and
transformational leaders to be constructive in their way of thinking and innovative in their
application of new ideas. He noted transformational leaders to be inspired and ready to tackle
problems from various angles. Weber’s bureaucracy theory has five key principles which are
hierarchical structure, management by rules, organization of functional specialty, purpose
impersonal and employment based on technical qualifications. There are also basic features to
this structure as well. The division of labor focused on complex jobs being broken down into
jobs that are more simple. A hierarchy of authority concerned the chain of command to lead
an individual’s efforts towards the overall goal accomplishment. Weber explained the
framework of rules dealing with effort directed and coordinated by regulations of the
organization. Impersonality concerned the hiring and promotion of individuals based on merit
rather than favoritism. Formal selection was concerning total competence of members
selected on the basis of training and qualification. In the AEC, I have seen parts of this
method being applied appropriately. All students that are put in the position of leadership
must be help up to a certain standard and meet qualifications. In order to tutor at the AEC, a
potential student must have gotten an B+ in the course. This is to ensure that those getting
paid by the organization are comprehensive in the subject matter that they are being trust to
lead. It would not make much sense if there was much leniency given in this area. I appreciate
this leadership style and the structure and function that it allows this organization.
https://iedunote.com/bureaucratic-management-theory-max-weber
19. Student will describe personal HDF 417 Academic Enhancement In HDF 417, After discussing this theory with my supervisor, I became more aware
application of the above theory Center Internship of how important it is to be use this style of leadership. Many times organizations
** (Weber) fail to uphold their missions and fullest potential because of nepotism and other
unjust ranking systems. In our debriefing we discussed international and domestic
issues concerning governance and those that are not qualified but put in high
rankings concerning the well being of others. My supervisor used several examples
to help me further my understanding of this theory. In this Trump era, we must be
aware of and maintain cultural awareness. We must look at qualifications and
incorporate formal selection with discernment. She helped me to recognize that I had
tried to implement this leadership theory by being a well informed voter at the
ballot. I used to vote based on familiarity of certain candidates and I know
understand this to be faulty. By learning about my candidates views and their
contributions, I had been exemplifying the attributes of a prepared and responsible
citizen.

During my time at the AEC, I noted how Skye Hawkins was assigned certain tasks
that was balanced between her power and responsibilities. She was in charge of
hiring students because that was a responsibility that came along with her role. The
chain of command was very effective in this organization as well. If there were any
changes or updates, I always received an email from Skye. This was especially
helpful for me because I commuted from Providence to Campus to have this
internship experience. As a commuter student, I am very grateful that the
organizational hierarchy was constructed in a way that lead to an effective flow of
information from the top to the bottom. Though there was an obvious separation of
personal and official property, student were still allowed to use the office supplies
appropriately. At this internship, there were established rules that everyone had to
follow. As a tutor, it was expected that I had to be respectful to my clients and all
aspects of our engagement. I had to get there on time and contact them in a prompt
and appropriate manner about the work that we were doing together. The job
selection process is based on qualifications, like I had mentioned earlier. I think it is
important to have a tutor excel in classes that they are tutoring because you want
you student to be motivated to do well also. This is useful in maintaining
clarification pertaining to roles and also establishing ways to climb the ladder in an
company. I find this system to very effective and will try to promote its use in the
future when partnering with another organization or business.
20. Student will show knowledge of HDF 417 Academic Enhancement In HDF 417, I had researched scientific management theory. This theory breaks
the “Scientific Management” Center Internship down the structure of management. In 1911 this theory was made by Frederick
** theory of leadership by Taylor Taylor. It’s function was to help workers to perform better. Taylor’s theory brought
more autonomy and many other improvements to management and made it a norm.
There are four principles that are pillars to this theory. The first aims to use scientific
methods to create laws and rules governing over individuals. In this work methods
based on scientific methods that aim to provide more accuracy. This relies more on
experience and not theory. The second concerns selecting and training of workers.
This effort is to help prevent self teaching of workers. The aim is for responsibilities
to be taught according and correctly. The purpose of this is for workers to be more
developed and efficient. The fourth principle makes sure that workers are following
the guidelines diligently and ensuring that everything stays organized. The purpose
of the fourth is to divide work and responsibility between workers and managers.
This is essential for the function of any company or organization to be productive.
This is a notable and effective method that is practiced in businesses around the
world. If practiced according, this can lead to optimum cooperation between workers
and managers. This is a very tradition way of running a business. Before learning
about it, I saw it being implemented in many different types of businesses.
https://www.mindtools.com/pages/article/newTMM_Taylor.htm

21. Student will describe personal
application of the above theory
(Taylor)
22. Student will show knowledge of HDF 417 Academic Enhancement In HDF 417, I had researched “Management by Objectives” theory of leadership by
the “Management by Objectives” Center Internship Peter Drucker. This theorist is considered to be the world’s most influential
** theory of leadership by Drucker corporate guru. This theory aims to specify goals an organization in order to
maximize absolute working potential and creates an conducive environment that
promotes collaboration between staff members on all levels. These are very intricate
understanding of objectives that can be quantitative or qualitative. This was first
mentioned in his book published in 1954 titled, The practice of management. The
goals must be motivating and challenging. There are pros and cons to this system.
When applying this system, there is a notable rise in increased motivation to
complete smaller goals, relationship management between supervisors/ managers
and subordinates and communication. The cons are that the method presents itself as
being very systematic, time consuming due to the tediousness and lack of flexibility.
The process usually consists of Five steps, that begins with the start of the process
that sets organizational objectives. This entails the mission or vision of a company or
organization. If these are not agreed upon then the next steps can not be taken. Then
the goals are passed down to employees. These goals need to be specific,
measurable, achievable, realistic and time-bound. This delegations and projects that
are to be manifested are monitored. These efforts are then continuously evaluated. If
an employee keeps maintains his responsibilities and is efficient, the individual’s
efforts are rewarded. Rewarding the employees achievement in completing their
goal is essential to build recognition, performance related play or appreciation.
These joint objectives also encourage feedback from their staff. The ultimate goal of
this system is growth and development and not reprehension. This is a very
interesting kind of management style, but not really to my liking. I feel that there is
not much flexibility that would be to my benefit in this company. It is very hard to
get everyone to come together to create goals because of our individual lives and
the circumstances that are added. It could be nice for a small company to implement
this, but a large one would have a problem in my opinion.
https://www.toolshero.com/management/management-by-objectives-drucker/

** (Drucker)

24. Student will show knowledge of HDF 290 Personal Research I will be showing knowledge of “Theory X and Y” learned in HDF 290. This theory
“Theory X and Theory Y” theory was realized by professor Douglas McGregor. McGregor was a former Professor at
of leadership by MacGregor MIT that went on to write a book in1960 based on this theory. The bases of this
theory discusses two different kinds of management styles that contrast each other.
Theory X, exemplifies management that is not supportive of allowing employees to
embrace autonomy and work to their highest potential. The title of McGregor’s book
bodies the importance of his emphasis on the human side of enterprise and it’s
influence on educational practices. Theory X, is based on authoritarian methods that
promote deadlines, short temperedness, demanding, unsportsmanlike attitudes,
oneway communication, lack of praise or thanks in the environment, no concerns
about welfare of staff or morales displayed. The workers working in the method style
are more likely to be unmotivated, avoid responsibility, do not like working, need
direction, need to be controlled and forced. When considering theory Y, the
management is much more supportive and encouraging of its staff members. This
sometimes termed as “enlightened management”. It is driven by imagination and
creativity, allows growth and is also a friendly environment. Employees working here
are happy to do duties, are self-motivated, accept responsibility, need little direction
and use creativity to meet standards.
https://www.mindtools.com/pages/article/newLDR_74.htm
25. Student will describe personal HDF 290 URI Campus Store I will exemplify my personal application of the above Douglas McGregor’s theory
application of the above theory known as “Theory X and Y”. I have been working at URI’s Campus Store for nearly
(MacGregor) six months. Since starting work, I have noted that my management does implement
Theory Y characteristics. My managers are very supportive and encourage autonomy
within the work place. If there is something that noticeably needs to be done we take
actions towards completing the task. My managers are always praising us and
pushing us to do projects within the store. I enjoy going to work and learning new
skills that are applicable towards other situations. I do believe that the working
environment has become more effective due to this style being implemented. At my
old job, Theory X was the leadership style portrayed. No one wanted to be at work
and everyone was fearful when management can around. I recall, being so nervous
about being observed that I dropped a cup of hot coffee on myself. In those types of
environments the workers don’t thrive and it is not fulling to do any chore or duty. I
love my new job because I notice growth in myself and others. I have applied this
skill to other things outside of work, like group assignments and projects in
organizations. When working with others, I try to trust them with tasks and only offer

help when needed. When the projects have been completed, I am sure to thanks and
congratulate everyone for their hard work. I think this makes me more likable to work
with.
26. Student will show knowledge of HDF 290 Small Business Paper In HDF 290, students learned the importance of servant leadership. This kind of
the “Servant Leadership” theory Presentation leadership can be noted and applied anywhere. There are several alters to consider
of leadership by Greenleaf when instituting this practice which are listening, empathy, healing, self-awareness,
persuasion, conceptualization,foresight, stewardship, building of the community and
commitment to the growth of people. By incorporating listening skills the true
concerns of an issue is able to surface. Without listening a problem can prolong in
eventually turn into something. If a helper is not listening to the client how can they
true bring out a change for the better, especially if they are sure of what needs to be
fixed. Empathy encourages relatedness amongst cohorts.Without empathy there can
not be true understanding in exchange in conversation or opinion. It is needed to
promote inclusiveness in our experiences with each other and helps us to look at
situations from different angles. Healing is the the subcategory that develops and
extends supportive culture in our spaces. This can be a spiritual, physical or even
mental encounter for another person. Self-Awareness is being conscious of you
actions and its effect on other people. Sometimes we act before we see or think of
the repercussions that might result. It is crucial to be self-aware of the way we speak
and act. Persuasion is a mechanism that helps to get people ready to move into
action. This is a skill that is usually honed in over time and is very useful when
rallying support from the community. Conceptualization is the capability to look that
the situation from a macro perspective. This usually ties in with foresight, and is
relative when trying to predict the future by referencing past models. Stewardship is
taking on the responsibilities for organization or led function. Commitment to the
growth of people is the focus to the betterment of people and being able to help them
grow in multiple areas of their life (personally, professionally). Last building the
community is mainly centered around staying involved and working together in order
to create a happier environment. In this class, I interviewed a business professional
for a project. She centered her work around this kind of leadership. She said that it
was ethical and effective for her facility and lifestyle. I was inspired by her model. I
know note Servant Leadership in different sectors of the University. I see it in clubs
and classrooms alike. By learning identifying this kind of leadership, I am able to be
more aware of the needs of someone else and more able to provide the best service
possible.

https://www.mindtools.com/pages/article/servant-leadership.htm
27. Student will describe personal HDF 417 Direct Action for Rights and In the grassroots organization of DARE, members focused on low income persons of
application of the above theory Equality color and moved towards creating a system of well being for the entire community. I
)))) (Greenleaf) was first introduced to this organization by a group of friends in 8th grade. I followed
*** them to a leadership class that was being serviced to the urban city’s youth. After
* the class, I joined the Seed of Change Program. I was a part of this for nearly a year.
I recall, having to do acts of community service continuously, in order to stay within
the program and move up in the ranks. We marched on behalf of impoverished
people near and far. I recall going on cross country trips with this group, all in the
name of social and economic equality. I was young but can proudly say that I march
with them against money moguls and participated in the movement known as
“Occupy Wall Street”.The purpose of this organization was to entirely serve the
community. I learned to be dedicated and committed to acts of community service
through my experiences at DARE. Sharing food and toys to families that were less
fortunate helped me find pleasure in acts of community service. I learned to put
myself last and listen to the pains of others. Sometimes lending an ear and listening
to someone’s experience is the best resolve.
It was at DARE that I learned what it was to be a servant leader. During my time at
this organization, I was a part of the youth lead sector called, “Seeds of change”. This
program taught me the importance of service. I especially value community service
because it has grown my understanding and compassion. It has helped me to
connect to others and become a better advocate and caregiver. I learned how to
listen to others and the importance of voicing my concerns. In seeds of change we
were encouraged to learn about a lot of social issues that were being challenged in
our society. We would li sten to the information gathered and give our opinions about
it the short lecture. I also learned how to connect to my humanity more in this
program, which built my empathy. We learned about issues with the prison system
being industrialized. Though, I do not have any family members that are in prison,
many members of my community are directly affected; which does affect me. I share
their concerns, not only because they are a reflection of myself; but because we all
share a common human experience. I also learned the importance of h ealing in this
organization. DARE encouraged us to do local acts of community service and we had
to complete a certain amount by a specific date. I remember being asked to sign up
for a community pick. I honestly did not want to do it, but I thought about the fact that
my community is a reflection of myself and how I keep my home. I remember talk to

Miss Mary Kay about not wanting to do the “pick-up”, but feeling like I had a
responsibility to do so. She was very supportive and told me that this comes along
with being more educated and living a life of service. She emphasised that I should
never feel forced to do anything and that I always have a choice. This is apart of the
awareness and consciousness that I took away from this grassroots organization. I
realized that not everyone in our communities share the same concerns or are able
to help like others. Sometimes we had to go out to the community and hold events
that helped to educate and persuade others to join the cause and strive with us. We
went from house to house asking for signatures to support our causes and filling the
the gaps in knowledge. We had to persuade people to join our cause because it is
hard to ignore a large number of people asking for assistance. In seeds of change we
learned how to conceptualize a nd plan for events. We were able to look at this from
a large perspective. We made commits amongst ourselves and volunteers to do
certain tasks as we were able. We had to do a lot of conceptualization when
planning youth lead events for the organization. This involved outreach, location,
time, and planning out of the agenda of the event. Foresight is stressed in
organization. I noted that the board of this organization always had an aim and goal
that was set for the organization. The leaders of this organization communicated their
goals well and this encourage the rest of us to work alongside them. Many of us
shared the same goals and worked towards it adamantly. Stewardship was present
in this grassroots. I recall the board members sometimes showing up to our meeting
and asking for critique in the services being provided to us. They took care of the
organization to the best of their ability and were constantly looking for feedback and
gave us opportunities to talk to them one-one in their offices. The leaders of this
organization made sure that we had had adequate resources to host events and do
community projects. At DARE we were encouraged to educate ourselves and others.
we understood that effective solutions are made and sustained in this way. All
members in this organization were committed to the growth of people in the
community and beyond. Lastly, b uilding the community is a foundational value of
this organization because it is a grassroots. It believes in being a voice for the
community and provide services that helps to build it.

28. Student will show knowledge of HDF 417 Personal Research In HDF 417, I researched principled centered leadership. The theorist , Steven
the “Principle Centered Covey, extends that this theory is to support the use of four central principles that are
Leadership” theory by Covey core in our personal and professional lives. The core level is recognized to be the
personal level which involves trustworthiness, the second level is interpersonal that
deals with trust, the third level is managerial which concerns empowerment and the
most outer level is organizational which concerns alignment. The four principles are
security, guidance, wisdom and power. Security deals with an individual's sense of
worth, identity, emotions, self esteem and personal strength. Guidance reflects the
direction an individual receives in life. Wisdom entails a sense of
balance,judgement, discernment and comprehension. The fourth principle, power,
concerns the capacity to act and the strength and courage to accomplish something.
Theorist states that these principles are like compass that we should use to guide us
everyday in all our actions. He notes that honing on to this development can enrich
our internal power. His book is titled Principled centered leadership a nd is divided
into two sections that focuses on important subject material concerning personal
organization and its effectiveness. Section 1 more specifically addresses personal
and interpersonal effectiveness of using central principles. Section 2 examines when
and how to use these managerial skills and organizational development. There are
guidelines and tips on to achieve this in ones own life. These are exemplified
through quotes, charts, lists, concepts maps and other showings. There are also
several anecdotes that help readers to make information more relatable and easier to
digest. He extends three resolutions to help us navigate our personal and private
lives. The first is to exercise self-discipline and self-denial. The second is to work on
character and competence. The third is to our talents and resources to noble causes
and help others. Within the four principles are eight characteristics. These are the
ability to keep learning, being service oriented, radiate positive energy, believing in
others, leading balanced lives, seeing life as an adventure, being synergistic and
exercising self-renewal. This theory recognizes that one must build themselves from
within. I recognize this to be true because a true cause must stem from within and be
what one truly believes in.

(Covey)

30. Student will show knowledge of HDF 290 Paper and Visual In my HDF 290 class, I was assigned Edwards Demmings theory known as, “Total
the “14 Points / TQM” theory of Quality Management”. I did a presentation for the class that was in depth and very
leadership by Deming analytical. There are 14 points that were made by Demmings which had far reaching
effects on the business world. The first point is creating a constant purpose towards
improvement. One’s aim here is to plan for quality in the long term. If there is a short
term solution the company should avoid it at all costs. By utilizing short term fixtures
the company is allowing for incompetence and not allowing enough time on preparing
for future challenges. The second point is adopting the new philosophy. This strongly
emphasizes the embracing of quality throughout the organization. The company
should focus on putting their customers first rather than react to competition. Visions
for the business in this sense need to be implemented for benefit of the long
term.The third point is to stop depending on inspections. He encourages quality in
the work being produced from the start to finish. Finding the wrongs in the product is
not good enough for the establishment and the he advices that the product be
eliminated. He says this because inspections are costly and not reliable. He believes
that inspections only find the lack of quality in the product and don’t improve the
overall conditions of the product. The fourth point says, using a single supplier for
any one item relays constancy in the product. Supplier are looked at to be an
extension in the quality of the product. The fifth point says, to improve constantly and
forever. Training and education is needed for the work to be of more quality. The
sixth point is using training on the job. This helps build a base of common knowledge
and increases consistency to help reduce variation. Staff is also allowed time to
creative a culture in the work place and also learn from each other. The seventh point
is to Implement leadership. This can be summed up by finding what it is that each
person needs to do their best in the work environment. The eighth point is the
elimination of fear. This helps people perform at maximum levels because they are
not afraid to express concerns or ideas. The ninth point is breaking down barriers
between departments. By doing this a shared vision of the companies direction can
be realized. The tenth point is getting rid of unclear slogans. It is imperative that the
company let’s its customers know what they are selling. The eleventh point is
eliminating management by objectives. This changes the dynamic of things were
measuring the process is regarded and not the people behind the workings. The
twelfth point aims to remove barriers to pride of workmanship. This basically
promotes treating all workers the same. The thirteenth point marks to implement
education and self-improvement, thus improving the current skills of workers. The
last step, is making "transformation" everyone's job, thus improving the overall quality
of the company by encouraging workers to to take steps towards overall

quality.Learning this is essential in application in future projects making sure that the
totality of the results are successful in every aspect of what is being manifested.
https://www.mindtools.com/pages/article/newSTR_75.htm

(Deming)
32. Student will show knowledge of HDF 417 Personal Research In HDF 417, I researched Visionary Leadership. This theory was coined by Marshall
the “Visionary Leadership” (now Sashkin. He describes it as the ability to first mentally and then behaviorally construct
** often cited as “Transformational the future while success becomes the long term. He states that visionary leadership
Leadership”) theory by Sashkin is built upon communication trust building and empowerment opportunities that focus
on cause and effect. He suggested three ways to implement visionary leadership.
The first is to evaluate the current situation in terms of cause and effect. the second
recommends determining a desired outcome or goal. The third asks the individual to
think about a plan of action that can be implemented the distant future and notes if
the outcome is still met. The theorists notes several benefits to applying this theory.
He extends to his audience that when this theory is established organizations tend to
be more proactive,innovative and risk taking. Another benefit is that visionary
leadership lends itself towards a well organized, strategic and clear vision. He states
that visionary leaders don’t simply happen upon a vision because it is strategic to
each scenario. At some point in life everyone will be asked to step up to a leadership
position. It is very important to know the different leadership strategies that one's own
leadership style can be tailored towards.
https://www.mindtools.com/pages/article/newSTR_75.htm

(Sashkin)

34. Student will show knowledge of HDF 417 Personal Research In HDF 417, I researched a theory by Chris Argyris. This theory is called
the “Individuals in Organizations” “Individuals in Organizations.” This theory can be applied with single looped
** leadership theory by Argyris learning and double looped learning. Single looped learning helps to address a
companies underlying issues. This is present when goals, values and strategies of an
organization id not appreciated and taken for granted.This theory depicts a strategy
that allows the leader flexibility in being able to view results as the method is being
implemented. It has a cause and effect style. Double looped learning manages to
refocus goals and take different approaches on situations. This occurs when an error
is detected and corrected in way that involve changes in an organizations aims and
policies. There is also a maturity continuum the help transition from being passive to
more active and dependent to independent.
https://ac.els-cdn.com/0361368277900289/1-s2.0-0361368277900289-main.pdf?_tid
=41107785-8d49-4dd8-ba87-30127ad6f835&acdnat=1550677440_ff8daad46d112e
359854f15c0f458661

(Argyris)
36. Students will demonstrate

knowledge of the “4 V’s” theory
)))) of leadership by Grace (Center for
))** Ethical Leadership)
***
(Grace)

38. Student will show knowledge of HDF 290 Paper and Visual I have learned this leadership style in my HDF 290 class. In this
the “Situational Leadership” outcome I will display knowledge of Situational Leadership Theory.
theory by Hersey & Blanchard The author’s of this theory are Kenneth Blanchard and Paul Hersey.
This theory is best summed up an adjustment in leadership styles to
fit the changing of influence fellows and followers that can potentially
be gained. Those that follow this kind of leadership show four core
competencies. The abilities to diagnose allows for understanding of
the situation and its dealings. Another capability is to be adaptable.
Being able to make shifts in response to any given stimuli is very
important. The third part is communication; this being applied in a
way that is accepted by those involved and understood. Lastly there
is the strive towards advancement, thus requiring a sort of charge of
the movement. T elling tell your team members what to do and how
to do gives direct insight and control to the leader, but is also quite
burdensome. Leader and team members are more inclined to work
together on decision making and elected projects. D elegation is also
another responsibility taken up by the leader in this model, thus
assigning responsibilities and task that employees will perform.
L
eader must also be skilled in selling t heir ideas and message to the group
members to buy into the process. Leaders I noted that this is a more hands
on approach in comparison towards other leadership styles. I t is also good for
leaders to be p
articipants and offer less instruction; thus allowing members
to be more. The leader’s role is more of a mentor than a boss. I believe that
out purpose in acquiring this knowledge is to be able to stay humble when in
a leadership position and understand that we are servicing our customers
and fellow workers. I can see myself using this type of leadership in a crisis
because it is direct and clear communication.
https://www.verywellmind.com/what-is-the-situational-theory-of-lea
dership-2795321

39 Student will describe personal
(Hersey & Blanchard)
40. Student will show knowledge of HDF 417 Personal Research In HDF 417, I researched the theory by Komives, Lucas, and McMahon. This theory
the “Relational Leadership” model has five concepts that rules relationships between people that have come together in
** by Komives, McMahon & Lucas order to make a positive change. The five conceptual concepts are purpose,
inclusion, empowerment, ethical and process connectedness. The concept of
inclusion deals with having a more diverse and constructive point of view. The
concept of “p urpose” f ocuses on clearly defining a socialized vision, working
towards a common goal and bringing about positive change. In this overall
commitment is very important. The second emphasis on the concept of inclusion
involves making every member of the group feel very welcome, equal, comfortable
and listened to. In this concept there is a focus on encouraging and providing an
opportunity for group members to develop skills and knowledge related to their
strengths and capabilities. The third concept deals with empowerment involves
creating a learning conducive environment that encourages the recognition of the
right and responsibility to take ownership. The conceptual aspect of ethics extends
that it is the model dedicated to virtue, morality and values. This involves the stands
of producing and maintaining what is considered to be “g ood”. The last relational
leadership model concept of process shows the importance in the operations and
process functions in group concerning making decisions and capacity to handle tasks
related to its mission and vision. There are key essentials to this leadership process
like collaboration, election, feedback, civil confrontation, community building and
meaning making. There are a couple of strength and weakness connected to this
leadership theory. A few strength are that it supports a good balance between the
focus on the individual and the focus on the rest of the group, it is also a great guide
as an emergent leadership model that is though. Some weaknesses are that the
relational leadership model would be difficult to put into action due to the
misunderstanding that they are all not equally important.
http://leadertoday.org/faq/relational.htm

(Komives et al)

42. Student will show knowledge of HDF 291 Personal Research In HDF 291, the leadership theory of Constructivism was introduced to our
the concept of constructivism class. This concept was coined by Jean Piget. Piget focused on how humans
created new understandings between each other and related new information
it back to their own rational and experiences of the world. As a genetic
epistemologist, he considered genetic development and how it might have
had an influence on human relations. This theory has varied impact on
learning and teaching methods in leadership and education that are based on
educational reform. Constructivism is based on observation and scientific
study. These are usually concerning how skills are applied or disregarded.
Paradigms are extended by means of acquiring new information and
referencing what one already knows. Sometimes information being
processed might not resonant with the cohort in the study and that is ok, so
long as the person was a will participate that had intentions of listening to
different ideas and ways of application besides his/her own. This theory
allows us to remodel our ways of thinking by sharing information to form
newer questions about what we had thought to be true before. This concept
empowers individuals to constantly rebuild their views and perceptions.
Constructivism allows for everyone’s voice to be heard, thus encouraging
active and expert learns; allowing the ability to integrate new knowledge and
being more accepting different perspectives. In comparison to traditional
classroom settings that encourage one directional teaching, constructivism
allows a more diversified dynamic to be explored allowing more information
to circulate the learning atmosphere freely.
http://sydney.edu.au/education_social_work/learning_teaching/ict/the
ory/constructivism.shtml
43. Students will describe personal HDF 291 Personal Reflection In HDF 291, there was an extra credit opportunity shared. The topic was about
examples of implementing extent of systemic racism and its reach in vast communities around the world. I was
constructivism able to use the theory model of constructivism to see a new perspective on the
“cons” of the Black Lives Matter movement in the United States. This movement
has lead to the understanding of colored people being mistreated by police in
America to be a unique experience to this country, when in actuality it is a universal
issue. I was able to learn this theory in class and apply it to every encounter I’ve had
thus far. I am now able to apply new terminology to conversations. This will help
me express myself better and be more attentive when exploring developments and
situations with my classmates, friends and family. In regards to the extra credit
opportunity, my models of viewing being a black person has changed and I know

realize a new responsibility. I hope to become more honorable in that I’ll stand up
for the truth when needed and not only when it directly affects me. I’d never want to
make my experience overshadow or under value someone else’s. In the future when
talking about this issue of human life, I’ll make sure to extend it towards people all
around the world. By doing so, there is a bigger impact being made. Because
injustice is a threat to justice anywhere and we must always stand steadfast, strong
and able to combat these high powers.
Moving forward, I plan on listening to all sides of an issues and being willing to take
off my lens of the world and try to view it through the eyes of another person.
Constructivism has helped me to be willing to acknowledge the experiences and
understandings of others and learn from it. In nursing, I have apply this theory to
maintain an effective relationship with my patients. Sometimes as healthcare
professionals it is hard to look at the situations from the patient’s point of view and
we miss the signs. I will practice to not only have a fix it mindset but also try my best
to be empathic to my patients.
Student will demonstrate

knowledge of experiential learning
in leadership development (Kolb)

application of experiential learning
in leadership development (Kolb)

46. Student will show knowledge of HDF 417 Personal Research In HDF 417, I researched this theory by Astin, Helen S., and Alexander W. Astin.
the “Social Change Model of Work on this theory model started in 1994 and is still continuing to be worked on.
** Leadership Development” by Astin As of date it has gone over three revisions already. The research for this was
conducted at the High Education Research institute in UCLA. This theory integrates
et al
established leadership development concepts and provides for leaders that are not
interested in traditional in roles of leadership and helps depict and promote a
method of obtaining a positive change. Leadership as a process is a key concept in
this process. The goals of this model is to enhance learning and development in
students, with a focus on self-knowledge and leadership competence. The goals also
extend to leading and increasing social change at an establishment or community
setting. All efforts are towards making sure that the group is functioning more
effectively and humanely. There are also three components in leadership
development. The three altars are concerning the individual, the group and
community society. There are seven C’s of leadership which are consciousness of
self, congruence, commitment, collaboration, common purpose, controversy with
civility and citizenship. The eight C stands for change. Consciousness of self deals
with being aware of the beliefs, values, attitudes and emotions that motivate one to
take action. Congruence deals with an interdependent understanding of
consciousness that is consistent with one’s own strength and limitation. Commitment
implies intensity and duration that is directed towards group activity and expected
results. Change is the ultimate goal of the creative process of leadership. It aims to
make the world a better place for ourselves and others. Collaboration involves
leadership as a group process. Common purpose is to work with shared aim and
values. It allows the group to engage in collective understanding of issues and task
undertaken. Controversy with civility concerns the requirement of trust amongst the
group members. Citizenship is is civic responsibility which works towards social
change. Those that implement this leadership model must maintain its integrity by
living out the values of this model and continue to work on it.

** (Astin et al)

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

application of the above theory.
(Komives et al)

knowledge of the
Strengths-Development Model by
Hulme et al

(Hulme et al)
52. Student will demonstrate

knowledge of behavior theories of
leadership from Michigan and Ohio
State

application of the above theories
(Michigan & Ohio State)

knowledge of Charismatic
** leadership


knowledge of contingency
approach to leadership by Fiedler

(Fiedler)
58. Student will demonstrate HDF 492 Personal Research Robert J. House was a professor of management and he retired in 2010. He died of
knowledge of Path-Goal theory by heart failure on November 1, 2011, at the age of 79. Dr. House received his PhD
House degree in management from Ohio State University in 1960. He eventually joined the
University of Toronto in 1973 as Professor of Organizational Behavior. This would
prove to be very important in establishing the school's PhD program. He wrote more
than 130 journal articles during his lifetime. I learned that the theory known as
“path-goal” approach has its roots in a more general motivational theory called
expectancy theory. The expectancy theory states that an individual's satisfaction with

supervision or leader’s behavior can be predicted from the level to which the
occupation is seen as leading to different outcomes and the evaluation of these.
According to this theory, leaders are helpful because of their effects on motivating
their workers, and the staff’s capacity to perform his/her occupations effectively;
while remaining satisfied. The theory states that the necessary, information and
support for achieving certain goals rely on the kind of role provided by the leader.
resources The major concern of this theory is how the leader influences his/her staff
perceptions of the work that they do, individual and group goals, and how to
accomplish their objectives. This theory is full of “contingencies” that will affect the
kind of leadership style being implemented, which depends largely on the followers
and situation and the rewards to meet the needs of the followers. The leaders can
increase motivation of his followers by clarifying the path to the rewards that are
made available or by increasing the rewards that the follower values and desires.
There are four different types of leaders that are mentioned in this theory. The
directive leader give the staff specific guidance on how to accomplish tasks. The
supportive leaders are those who that are friendly in nature and shows concerns for
others. Participative leaders are those that like to take suggestions from the followers
before making a decision. The theory also talks about achievement oriented leaders
who set challenging goals and expect members to perform at optimal levels. All of
these roles of leadership aims to increase satisfaction and performance. The writer
notes that there are two main problem that occur when testing this model. This
model is understood to be really complex and has mixed support from different
researchers. I like this theory because it recognizes the needs of the followers and
matches to the behavior characteristics of the kind of leadership that is needed. This
kind of leadership clarifies a path for followers to accomplish their goals.
http://www.nwlink.com/~donclark/leader/lead_path_goal.html
59. Student will describe personal HDF 492 Family In my household, I am considered a leader. My mother and a lot of my
application of the above theory siblings rely on me to lead when they lack self-confidence in certain situations.
(House) When my family reunion was approaching, last summer, a lot of the elders in the
family did not have the knowledge to organize the event. It lead to a lot of things
getting done last minute because ideas were implemented last minute by the youth in
the family. We had to share of knowledge of how to gain access to resources and
information online with the elders. This lead to an overall increased confidence and
achieved outcomes and goals for the festivities. The youth also had to take on
directive roles in order to clarifies jobs that were not understood by other
participants in the celebration. We clearifies issues concerning catering, DJ, and the
event location. There were some members that also lack motivation to participate in
setting up the event. These individuals did not feel motivated to help out as much in
the beginning because they were not challenged to. As a leader, I helped some of my
young cousins to help with setting up th hall and cleaning up after the festivities by

giving them incentives, like money and praise. During the family meetings before
the event, many mistakes were made. I wish that more of us had the courage to
admit when we had erred and tried to make up for it. For those that did admit when
they were wrong, we made amends to their mistakes. I learned from this situation
that good leader is mostly supportive in many different ways and that it is ok to
make mistakes.
60. Student will demonstrate HDF Personal Research This model of leadership is considered a process that concentrates on
knowledge of Leader Member the interactions between a leader and subordinates. In this model the
Exchange (LMX) theory leader leader’s interaction (low quality or high quality) has a huge
effect on the team members. High quality relationship are considered
“in group”, while low quality relationships are considered out group.
The leader associates with these two groups in the company
differently. The “in group” is given more information, influence,
confidence and concern form the leader. They are also considered to
be more dependable, highly involved and communicative in
comparison to the “out group”. The “out group” are members that are
less close to the leader and usually just do the work that they are told
and go home feeling unfilled. The central idea of this theory
enchanges high quality leader-member exchanges that result in less
employee turnover, greater organizational commitment, more
desirable work assignments, better job attitudes, more attention and
support from the leader and great participation in an individual’s
career. This model encourages leaders to not solely concentrate on
differences, but instead focus on building trust and respect amongst all
workers. These improved relationships will overall lead to further
advancements of the organization. I like this leadership outcome
because it validates the relationships with in the workplace by making
it a point to important and positive communication with everyone
involved in the company.
61. Student will describe personal HDF 492 Personal Reflection/ In my church, the pastor usually has meeting with the heads of each
application of the above theory Church experience ministry. Sister Amara is the chair of the children’s ministry. When I
first joined the children’s ministry, I was used to directive leadership
and being told what to do because I was not familiar how things were
done. After a while, I started to get the hang of doing certain things on
my own, but started to also feel micromanaged in some ways. I did not

like this feeling. I felt that I was not apart of the bigger picture and
wanted a seat at the table where larger discussions were being made.
Eventually, I voiced my concerns with Sister Amara. At first, she
brushed off my concerns a lot and did not make much time to speak to
me about my worries. When she finally made some time to recognize
me, I was prepared. I layed out several reason about my my voice was
valid when making decisions about what activities should be
implemented in sunday school. I explained to her that my experience
bridged the wants and needs of the children because I was a former
Sunday school student and also was the closest in age to the children
when compared to other staff at the time. She eventually took my
concerns to the pastor and he held a meeting with me and Sister
Amara. Today, I am still apart of a larger conversation concerning the
the children’s ministry. My input has lead to a change in the culture
being established in the ministry around the children. We now have a
different way of approaching the children and reaching out to them
when approaching difficult conversations. We also include the parents
in a lot of discussions about the ministry. I have noticed that the
communication overall has gotten much better but we have a long way
to go.
https://ctb.ku.edu/en/table-of-contents/culture/cultural-competence/cul
ture-and-diversity/main
62. **Student will demonstrate Hdf 492 Dunkin Employment In this theory, I learned that leadership substitutes can be appropriate
knowledge of Leadership because leadership is not always necessary. A leadership substitute
Substitutes Theory--more detail acts in the place of the influence of a leader, thus making leadership
unneeded. In this, workers can work at optimal levels without having
leadership. Examples of substitutes are, motivation, expertise and
fulfillment of the occupation.
https://www.bartleby.com/essay/Substitute-for-Leadership-Theory-F3
CBA8ECDM6S
63. Student will describe personal Dunkin Donuts As a college student, I had to use this theory quite frequently.
application of the above theory Experience Working part time at Dunkin Donuts and going to school full time was

an extremely tough experience. I had to keep on trying my best
because I had the incentive of getting a college degree. Getting this
degree is a way out of poverty for me. It means many things like
having the opportunity to live a better life and understand the world in
a newer way. I do what I have to do without being told because of this
incentive. I find that many of my peers also use this model in our daily
lives. We are all constantly moving towards our goals without being
told what to because our actions are fulfilling. Sometimes being self
motivated can be challenging because of the hardship that we
encounter at different times in our lives. I am glad that I learned about
this goal because I was always aware of this inert motivation that
pushed me forward towards success. I have been a college student for
such a long time and I now have the word to describe the drive that
brought me to the finish line.

knowledge of Models of leader
emergence
65. Student will describe the impact of

traits on leadership emergence
and performance

knowledge of Chaos approach to
leadership by Wheatley

(Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
68. Student will demonstrate how cultural HDF 492 Personal reflection I find that culture is rooted deeply into the daily practices and beliefs
anthropology / paradigms relate to
leadership of a person. In order to lead a group of people, the leader must have a
profound connection to the core that is driving the people to do what
they do. I believe this core is the culture and heart of the people. This
culture usually affects how the vision of leadership is displayed and
communicated. Communication is also very important when
concerning cultural anthropology related to leadership. The leader
must be able to listen and hear out the concerns of the followers;
which are key characteristics of servant leadership, which is putting
others before yourself. I have noticed that servantship is a key part of
many cultures. Without communication, the focus of the movement
can get lost. this could lead to a separation in the movement. This
connection is helpful in navigating different spaces that are sensitive
with respect and positive influence. I find that today, a lot of people
lack the basic skill of relating to the population through
communication because the are hyper focused on getting the attention
of those that are able to make the change. In a movement the leader
must bring along everyone towards to finish line and not just himself.
69. Student will describe personal example of HDF 492 Family Reunion When we had our family reunion for the first time in 2016, many of
using cultural anthropology / paradigms as
a leader the older adults did not know how to go about requesting services to
do a lot of activities. Many of them were shy about getting quotas for
services because of the language barrier. I remember that a lot of the
youth in my family had to step up the make the event possible. Even
though we were able to communicate with vendors and do a lot of
things on our own, we still brought back the information to everyone
in family meetings and we made decisions together as a group. Family
is very culture oriented. We value the approval of older adults and
prioritize their feelings and opinions on various issues. As a leader, it
was important to make sure that they felt included in the decision

making and we create opportunities as we were able to help maintain
this structure.
70. Student will demonstrate knowledge of the Roberta Harro is a professor at Springfield College in Springfield, Massachusetts. She has
“Cycles of Socialization” (Harro) theory obtained a doctoral degree in education from the University of Massachusetts and now
and its uses in leadership concentrates on teachings about diversity and social justice. Harro is known for her work
towards the development of the Cycle of Socialization. The theory mentioned helps us to
better understand the connections and development of oppression being normalized in the
lives of propitious and marginalized individuals. These implementations of subjugation are
usually tied to the core beliefs of fear, ignorance, confusion and insecurity. This theory guides
us through the process of social admittance into these randomly selected roles. It also explains
how individuals are unconsciously forced to participate in a system that enforces rules that
empowers or lessens the authority of others. The outside world and its various influences are
represented by three circles perpetuating the Cycle of Socialization. Steps to creating the
intrapersonal and interpersonal view of an individual starts before birth and is described in the
first circle. In this first circle, we have no control over the roles, gender, or social classes that
we are assigned. Some people render this to be some kind of “luck” or fate that determines
your situation.These systems of misinformation, biases, stereotypes, tradition, prejudice, and
habit have been instituted and reinforced onto babies for hundreds of years. Guardians project
these perceptions of themselves and others onto children. These notions are taught through
values, rules, norms and expectations. The first arrow explains how we are thrown into
society’s norms right from the start of our lives. Reinforcements of gender roles start to be
enforced right from the hospital, when the child is either wrapped in a blue or pink blanket.
The second circle interprets methods of various institutions and cultural aspects being
introduced to either contradict or supplement instructions designed for the child at home. This
is recognized through language, media, politics and many other forms of belief.The second
arrow represents rules that are set in place to perpetuate this culture that is reinforced by
incentives for following the system and punishments for rebelling. In the third circle explains
how comprehension of these experiences can lead to low self-esteem and the disheartening
realization of the truth of our realities. At this point keeping up with the “status quo” is
burdenous in that we fail to promote living authentic lives. When confronted with the truth of
reality, people face an ultimatum. In the last arrow, descriptions of individuals that can choose
the probable “easy way” out by staying silent or become proactive by going against the rules
set in place. This is known as the point of arrival. In the middle of this cycle resides fear and
misunderstanding.By promoting this atmosphere, individuals are allowed to reach their
highest potential without fear of being generalized, categorized and defined into powerless
positions. There are those of us who choose to embrace reality and realize it for what we truly
want it to be and others that exist inside of what someone else deems fit. In order for an
individual to live their truth, they must venture out towards ideas that may bring adversary. In
order to live in a unified society, we must learn to become all-inclusive and celebrate the
things that make us different instead of using our differences as a means to uphold separatist
mindsets. This outcome is evidence that use of this theory can be a helping factor to change
the world and encourage the consideration of changing society and its views.
https://www.unr.edu/Documents/student-services/student-services/Har
ro%20Cycle%20of%20Socialization%20and%20Liberation.pdf

71. Students will demonstrate personal HDF 291 Personal Reflection One day, I woke up and realized that I was not happy. I had been following the rules extended
application of the “Cycles of to me by my mother for as long as I could remember, but still felt unfulfilled. I began to
Socialization” (Harro) question this feeling of emptiness. This lead to the nearly complete ruination of foundations
that I had used as a reference for the world and its necessitates. I began to ask questions about
the world and myself. For the first time in my life, I was independent and gaining my own
opinions about things. I felt freed. I was getting over being fearful of what I did not know and
began to embrace the unknown. I embraced my history as a Liberian, celebrated my
dominance in womanhood and compared the dogmas of Christ and Buddha. It was the
beginning of what I acknowledge to be the revival of my soul. I began to ask more questions
about life, love and faith. I developed this hunger to learn more about different types of people
and natures outside of what I have been told. I have learned to identify myself as a human
being first. I feel like this encompasses all that I am. I still acknowledge myself as being an
African-American, female, and Christian but now work outside of the normality’s and
standards associated. For example, I still read the bible, but I also secure knowledge from
other holy books outside of Christianity as well. I have grown to become very comfortable
with who I am and have reached a point of being able to step outside of those social
frameworks and explore other things. Having expanded my networks and gaining contact with
other social institutions like the Community College and University of Rhode Island has
helped me manifest wider paradigms and understandings of the world around me. Today, I am
able to accept and embrace the different identities of others and myself. I am now now
embracing this theory after much self evaluation. I have communicated these reflections with
others with hopes to educate others and eventually innovate and reform societies “norm”. In
my HPR 310 class, I shared this leadership model as a way to combat health discrimination in
developing countries. The class loved learning about this reform and appreciated my
presentation. Hopefully, they too will also take what they’ve learned and share it with others
as well.
The story of my birth has been told to me many times over. My mother
explained how the doctors misread the ultrasound and foretold that I was going to
be a boy. It had been a shock to everyone in the labor room when my sex was
revealed. I went home wrapped in a yellow blanket and was dressed in “boys”
clothes for a few days until my mother was able buy more “appropriate” attire.
Today, I find the situation to be amusing and curious in that she felt it important to
buy more new clothes that fitted the social norm regardless of her economic status.
In the case of all individuals, the choice of parentage, sex, and class was not a
choice, but yet we are all subjected to follow the norms associated with these
categories from infancy. Ancient rules help to create frameworks that do not justly
portray the true essence of a person. I recall, many years ago, my mother scolding
me for trying to whistle. She’d say, “ Don’t do that! That is a practice of men. Are
you a man to whistle for a woman?”. After hearing this a few times, I learned not to
practice this skill around my mom. She believed that as a young lady I should
behave in ways regarded as “feminine”. Growing up as a african-american, female,
and christian has helped to create an atmosphere filled with overbearingly
submissive synergy that surrounded me with contradicting morals. I was taught at a
young age that God made humankind in his image. It did not take me long to

understand that women were exempt from this rule and were not considered equal to
men. This meant that boys ate first, spoke first and lead first. This made sense to me
at the time because I was impressionable and assumed that naturally I was less
important than boy because God was a man. My rationale correlated that in order
to become a God one had to be a man first. I was expected to be yielding, clean and
quiet. My mother believed that these “qualities” in women went hand in hand with
being of good nature and God fearing. In her perspective the portrayal of these
would be useful towards avoidance of treatments in racism, negative criticism and
judgement. I must admit that for a long time, I adhered to most of these norms and
practices. I read my bible faithfully, kept my room clean and spoke when spoken to.
These applications were not implemented to gain spiritual insight but instead earn
praise and recognition for doing what was considered to be right. One day, I woke
up and realized that I was not happy. I had been following the sames rules extended
to me by my mother for as long as I could remember but still felt unfulfilled. I began
to question this feeling of emptiness. This lead to the nearly complete ruination of
foundations that I had used as a reference for the world and its necessitates. I began
to ask questions about the world and myself. For the first time in my life, I was
independent and gaining my own opinions about things. I felt freed. I was getting
over being fearful of what I did not know and began to embrace the unknown. I
embraced my history as a Liberian, celebrated my dominance in womanhood and
compared the dogmas of Christ and Buddha. It was the beginning of what I
acknowledge to be the revival of my soul. I began to ask more questions about life,
love and faith. I developed this hunger to learn more about different types of people
and natures outside of what I’ve been told. I’ve learned to identify myself as a
human being first. I feel like this emcompasses all that I am. I still acknowledge
myself as being an African-american, female, and christian but now work outside of
the normalities and standards associated. For example, I still read the bible, but I
also secure knowledge from other holy books outside of Christianity as well. I’ve
grown to become very comfortable with who I am and have reached a point of being
able to step outside of those social frameworks and explore other things. Having
extended my networkings and gaining contact with other social institutions like the
Community College and University of Rhode Island has helped me manifest wider
paradigms and understandings of the world around me. Today, I am able to accept
and embrace the different identities of others and myself. I have expectations
concerning the future development and aspirations for myself and family. I hope that
my various forms of education and life experiences will help me to extend positive
norms promoting freedom, stability and truth. If I have children, I want them to live
their lives authentically. By living their truths, I believe that they can acquire
happiness. I define leadership as service to the community. Allowing those that come
after me to be recognized as how they want to define themselves is a service that is
greatly beneficial to the community. My decision to not sustain this cycle of
socialization is actualizing my understanding and defining of leadership. I am taking

a stance against all of the negative roles and norms assigned to individuals at birth.
By promoting this atmosphere, individuals are allowed to reach their highest
potential without fear of being generalized, categorized and defined into powerless
positions. There are those of us who choose to embrace reality and realize it for
what we truly want it to be and others that exist inside of what someone else deems
fit. In order for an individual to live their truth, they must venture out towards ideas
that may bring adversary. Isolation maybe the only means to function in a world
run by social constructs. Though a life of isolation usually seems grim, there are
some benefits. Embracing isolation builds within an individual resilience that drives
them towards acknowledging and practicing one’s true identity. Not everyone is
brave enough to step outside of their set frameworks. There is also an inner wisdom
to be gained from isolation. Constantly being around like minded people may
contribute to “groupthink”, decreasing the likeliness of dedicated learning, trusting
and acting based on your personal beliefs and/or experiences. Usually, those
residing outside of the established “status quo” are not embraced by society but
instead are met with grievances. I believe that there must be a fearless pursuit of a
person’s truth and passions in order to start living an authentic life.
72. Student will demonstrate knowledge of the

“Cycles of Liberation” (Harro) theory and
its uses in leadership
73. Student will demonstrate personal

application of the “Cycles of Liberation”
(Harro)

“Configuration of Power” (Franklin) and
its relationship to leadership

application of the “Configuration of
Power” (Franklin)
76. Student will demonstrate knowledge of HDF 291 Personal Research In HDF 291, I was introduced to the theory of racial identity development. I am going to
racial identity development via the Cross, extend about the model of Cross. Cross’ model of Black identity development is based on the
Helms or other models (Ferdman & process of “becoming black”. Cross narrows down his perspective of this development to four
Gallegos; Kim; Horse; Wijeyesinghe etc.) stages. I will extend upon those when I get to sector 5 of his theory model. These are personal
identity, reference group orientation and race salience. His model includes six sectors that
adds three concepts. In the first sector, Infancy and childhood in early black communities, the
understanding of life is made through interactions with peer, schooling, family, community
events and church. the second sector, Preadolescence, internalized racism emerge at home and
in the community. Youth with low salience become disconnected to their race because of the
little significance it has on them. Youth with high salience are more connected and proud of

who they are. These youth are more likely to develop a more positive concept of themselves.
The third sector, Black Adolescence, describes individuals and how they begin to form their
own beliefs about their identities. Low salience individuals focus more on their non-racial
aspects of their identity. Negative beliefs of their own racial groups are perpetuated and
internalized. Sector four, Early Adult, high salience individuals orient themselves are black
culture while those with low salience do not see the significance of adding cultural aspects to
their own lives. Sector Five, Adult Nigrescence, contains understandings of pre encounters,
encounters, immersion, emersion and internalization. Pre Encounters exemplify individuals
with low race salience and their assimilation into mainstream culture, where as those with
internalized racism hold anti-black sediments. Immersion-emersion, exemplifies individuals
that have completely immersed themselves into the black community without a clear
understanding of the black identity. Internalization, exemplifies individuals developing a more
defined and secure sense of black identity. Sector six, contextual, this is the encounter through
professional or personal event that leads to the questioning of black identity. This is a great
theory in that it helped me navigate stage of passage towards truly accepting myself. the
concepts are very direct and straightforward. I view this as a means to articulate stages of
growth in my life.
Looking back at this model, I find that I now have a high salience identity. I participate in my
parents’ native culture and have started to do some personal research about Dhan (Gio)
history and people. I see plenty of significance in adding cultural aspects to my life because I
am proud of it. I have a built a deeper connection to my roots by contributing to community
organizations in my local area and abroad to support cause towards it. I am on a lifelong
journey to find out who my ancestors are and learn about their stories. I have found strength
in this to keep on moving forward and to try my best to be successful in all of my endeavours.
I have come far and still have a long way to go in the journey of self acceptance. I hope to
encourage other to find their confidence in all parts of themselves and become thriving high
salience individuals.
77. Student will demonstrate personal HDF 291 Personal Research In HDF 291, I was able to gain a newer understanding of the events in
application of model(s) of racial identity
development above my life and how I grew. This class has helped me to be more receptive
in embracing my culture because it is more. I remember in my
childhood the need to conform to gain acceptance from my peers
because I did not want to be singled out. I wanted to belong. I changed
my hair and had gotten relaxers and wore long weaves constantly. I
also recall their being a barrier that prevented me from appreciating
my own heritage to the fullest and finding it to be a barrier to my goals
and achievements. In high school, I became more knowledgeable
about the system that governs my life and began to resent the
dominant culture and tried fully embraced my culture. After acquiring
more knowledge, my energy was redirected to resolutions that could
be of more help to the cause of equal opportunity. I now am trying to
integrate into this society without compromising why cultural identity.

Sometimes, this is very hard to do but I see the benefits. I have an
opinion that is unique and appreciated. I am looking forward to my
journey and developing these concepts further.
Looking back at this outcome, I realize that I was still afraid to

recognize that I was singled out for being black/ african. I felt that for
a long time, if I did not acknowledged my difference, it would become
less real, but I was wrong. For a long time I disenfranchise myself in
this way. I tried to separated from my blackness at times to fit in. I
recognize that all I did at the time was play into the respectability of
politics for black people. I had to make sure that my concerns were
easy to swallow for those that considered people like me to be a
problem or threat. I find that I am very confident in my identity and I
also feel more confident in share my experiences accurately with as
much shame or guilt.
78. Students will demonstrate knowledge of HDF 492 Personal Research Peggy McIntosh is a former associate director of the Wellesley Centers for Women.
McIntosh’s theory of privilege and its She is also the founder of the National SEED Project (Seeking Educational Equity
relationship to leadership and Diversity). This program helps teachers and community members to create their
own local conferences in which contributors use their own experiences and those of
their students, children, and colleagues to open important talks that in turn create
communities and workplaces that are more inclusive. In model she describes white
privilege and likens it to a backpack that carries special allowances and benefits. She
writes and lectures about issues dealing with equality, race, class, gender and sexual
orientation. Privilege is not as visible as racism and is easier hard to recognize. A lot
of people do not recognize that they are privileged and sometimes confuse these
benefits as though it were something that was earned. Peggy notes that once an
individual recognizes his/her priviledge they are now accountable. People who
recognize their privilege are tasked to speak out for marginalized individuals and
shed light on the inequalities that are affecting others. I like this theory because it
helps us to recognize the struggles of others. It encourages is to speak out when we
can and to be resources of strength for others.

http://www.interpretereducation.org/wp-content/uploads/2016/03/white
-privilege-by-Peggy-McIntosh.compressed.pdf

79. Student will demonstrate personal HDF 492 Personal Reflection/Book As a leader, I will make sure to recognize my privilege when I can and pave the way
application of McIntosh’s theory for those that are struggling in this society. I recognize my privilege as a cisgendered
By Janet Mock

individual. Many apart of the trans community faced discrimination and inequality. I
have been taking steps towards listening to their concerns and grievances. I am also
taking steps towards empathizing with their experiences. I have just recently read a
book by Janet Mock. This book is her memoir and explains her life story as a
woman of color that is transgendered. After reading this, I am more understanding of
the difficult situation that trans-individuals go through. Moving forward, I plan to be
more aware of the struggles of many marginalized persons and try to help in ways
that I am able. Before reading this book, I never considered the plights faced by
people of color that are in this community. It was something that I lover looked and
ignored. Now that I know better, I have to take up the responsibility to speak out
when I recognize an injustice towards someone in this community. I want to help
pave for those that come after me so that they have options to identify and believe in
what they feel is true.
80. Student will describe the differences and

similarities of individual and institutional
oppression and relationships to leadership
81. Student will show knowledge of effective Honors Colloquium: Inequality and In this year’s colloquium, Kimberle Crenshaw was invited as a keynote speaker. She teaches civil rights
leadership as it relates to change agency Honors Colloquium: the American Dream and other courses in critical race studies and constitutional law. She has also published numerous
**** Inequality and the compilation concerning such topics. During her lecture at Edward’s Hall. I had noted her incorporating
American Dream of the Social Change Model. Crenshaw aims to connects to her audience by apply the seven C’s to her
presentation. She showed consciousness about herself. By sharing belief and expanding on those the
taught her audience about a term she coined as “intersectionality”. This defines people that have been
overlapping in systems of disadvantage or discrimination. She used this term to help develop the
consciousness of others. She met the altar of congruence because of her constancy in her values. Her
energy was present on stage and should her drive and passion that fulfilled the commitment part of the
scope. She collaborated with her audience and was seeking other points of views. She gave retorts to
question from the audience that combined ideas in a smart and sophisticated kind of way. She also
exhibited common purposes by engaging her audience in issues that she he'd analyzed. She provided
us with charts and presentation slides breaking down complex ideas and rationalizing pertaining issues.
The was also evident controversy with civility being portray with in the seminar. Some people who felt
opposed to her views were able to voice their models on the mic. Her speech in total showcased
citizenship in that she is responsible towards informing people about injustices that do exist. This is how
she tries to implement a better establishment within our society. If we are not able to realize the
underlying of what is going on in our communities then it will be nearly impossible to fix it. She continues
to shape the future of our world by creating strategies towards a path of success and relying this
information through presentations and teachings around the world. These efforts are building the next
generation to be better by inspiring and educating us on various issues and the nuances that we often
encounter while studying them. I am overall inspired by her work, intelligence and motivation.

82. Student will describe personal examples HDF 291 Youth in Action; Active participant in This experience intersects my professional, personal and political life leadership experiences. In 2010, I
of being a change agent the election joined a youth lead organization known as, Youth in Action, in Providence, Rhode Island. Youth in
action is an efficiency, which allows young individuals to stand at the frontline of real social change in
their communities. I participated in this program for most of my high school career. Being apart of a past
calendar in the facility known as Youth Educating about Health (Y.E.A.H Team), has helped to mold the
supreme goals that I desire to accomplish. The mandatory trainings and updating of the comprehensive
health curriculum helped to make us prepared facilitators that were ready to provide our peers with
opportunities of enhanced knowledge through peer dialogue and meditations on various topics
regarding their sexuality and other affiliates. Y.E.A.H. Team reached more than five hundred urban city
youth in Providence every year. Holding these workshops, forced me to tap into my leadership ability.
Orating different sections of our subject's content encouraged more practice of interacting with our
audiences, which lead to more active participation and successful outcomes. Conducting these
seminars was continuous and lasted throughout the school year into summer vacation. It was through
this establishment that I learned the importance of dedication and belonging. Youth in action helped me
to build my strengths which are connectedness, positivity, harmony, Input and restorative
communication. All of these qualities are grounded in the social construct of justice, that of which cannot
be attained without teamwork.It is through this experience that I have counted myself as a change agent
in my community.
83. Student will create a personal code of HDF 417 Academic Enhancement In HDF 417, I have learned much from my internship community at the AEC.
inclusive leadership Working here has helped me to create a personal code of inclusiveness in my
** Center
leadership style. My code of ethics involves helping everyone under my supervision
to achieve success. I will avoid making stereotypical judgements about others and
recognize prejudices within myself. By doing this I will be able to support
relationships and intellectual growth in my community. I know that creed, race or
background has nothing to do with what a person is capable of. Anyone can
accomplish anything if they set their mind and heart to the task. I will hold this with
integrity as a member of this community that whole heartedly response to the needs
of my fellow students.

84. Student will demonstrate knowledge of the HDF 492 Personal Research In HDF 417, I researched Bennett’s model of “I ntercultural Sensitivity”. In this
“Model of Intercultural Sensitivity” by development there are six stages. These support the understanding of frameworks
Bennett and its uses in leadership** and dynamics in determining how to work with and advance the capacity for
intercultural sensitivity and collaboration. The first stage is “denial”, people are not
conscious of cultural difference. The task at this point is to gain recognition of the
problem. Once this is accomplished, the second stage model is approachable. This
level is called “d efense”. In this, there is perceived differences, but see the other from
a more negative perspective. Third stage is minimization. Here stereotypes are
avoided and differences in language and culture are appreciated. It is in this stage
that we learned more about our culture and stop projecting it upon others. In the
fourth stage known as “a cceptance”, requires the ability to shift perspectives while
maintaining our commitments and values. One now understand that many things
have different meanings in other cultures. The next stage of intercultural sensitivity
model is “a daption”. This stage allows the person to function in a bicultural capacity.
Individuals are able to understand other cultures and respectfully function in. There
are two parts to this stage which deal with “c ognitive adaption” a nd “b ehavioral
adaption”. “Cognitive adaptation” requires a mental shift in an individual after an
evaluation of behaviors based on norms. “B ehavioral Adaption” is noted when a
person produces behaviors appropriate to norms of the second culture. The sixth
stage is called, “Integration”. Here an individual has acquired in-depth knowledge of
his/her own culture and another. The person has the ability to shift back and forth
with much ease.
https://www.ed.gov.nl.ca/edu/k12/curriculum/guides/esl/cultural_sensitivity.pdf
85. Students will demonstrate personal HDF 492 Personal reflection This model helps people to move their thinking from being more ethnocentric to
application of the “Model of Intercultural more ethnorelative in conversation. Bennett’s model provided a path towards
Sensitivity” by Bennett achieving this goal. Milton J. Bennett completed his doctorate in intercultural
communication and sociology at the University of Minnesota, Minneapolis. He has a
bachelor’s degree from Stanford University and a master’s degree in
psycholinguistics from San Francisco State University.
He was a professor at Portland State University in Oregon. This is where he created
the institution's graduate program in intercultural communication, and he has been
an adjunct faculty member of graduate-level intercultural programs at Antioch
College of Yellow Springs, Ohio and the University of the Pacific of Stockton,
California.He is well-known for his creating this model in leadership
(Developmental Model of Intercultural Sensitivity) which is used world wide. This
model helps to guide intercultural training that assisting in developing intercultural
competence. There are six parts to this model. In the first, he discusses denial of
difference. He explains that many people that are apart of the dominant culture in a
society are in denial about the experiences of others. These individuals tend to be
isolated in homogenous groups and are not motivated as much as other to recognize

cultural differences. This isolation stops their perspective from changing and
growing. They do not note the ways that they are privileged in this society and do
not have much reason to. We can support these learners by introducing them to
different types of music, stories, holidays, travel tips and symbol usage. According
to Bennett, by doing this we are promoting an inclusive and non-blaming culture.
The aim is to address the learner’s concerns and build upon what they already know.
Bennett also talks about defense against difference. This is when individuals who are
part of the dominant culture use polarizing terms, like “us” and “them”. These
person’s exhaust their own culture and belittle cultures shared by those they have
“othered”. We can progress by appreciating cultural differences and celebrating our
similarities. The next part in this leadership model is “Acceptance of Change”. Here
people accept that behaviors and values vary among cultures which contributes to
how others may have varying opinions in the world. Learners are challenged to
interact in previously unexplored cultural context, in order to broaden their
experience. The author also mentions integration of difference. This happens when a
person becomes fully competent in new cultures. This describes experience of the
blending of cultures.
I still feel like I exist in a space where some people try to deny my experience as a
minority. Just the other day, I overheard some nursing students that are apart of the
dominant culture having a conversation about minorities and the privilege allotted
to us because of our backgrounds. The root of this conversation was based on lies of
course. It made me sad to see that people my age are still at a point where they
cannot see past their own experiences. I wish that in that moment I had the courage
to speak up, but I did not. I was not the right moment for me at the time because I
was filled with a lot of emotion and would have probably lost my temper with them. I
am at a point in my life where I accept and appreciate other culture and values that
are different from my own.I understand the importance of challenging the
interactions and experiences that have with people, because I know that everyone is
not the same. By doing this, I am broadening my understanding of others and thus
allowing myself to better identify with patients that I will have in the future. I want to
serve in a way that is helpful to others, by doing this. I can start by listening and
giving suggestions as I am able. Mainly, by appreciating the unique backgrounds of
others I can find commonality and faith in the humanity that we all share.

ally Action Continuum by Griffin & Harro

application of the Action Continuum by
Griffin & Harro
Outcome Category: Critical Thinking

88. Student will show knowledge of principles of HDF 417 Personal Research In HDF 417, I discussed with my supervisor aspects of knowledge that
critical thinking (logic is used in this minor)**
would be associated with principles of critical thinking skills. In this
one must discuss issues and figure out priorities. After this much
information must be gathered and analyzed before making a decision.
Reasoning must be supporting each action before it is acted upon. All
of these help to increase workplace effectiveness, team building,
strategy, problem solving, training and development.
In nursing, critical thinking is a necessity. It is needed to make a

proper nursing diagnosis, which is used to prepare an appropriate
plan of care for my patient. If I can not take down a accurate
assessment of vitals and physical, I will not have useful information to
maintain stability or give the doctor to start a curative treatment
process for the sick patient. Planning requires that I am able to follow
through on making interventions that will help my patient progress
towards a better physical, mental, emotional and spiritual state.
Without critical thinking none of these steps would be possible. It
helps with prioritization and making good judgements about
recommendations and next steps in care involving a crisis. Critical
thinking is the fundamental towards being an effective nurse and
providing good care. I try my best to implement this into my practice
daily; by outlining my main concerns and preparing myself for worst
case scenarios. I understand that you can never be fully prepared for

this field, but I do understand that this attribute is very helpful to have
for these reasons and so much more.
https://www.thebalancecareers.com/critical-thinking-definition-with-e
xamples-2063745
89. Student will demonstrate proficiency of Nursing 100 Analytics assignment In my Nursing 100 class, an assignment was given that required a full assessment of a fictional patience
critical thinking of our choosing. This assignment required that I demonstrated proficiency on critical thinking skills when
applying steps towards patient care. I had to take into consideration the culture of my patient and his
habits. These things would decide the details necessitates pertaining to my patience’s overall well
being. In addition to being culturally aware, the issued nurse should also be sensitive to beliefs of the
patient. Avoiding situation that might seem disrespectful can lead to a more enjoyable experience for
both the patient and the nurse. If he patient is family oriented the nurse should try his/her best to make
sure that they are included with making decision and all other processes. This all flows into the holistic
care charge that we were focusing on at that point of the semester. With these newly acrid skills, I’ll be
much more confident in the service that is being providing to my client and their families.
https://www.criticalthinking.org/pages/defining-critical-thinking/766
In my experience, as a nursing student, I have to always create “write up” assignments for the patient
that I take care of during each clinical shift. These write ups contain information about my patient’s past
medical, surgical and physical histories. It shows lab work data and vital assessments that gives me
current information about the status of my patient. In these write ups, there are columns and sections
requiring that I do appropriate skills that are individualized to my patient’s care. The collection of all of
this data helps me to develop a web connecting symptoms to root causes in the patient’s medical
history. These steps help me to build critical thinking and a planned out care approaching each new
case. Not all of my “write ups” have been good. I have received feedback from my professors that have
helped me to developed the way that I approach the care of my patients, I can't just do whatever to a
person, everything has to make sense and be of help. i have learned how to development my critical
thinking skills in this way and have progress towards becoming an advanced beginner nurse because of
it. Moving forward, I understand that I will not have enough time to map out all of the issue that my
patient is facing, but I can do small prioritizations based on background knowledge that will increase my
ability to keep my patients stable and safe.
90. Student will show knowledge of metaphorical

analysis to critically analyze self and
leadership situations
91. Student will demonstrate proficiency of

metaphorical analysis to critically analyze
self and leadership situations

92. Student will show knowledge of at least five HDF 417 Personal Research In HDF 417, I have come to understand five reliable decision making methods. The
decision making methods first is single voting. This allows a majority decision to be made by allowing
**
everyone to participate. Meeting members can raise hands in favor of their best
judgement or voice their choice. There is a con to this kind of operate, due to the risk
of conformity presiding in a group. The second method is ranking. A vote can be
modified according to how the group or individual recognizes the subjects’
importance. Making a decision can take time and is not an easy feat. The third
method is a technique called scoring. In this, a group is allowed to compare
selections on a scale and do side by side comparisons. This kind of chart makes it
very easy to reference and discuss understandings of opinion belonging to each
individual in the group. After much deliberation a ranking will form showing
priority. The fourth method would be using multiple votes and voting rounds. This
allows participants to not be restricted to one vote. Because there are multiple rounds
can still make decisions based on options that are still available.The fifth method
brainstorming. This technique allows for a combination group problem-solving
and discussions. This goes by the saying that states more heads are better than one.
These are all important and effective in that many organizations and companies are
moving toward making decisions based on consensus. These encourage discussions
and debates that lead to a mutually agreeable conclusion.
https://www.corporatewellnessmagazine.com/article/5-steps-to-good-decision-makin
g

93. Student will describe personal examples of HDF 417 Academic enhancement Internship In HDF 417, I was able to apply techniques of single voting, ranking, scoring,
having used five decision making methods multiple voting and brainstorming to my internship. As a tutor and group study
**
facilitator, I was able to use these techniques separately on different days in the
Academic Enhancement Center. When I provided the students with options, that was
justified because I also took it upon myself to attend every single pathophysiology
class in the Fall of 2017. I did this to be more aligned and understanding of what the
students were going through and what they were learning. This helped me to become
a better tutor overall because I knew what they learning in class and could relay
disconnects to the professor on behalf of the students in the class. I decided to use
each one when trying to put together a list of objectives that would be the focus of a
study session. Since the students knew what they needed help and had mixed issues
with concerning class material, I thought is was in their best interest to help me
create a more focused charts that depicted how the time would be spent during the
study session. When concerning the single voting, I found that many students felt it
was not fair because I had given them limited options about how to configure the
schedule. It over all did not take much time to go through the process because they
were presented with options that were presented by me. Next time, I decided to use
ranking. I presented the student with options and they were allowed to construct the
priority of focus in the session. This proved to be more accepted by the students
because they could place subjects according to importance within the schedule. The
third technique that I used was scoring. This resembled ranking in that each subject
that was scored on a scale from one to ten was arranged in nominal order. The next
technique that I had used was multiple votes. This allowed for students to extend
upon their decisions and still be involved even though their first choice might have
not been chosen. The last decision making tool that I had used was brainstorming.
This was the most favored by the group. It allowed students to totally create and
present their concerns outside of what I considered to be important. I was able to see
other concerns that extended beyond the current class content and look back at other
things that were not clarified. Overall, I have come to favor brainstorming the most
because of how it was received by the students. I now have a better understanding of
each technique and how to better apply them in situations. By utilizing different
techniques I am making myself more capable of being divide in my group decision
making skills.

94. Student will show knowledge of at least five HDF 417 Personal Research In HDF 417, I researched five problem solving strategies. Few suggestion are to add
problem solving / conflict management a delegation and separation, communication by accommodation , collaboration,
** methods, as well as understanding the roots identification of issues and elimination of competition strategies. In most
of conflicts
situations that involve conflict the easiest solution to the problem is identifying the
issue. Through discussion a team could list out causes that would ultimately lead to a
solid base for further conversation. Delegation and separation is another problem
solving technique because it addresses the weakness and strengths of individuals in
collaboration. Depending on the situation, maybe it is best for the members parties
to separate and work on aims by themselves for a time and bring finished products
together. Delegating tasks to individuals that make up a group could lead to a more
efficient outcome. Ignoring the issue will never amount to much success, so it is
important to it is important to give indiums the opportunity to voice their
perspectives in an upcoming meeting. Communication is very important in that use
discussion to figure out the needs of every individual involved and try to meet their
needs. The use of communication can be used to accommodate both parties used to
keep peace in the face of major or minor issues. Collaboration works by bringing
together individuals and the aim is to make an acceptable solution. When there is an
elimination of competition in the workplace there can be more of a present team
atmosphere. This is essentially critical if there is a lot of type A personalities and
assertive individuals. I would recommend to create an environment that promotes
harmony and collaborations between members of an organization. This leads to
overall success.
https://www.humorthatworks.com/learning/5-steps-of-problem-solving/
95. Student will describe personal examples of HDF 492 Church As a sunday school teacher, leading a group of children with a wide
having used five problem solving / conflict
management methods (if student has been age range can be very difficult. There have been many times that I had
trained in mediation, that information goes to use problem solving and conflict management methods with the
here) children. I recall the church anniversary of 2018 was especially hard
to manage. At this time, I was really focused on my part-time job, and
school and had to hand off a lot of responsibility to other staff
members in the children’s ministry. I eventually started to get a better
handle on things and started to assume some of my responsibilities
back little by little. It was hard for me to navigate some of the projects
because there were a lot of little issues that were neglected by other
staff members. A lot of people were upset that I had to take a break
from the children’s ministry. I had to do a lot of communication to
figure out where I was over stepping and where I would be of most

help. After much communication, we were able to identify problem in
the event and correct them appropriately. I had to learn how to work
with others on the teaching the group dance and collaborate when
creating the dance mix track. I also had to delegate tasks to the older
children and provide separation when group work was not as effective
as it could have been. The event turned out to a success and the
children’s ministry was extremely proud of themselves. Working with
so many different types of people call for a variety of problem solving
methods, all of which were so helpful. I know that I will continue to
use these tools moving forward.
96. Student will describe what it means to HDF 417 Personal Research In HDF 417, I have researched the terms analyze,criticize, synthesize and how they
analyze, criticize, synthesize and utilize are utilized in understanding information as a leader. As a leader it is important to
** information as a leader have analytical skills. Leaders that analyze are able to take in information and break
it down into a more specific process. A leader takes information and then makes
good decisions after much deliberation, discussion and research. The ability to
criticize is also important because it shows the ability to make connections. This also
shows the capacity of the leader to make logical arguments and support his/herself.
This type of reasoning shows clear methods or thought organization perception.
Being able to synthesize shows that a leader can summarize topics and focus on the
key issue. Being able to receive information and pull out the key points is an
essential characteristic for a leader. It is the responsibility of leader to always have a
firm grasp on a situation that is afflicting the population, making that it is being lead
accordingly. A leader should be able to use information because it depicts thinking
skills. By asking questions, evaluating and contributing to a topic the leader is
showing interest and understanding of the serious problems afflicting those that are
being guided by him/her. As a leader, I hope to utilize these skills for the betterment
of my community and not as a tool of manipulation. I an honing in on all of these
skills in my undergraduate classes and have a lot of room to grow. I’l l be using these
skills specifically in my career as a healthcare professional.

97. Student will demonstrate knowledge of HDF 417 Personal Reflection In HDF 417, I discussed this with my supervisor in the AEC. We explored
leadership that is used in crisis ** “directive” leadership. This type of leadership involves immediate compliance when
directions are ordered. It relies on directives. It is most effective in crisis situations
and straight forward. It is least effective when applied over the long-term and when
task are not straight forward. We discussed this as a logical strategy when
concerning a state of emergency in the AEC. If anything were to happen out of the
ordinary, students have specific instruction on how to handle the situation and
contact adult staff. It is important to have this as a backup strategy because in times
of emergency time is crucial. I’d want the individual to be headed of in the direction
of the most capable person available as soon as possible. In my future profession, I
will be sure to remain conscious of these strategies as it applies to me, my
department and facility. My first priority is my client and his or her safety. It is my
responsibility to do everything in my right to maintain a safe environment for all
patients in need of my help.
https://www.risklogic.com.au/2015/10/leadership-styles/
I have learned about situational leadership in this minor. I feel that this would be the
best type of leadership to exercise in a crisis because being adaptable is critual in
times of crisis. In a crisis, it is important to have a leader to take charge and direct
an operation. It is important to have someone to give directions in a clear manner.
Delegating assignments and tasks that need to be done as soon as possible and in an
orderly fashion is of the great importance. A leader must be able persuade the
group by selling his/her ideas with logic and evidence. The leader must also be able
to participate in the strategies as an equal member in the group. It is an effective
strategy to show to group members that a leader is trying just as hard and striving
towards the same goal as them.
98. Student will describe examples of leadership HDF 291 Domestic Politics/ Personal I will describe how President Barack Obama handled the economic crisis. Barack
in crisis situations reflection Obama showed the willingness to figure out what was going on. He kept tabs on
**** what was feasible and worked towards making it stable. He did not try to only
stabilize the economy but also bring it to a place of health. He also acted promptly
and not hurriedly. By doing so he allowed himself time to cleanup wall street the
best he could. He was also trying to heal our financial crisis, bring it closer to
becoming more of an asset towards the country. Obama managed expectations, while
demonstrating control. There was a debate on how to comprehensively check the
books of these bank moguls. He work with he federal reserve on the a supposed
“stress test” instituted for the banks. This made sure to not those that were not
adequately capitalizing. President Obama did all of this while keeping it cool, while
providing insight and perspective on the situation.

Last spring, I had a crazy experience at the UMass Amherst. I went to a huge college
convention party at the school that was in the a stadium. I was with a large group of friends
and we went to the party. In the concert hall we had a really great time, until the end of the
party. When we went to the bathroom, we saw a girl in the floor. I was with two other friends
at the time and they were confused and a bit inebriated. I remember looking at the girl and t
first being hesitant to evaluate her situation. My were about to leave the bathroom and leave
the girl on the floor, but I got on the tried to wake the girl up. My friends were annoyed with
me at first, because they felt as though she was not our responsibility; but after sometime they
understood the seriousness of her condition. She brushed me off of her and then I shook her
again. When I helped to incline her she then threw up all over herself. I told my friend to call
the EMS and they came in and asked for us to give them space. Another person called us to
the side and questioned us about the situation. We could not give much information because
we did not know this girl. We left the bathroom and joined our large group of friends and told
them about the experience. I remember when we got outside everyone was making fun of me.
They joked about how I was taking the nursing thing “too serious” and said that I was still
“just a student” and needed to chillout. Looking back I view that situation as a crisis and am
proud that I acted in that way. I feel as though I heldon to my nursing integrity. The worst
case scenario is that the girl could have aspirated on the ground with no one there to help her.
If I had walked out I would have never forgiven myself. I am glad that I followed my intuition
and acted the way that I did in this crisis. I could probably have done more, but at the time
that was the best that I could do. Being a good leader means doing your best, understanding
your boundaries and knowing when to ask for help. I think in this situation I did all of these
things not perfectly , but with good intent and proficence.
Outcome Category: Interpersonal and Organizational Concepts & Skills

99. Student will demonstrate knowledge of Nursing 100 Personal reflection/Class In Nursing 100, there was a whole discussion surrounding the topic of active listening skills. My
active listening techniques professor, Anne Doyle, focused on this aspect of nursing to be an important apart of nursing
*** discussion communication. This especially crucial in the role of holistic communications. Being attentive, makes a
good listener. This takes time, practice, patience and self control.She explain listen as an art, which
helps to clarify and articulate the inner processes. She explained that body language is very important
and stressed eye contact. This applicable towards me in that I want to have very effective dialogue with
my patience. I want them to know that I do care and one way is by showing that I value what they have
to say.
https://www.mindtools.com/CommSkll/ActiveListening.htm
I have learned the importance of having good listening habits in my clinicals. As a nurse, I have to
constantly inquire about the onset of illnesses, location of the problem area, its duration, charting the
characteristics and associated manifestations, relieving ailment factors and treatment of the disease. In
order to gain any of this information about my client, it is important to listen. It is important to adding in
techniques like open-ended questions and being aware of body language.
100. Student will describe examples of using Nursing 100 Discussion In this Nursing 100, I was able participate in class assignments that required student dialogue. These
active listening skills also mandate responses based on the a posed situation. Usually in these mock trials, students will
assignment/Personal pretend to have dialogue each other, one representing a nurse and the other a patient. We’d go over it
reflection for the teacher and she’d give us useful tips on mannerisms and verbiage. It was fun to enact these trial
of assessment. It’s purpose was to help us pull out information from each other and retain what was
important.
When listening to my patient I try my best to use open ended questions instead of closed ended
questions. Open ended questions help the patient to give more detail and insight into what is going on in
the situation. Closed ended questions usually result in a “yes” or “no”. I understand that body language
can engage patients into the conversation and encourage feeling of trust between the nurse and patient.
I try to maintain eye contact with my patient and lean in forward towards them when they are talking to
me. A health care provider that seems like he or she genuinely cares is and active listener in this
sense. I try my best to use these techniques throughout my clinicals and it has been extremely helpful.

101. Student will demonstrate knowledge of HDF 417 Personal Research In HDF 417, I researched functions of group communication by Hirokawa. This
functions of group communication by theory’s main focus is on how a group can increase the likeliness of making a good
** Hirokawa decision. This theory exemplified how and where a decision starts, forms and end
processes. Usually in this, there is an probably entry, which is the identification and
assessment of a problem. After these are broken down, the process of evaluation of
information is initiated to for resolutions. Proposals are made by the group to for
handling situations and discussing objectives. After this the aims are evaluated and a
decision is made. Group communication is largely influenced by all of its members.
This leads to a usually wide variety of answers or outcomes for the group. There are
four functions of this theory which are analysis of the problem, goal setting,
identification of alternatives and evaluation of negative and positive characteristics.
When concerning the analysis of a problem, groups must first be coherent of the
nature of the circumstance. There must be an instituted practice about the criteria to
which solutions are made in goal setting. Identifying all of the possible solutions are
quite important and it is crucial to be selective when faced with the identification of
alternatives. This can be a stressful process because of its importance. Testing the
value and worth of each alternative is what is being measured in the evaluation of
positive and negative characteristics. The role of communication in this theory can
take on one of three forms which are disruptive, proactive or counteractive. This
theory is beneficial because it could lead to the best solution being chosen out of so
many. It has a fault because members that are intrinsic may choose to keep their
opinions to themselves and not contribute to the group.
http://zimmer.csufresno.edu/~johnca/spch100/9-5-hirokawa.htm

102. Student will describe personal application of HDF 417 Personal Reflection In HDF 417, I experienced functions of group communication. I went to a workshop
functions of group communication on skills building and participated in many team building exercises. We were given
(Hirokawa) *** prompts discussing a situation in which a student was not impose the right answer.
The emphasis of this to participants was to extend that each of our communication
styles were different and is according to our comfort levels. Through out the exercise
we discussed if communication was like an art or science.Like art, communications
can take on different forms and the game helped us to understand this. We were
given 1 handout and asked to disagree or agree with the statement read with a reason
given. Were taught through this exercise that there was not any right or wrong way
to communicate effectively. The handout then asked us to recall if we ever had to
communicate in a manner or style that was not natural to us. In this example, all
members were expected to voice their opinions and views on the statements and
share their resolutions.I had to practice my listening skills and compare my answer
to others. It can be hard thinking outside of one's own paradigm, but this ability is
quite beneficial.This game helped to refresh my memory about the diversity in the
thinking population of the AEC. I recognize that I am surrounded by affluent and
intelligent young professionals. I am excited to be joining the workforce with these
dedicated and promising students. I will be aware of those that are not confident to
speak up and help to be an encouragement and support system to them.
103. Student will show knowledge of techniques Phl 212 Class Seminar In my PHL 212 class, we learned about the importance of group communication. Students were taught
regarding giving and accepting of feedback about analysis of participation without prompting. He explained how being prepared is crucial to adding
significantly to a group discussion. Students were also taught the important of activity listening to others
and offering clarification through conversation. Being specific in answer and inquiring of each other was
his focus and he was clear that we should be mindful. Lastly, we had to refer back to the text when
backing our statement or saying a retort. This was a needed part of the class because we had to hold a
peer evaluation which was part of our Socratic Seminar participation rubric. The socratic method is a
form of cooperative argumentative dialogue between individuals. It encourages critical thinking skills.
He held this seminar for a midterm grade instead of a traditional test or paper. I had never partaken in
an evaluation like that before and it was a learned experience.
https://www.criticalthinking.org/pages/socratic-teaching/606

104. Student will describe examples of giving and Phl 212 Class Seminar/Personal reflections In my PHL 212 class, I had to be critiqued and be evaluated by another student. She noted that I
accepting feedback. present remarks that often referred back to specific parts of the text. It was acknowledged that my moral
decision making was aligned with the concentrated character that was focused on in the readings. My
clearing of question helped other better understand the context and direction of the discussion. She also
noted that I summarized the internet relation, making the group think of modern situations that relate to
the story. She also marked down that I made remarks to students question about Socrates and
answered them to the fullest of my ability. All of these proved that I did as recommended by the
professor and advanced the conversation immensely. When it was my turn to be the evaluator, I noted
that my cohort utilized the book more to her advantage than the other students. She was exact with her
references and demonstrated a good knowledge of text. She used hand gestures to grab better gain the
attention of her audience but was concise. Her commentary positively exceeded expectations and
basically medicated the entire group discussion. She could have let other people try to add more to the
conversation, but the was a noted reluctant to participate in her group. She took initiative and did a fine
job in this exercise. This was great practice for me, I will be doing more of this kind of communication in
the health sector because my aim is towards a leadership position. I am hoping that with more practice,
I’ll eventually become competent in this skill.
At the end of my nursing clinicals, I have student evaluations with my professor. These meeting are
about how I felt I did during the course of my clinical. I give my opinion and feedback about the
experience of working on the floor with different patients, healthcare professionals, students and
professor. I give specific examples from my nursing journal before handing it into her at the end of
clinical. We have a student -teacher dialogue about what went well and things that could be improved
upon like, my work and skillset, and her teaching process and implementation. All of this goes into the
grading rubric that is specific to each professor. I find this part of clinical to be very helpful because it
alerts me to new things that I can improve on and work towards for the next semester. I have received
critiques that has allowed me to provide better care to patients and professors have found my feedback
to be honest and “enriching”. I really try to let them know how they could have been more effective in
some areas and where they did a good job.
105. Student will demonstrate knowledge of

facilitation and de-briefing techniques

facilitation and de-briefing techniques
107. Student will demonstrate knowledge of

framing and breaking the frame

framing and breaking the frame
109. Student will show knowledge of organizing

meetings / setting agendas / and leading
meetings
110. Student will describe personal examples of HDF 417 Personal Reflection In HDF, 417 I had to lead a couple of meetings with my supervisor. In
organizing meetings / setting agendas /
leading meetings these meetings, I had to update her on my progress in my work at the

Academic Enhancement Center. During this meeting, I gave some
personal insight on how I felt my students were progressing and
evaluated myself on the work that I had done. I always made sure to
recognize what I was good at when teaching my students and also
remained fairly critical of myself and areas that I could improve on. I
made sure to set a time for our meetings and have objectives to go
over. I was very flexible with the scheduling incase either of us had to
reschedule or extend the meeting. I would also update her about my
separate work for the leadership internship class and made sure that I
was getting work done accordingly. My supervisor was very
supportive and gave ample feedback on my performance and lots of
advice for the future. At first, I did not like leading these meetings
because I felt very uncomfortable. I was overly critical of my
performance and felt uncomfortable doing this because I had never
been in this position before. After have multiple meeting with my
supervisor, the process became easier because I learned how to
maintain control. I really liked how I conducted these meetings. It
made me feel professional. I saw a lot of growth in the way that I
handled these meetings moving forward in the semester. I became
more comfortable taking charge and found a flow in how to proceed
with my agenda. I am glad that I had this opportunity because in the
future I feel that I will be more equipped and ready to lead in
meetings.
111. Student will show knowledge of
Parliamentary Procedure

112. Student will show knowledge of techniques HDF 417 Orientation/ Training In HDF 417, I learned several techniques for working with difficult people. I had to
for working with difficult people attend two days of an orientation for my position. In this pre-service training I
**
recognized my responsibility as professional. This includes to always remain calm,
try to understand the other’s perspective, be respectful and build rapport. In the event
that things ever got out of control we were to contact a senior staff member to
evaluate and control the situation. We ran through different scenarios that helped us
focus ours skill for dealing with negative students. We practiced out listening skills
with other student leaders through role play and help the student to legitimize their
feelings. We practiced using distraction techniques when students got into a cycle of
being less productive and loathe in self pity. We also role played confrontation and
conflict resolutions. We learned how to discreetly talk to students about behaviors,
while maintaining respect and staying direct. All of these tool proved to be useful
during my time at this internship. I am sure that these skills will carry me forward
for the rest of my life.
Evidence #147?? Success center
113. Student will describe personal examples of HDF 417 Personal Reflection In HDF 417, I had experiences with difficult a student. In my internship training, I
using techniques to work effectively with was introduced to the concept of growth mindset and non growth mindset. I learned
** difficult people several different ways to critique a student and lead a change in the learning
atmosphere. In pathophysiology, I had a student that was not embracing a growth
mindset. This student spent a lot of time complaining about the course and
discouraging other students about the comprehensiveness of the subject content. I
felt very strained when this student would come into the session because of the
energy the individual brought into the room. I at first spoke broadly to the group
about keeping a more positive outlook on their situation when things got hard. Then
later on I found out there this negatively followed outside of the study session into
the classroom. I had to talk to the student one on one about this kind of negative
conversation and ask if they could help me make everyone more enthused about the
class without singling the individual out. I appealed to the student in a very
respectful way and was able to change the situation around. This was interesting
because that was the first time I had done something like that. I love that the student
took my advance so well and also changed her attitude in the session as well. It lead
to a better atmosphere and more support provided by all participants. I am happy to
have learned how to be discrete and relatable in conversation. I will use this
technique in my future when working with others in my profession.
https://www.businessinsider.com/9-useful-strategies-to-dealing-with-difficult-people
-at-work-2011-6
*114 Student will show knowledge of the stages

of group development (Tuckman, Bennis or
. others)

115. Student will describe personal examples of
group development in use (Tuckman,
Bennis or others).
116. Student will show knowledge of group

dynamics and group roles

group dynamics and group roles
118. Student will show knowledge of effective HDF 417 Personal Research A member is an individual that decides to be apart of something larger
memberships skills in groups
than him/herself. An example would be joining a club or organization.
As a member, it is important to be effective because you want to see
yourself advance and become proud of what are able to accomplish
with others. An effective member is respectful of those that he/she
works with. Sometimes this may seem hard because of the differing
personalities, but this point is crucial for the sake of the organization.
Everyone apart of the club has the same goals and that is to see the
organization advance towards the goals that are set. Everyone has
sometime important to say and should be regarded with respect. As a
member, it is important to be responsible and proactive in the club.
Being dependable and reliable are very important in accomplishing the
goals of the club and are valuable traits to have. This can make a
member standout as a role model for other and help to encourage the
person to stay on a good track towards being proactive in the
organization. Communication is one of the most important parts of
this aspect. In an organization, everyone is working together to
achieve a goal that cannot be reach effectively with one person. It is
needed to talk about issues that occur and work o plans to counteract
them. Conflicts could be avoid through communication, thus saving
time and energy that can be put towards projects or events for the
organization. It is also very important to give feedback to other
members and leaders that are apart of an organization or club.
Recognizing others for their hard work is encouraging and can lead to
more positive outcomes for the organization.

https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources
/teaching-tips/tips-students/being-part-team/teamwork-skills-being-eff
ective-group-member
119. Student will describe personal examples of NUR 233 Mental health Psych In NUR 233, I had to do a project with another student. This project
membership skills in use
Assignment required that we completed a ten page paper, patient mental status
assessment, nursing diagnosis and powerpoint presentation to receive
the full points. I took the lead and started the project 4 weeks before it
was due and separated out the work evenly between myself and the
other student. I finished my assignment with ample time left over, but
I noticed that my cohort did not start his assignment after I had been
done for nearly two weeks. I reached out to him and found out that he
had a lot going on and that he was sorry about not being reliable. I
kept checking up on him, but it was obvious that his situation would
not allow him to get the work done promptly. So I ended up doing
about 80% percent of the project because I had enough time to. I
understood his situation and was not upset with him after learning how
hard things were going for him throughout the semester. By taking the
time to reach out I avoided conflict with my partner in this project and
we both ended up with an “A” that was work 30 percent of our final
grade. In this situation, I was empathic and used wisdom. If I did not
step into help him out, I would have suffered the consequences as
well. I created all of the shared assignments using a google document,
that way we were able to leave comment and give each other
feedback. By being professional and reliable, I noted that I gained a
lot of respect from my cohort and now we are friends. I try to be a
support system as I am able. I am looking forward to growing in my
membership skills and being more proactive towards becoming better.
120. Student will show knowledge of the
Challenge and Support theory by Sanford,
and its relationship to organizations

using the theory of Challenge and Support
(Sanford)

122. Student will show knowledge of the THN 260 Informative/Persuasive In THN 260, the class was asked to write an informative and persuasive speech. This
construction / elements of informative and type of speech aims to educate its audience about a specific topic and also convince
persuasive speeches speech paper
them to adopt the views of the speaker. It also is usually understood to be based on
a controversial topic. The type of audience is very important, because you need to be
able to connect. If the speaker has not connected to the audience then he/she does
not know what they believe in or are concerned about. The speaker also needs to
know what he/she is talking about and be able to get that our clearly to the target
audience. In order to do this, lots of research must be done and credible references
need to be provided. After all is said, the speaker presents a strategy that is favorable
towards him/her to the audience. At the end of the speech it is important to hook
your audience in with a final message that encapsulates all of the points made and
how they support the main idea. I have learned from experience that it takes time to
formulate this type of speech and lots of preparation. I feel that it is important to
learn how to construct this type of speech because everyone has a voice. Learning
this will help to hone in on the speaker’s ability to reach his/her audience and the
point across effectively.
https://courses.lumenlearning.com/boundless-communications/chapter/types-of-publ
ic-speeches/
123. Student will demonstrate proficiency in THN 260 Informative writing In THN 260, I was assigned to do this informative writing and read it to the class. I
informative and persuasive public speaking did a lot of research and practiced my speech. It was nerve wracking because I am
assignment
not excited about talking to large groups of people, but also recognized this as an
opportunity to grow. I got an A on this assignment and received a lot of positive
feedback. This is it.
“In my lifetime, I don’t think I have been of much help to people. I used to perceive
myself as a good standing citizen. I had believed this because I acted according to
society’s standards. When I had started college, the truth hit me. I realized that I was
a part of nearly everything that is wrong with the world. After accepting
responsibility for choosing to be ignorant about the true experiences of other people
and the reality of my world, I decided to be proactive and try to become a better
person in all aspects of my existence. I want to be an asset to others and continue to
do so beyond my lifetime. I hope that my choice will bring awareness,
understanding, peace and second chances to those that are impacted. In 2013, a
Brazilian businessman made headlines around the world. He announced that he was
to bury his Bentley in a grave so that he could use it in the afterlife. The man
claimed to be inspired by the pharaohs of Egypt. He admired their lavish funeral
processes and belief in the afterlife. The media took notice and went into a frenzy.
When I had read the headlines, I thought he was crazy. I told myself that only an
insanely vain person would do an act like this. I questioned his motives to pull such
a stunt and my resolve was correct. He did this for attention. On the day he had set to

bury his 500,000 dollar Bentley, he revealed his true intentions. As the press
gathered around, the announcement was made that the burial would not be
happening. Instead, this event marked the opening of “National Organ Donation
Week”. This businessman did all of this to bring awareness. This was the first time I
had been informed about an alternative 2 Harmon to the traditional funeral practices
that I was exposed to. After reading this article, I did more research on the topic and
decided that I wanted to participate in this type of service. I want to make a
difference and pave the way for more options to be explored by others. By doing
this, I am following the path made by those that came before me and leading others
into the future. We all know that vital organs are important for survival, yet many
people do not register as organ donors. There are many falsehoods that surround
organ donations. Some people believe that it is an expensive process, but in reality,
the operation is free of charge to the family. I once heard someone say that if a
person was to register as an organ donor, the doctor would not work as hard to save
his/her life. I believed this for a long time. Later, I learned that this is not a true
statement. I have learned that a patient only becomes eligible to be considered for
donation after they are declared brain dead or it is believed that further assistance
will not be beneficial. In this process, time is very important. Many tests and exams
are done to assess the donated organs. The body is moved to be operated on and the
organs are retrieved. Thousands of people are on the waiting list for an organ
donation in the United States. The numbers for this list increases every day. One
donor has the potential to save eight lives or improve as many as 60 lives.
Evidence 143
124. Student will show knowledge of planning THN 429 Student-Nurse Interview In THN 429, I had to do an assignment that involved interviewing a seasoned nurse
and conducting interviews (as the professional. This interview was about having difficult discussions in the workplace
interviewer) Assignment
and recognizing feeling that come along with these experiences. I chose to interview
my clinical instructor for mental psyche health. Before this interview, I had to
establish a meeting time and location, come up with questions to use during the
conversation. As I came up with interview questions, I thought about adding open
ended questions. During the interview I probed for more details in answers with
expansive questions, used reflecting to get more information and presented
scenarios. I also used a survey tool to help measure narrow down and reflect about
emotions that are frequently encountered in the workplace. Professor Trazi liked
using the survey tool. According to him, it helped to reflect about and assess things
that he had not thought about in a long time.He had mentioned hopefulness and
pride before frustration.“It makes me feel good about my choice to be in nursing.
Even though I get frustrated, I understand the reason why and that this feeling will
never go away. It is apart of the job. There may be more positives than negatives”,
says Trazi. When I took the survey, I recognized that I had feelings of insecurity,
anxiety and hopefulness about nursing. I had more negative emotions than positive
and it worries me. I am optimistic that my feelings will change for the better after

graduation. I desire to get to a place where I am more confident in my work and
knowledge. I want to love my job and not be scared of the responsibility that comes
along with it. I am making changes in my beliefs by establishing positive
affirmations and learning how to let go of situations that I have no control over. I
want to gain a good balance like my professor and live my best years in this
profession. The next time that I take this survey, I hope to acknowledge more
positive emotions than negative. I learned about the importance of maintaining
boundaries from the interviewee in this assignment.
Evidence 144
125. Student will describe personal examples of HDF 290 Interview assignment In HDF 290, I was afforded the opportunity to interview Brenda Celona, owner of Total Image Hair
planning and conducting interviews (as the Salon. In planning this interview, I had to make an appointment with her and meet at a scheduled time
interviewer) and location. We met at her hair salon in the union. I asked her many questions that ranged from
professional, spiritual and personal aspects concerning her aspirations involving her and her company.
The questions mainly focused on leadership theories, philosophies and perspectives. my questions
were prepared and practiced before the interviewing process. A few question were, “What ignited the
spark in you to start a new business venture or to make significant changes in an existing business?
How did the idea for your business come about?What kind of culture exists in your organization? How
did you establish this tone and why did you institute this particular type of culture?What do you feel is
the major difference between entrepreneurs and those who work for someone else?” I held the
interview to extend out around an hour in length. She was very comfortable and relaxed in here setting,
which was very important. I was clear and focused when asking inquiring about her career. I cannot
think of anything that I’d do differently in this interview. It went well. This skill help me to develop my
leadership skills in assessment and evaluation. It is important to know what you are talking about and
being able to rely the correct information to another person. As a leader one should be a reliable source
of information.
126. Student will show knowledge of preparing HDF 291 URI’s :Women’s Center When preparing for an interview, I referenced my of acquired learnings from mock interviews at the
for and effective answers in interviews (as Women’s Center on Campus, but recently had to do more research for a refresher. Taking this route I
the interviewee) had to reference multiple resources and find commonalities amongst them. One must first research the
organization or company of interest. The interviewers will be expecting questions about their
organization that will portray a sort of interest. Research is also good to see the background of the
company and gain perspective. Next, it is important to compare skills and qualifications to the job
requirements. It is good to outline knowledge, skills and abilities that would make an individual qualified.
Next you want to prepare responses for the interview. Your behavior and word choice will be noted, this
could make or break an interview. It is also very important to plan your outfit out according. The
recommended look is to be neutral and professional, but depending on the job description is how you
should arrange your style. Bringing a resume, notepad and pen should be the basic necessities. One
should also be mindful of non verbal communications. This can be done by staying engaged and
attentive, being respectful of space, posture and watching for reactions. The follow up is very important.
This is noted as being strategic and displaying your skills as well.

127. Student will describe personal examples of HDF 419 New leaders council; flash cards This past weekend, I was given the chance to attend an interview for New Leaders Council of Rhode
preparing for and being interviewed Island. This year will mark its 6th year being a resource to progressives in the state. The mission of the
company is to recruit, train and develop leadership skills of young professions across the country. I was
very excited when I got a call back. Ways that I prepared for my interview were asking my leadership
mentor in HDF 290 for insight about how to go about practicing for my interview. I was suggested to go
ahead and create mock interview questions that were generic. This was my first formal interview and I
had nothing to accurately reference; so I looked up some question on the internet and used it as a
source. I created the cards and practiced in the privacy of my dorm room at least three times a week. I
had also taken up the initiative to research the organization and find out it’s mission and values. This
prepared me for I felt prepared by doing these activities. I will definitely continue to use these cards for
practice. I won’t stop until I am a fluid and concise speaker that is able to see myself confidently. When I
arrive at the meeting site, I was an hour early. I wanted to be relaxed upon arrival and get a feel for the
setting, while checking out my completion. As people began to arrive, I started friendly conversations. In
my interview I was asked nearly all of the same questions that I had practiced and tried to be clear in my
responses. I was very eager to ask them questions about themselves and the company. In the end they
noted my ability to tell an interesting story and my passion for the activities and organization I had joined
in the past. I was satisfied with my performance. There are some things that I do plan on clearing up in
my next round of interviewing, but I believe that I did well for a first try.
128. Student will show knowledge of effective

collaboration / coalition building

working in collaboratives/coalitions
130. Student will show knowledge of Intercultural

communication considerations
131. Student will demonstrate proficiency in

intercultural communication
132. Student will describe ways to maintain

accountability in leadership / member
relationships

133. Student will describe personal examples HDF 417 Personal Reflection In HDF 417, I had an internship at the Academic Enhancement Center. As a tutor
related to maintaining accountability as a and group study facilitator,I was accountable the effort that I put into my students as
** leader individual and as a whole group. I am accountable for myself. I must manage
expectations that I have for myself because I am running on the time of the facility
and my students. Timeliness was of key importance. Keeping the session
challenging, interesting and beneficial was also apart of my responsibility. I help
myself up to high standards and performance inside and out of the facility. During
the semester, I had a hard time maintaining this for myself. I had lost a lot of
motivation due to circumstances and really did not feel like going through the
morning commute from Providence to Kingston. The totaled 2 1/2 hour bus ride
towards campus from my house just made me so sad and depressed. At times I had
counted myself out of the race for the fall semester. I then remembered those that
were counting on me and my code of ethics. My friends were in need of help and
this need motivated me to keeping moving forward. I knew that I could not let my
students down by canceling on them because I was having a bad day. I pushed
passes those feelings of sadness and managed to accomplish the task. I had a lot of
support behind me. My supervisors were extremely supportive and worked well with
me. Thanks to them and new found strength, I was able to maintain my
accountability as a leader.
134. Student will describe ways to build HDF 417 Personal Reflection I believe that it is conducive for any successful organization to have a
relationships between leaders and members
** positive relationship developed between the leaders and its members.
A culture that encourages leaders to step back and listen to its
members is essential for the group to remain united. When people
recognize the feelings of others, it is likely that they will try to reflect
upon issues and reform the way things were being handled.
Expectations should be set for the board members and leaders. I
believe that being an active participant (as a leader and member) and
having effective communication helps to create cohesiveness. I do
believe strongly that this is what builds relationships between leaders
and members.

135. Student will describe personal examples of HDF 417 The Community College of In my experience as a executive board member for the Community College of Rhode
building relationships with members as a Rhode Island’s :Warwick Island Warwick campus, I was able to incite change and promote community. I
leader Student Government helped to build relationships with members and leaders by being professional,
enhancing communication by means of existing as a liaison between the student
government and the administration. Some difficulties were reaching people. I noted
how things almost never go as planned. When there were deadlines for budgets, I
was helped reference clubs towards resources in student life that would be of some
help. Making sure that meeting went according to Robert’s rules was a hassle but the
most effective way to go about doing things. When there was conflict or discourse
amongst clubs, I provided them with a platform to discuss their disarrays and come
to a solution. I was well liked among my cohorts on the board because I was relatable
and humble. I also recommended mini retreats that was provided by my
organization focusing on strengthening the bonds of the different organizations and
clubs. We once went to a dinner at the local Uno’s and to our surprise the bill was
covered by the former president of college, Ray Di Pasquale. Student Government
has help me become more knowledgeable and enabled me to service my fellow
students.
136. Student will describe how credibility applies

to leadership, as well as the characteristics
and skills of a credible leader
137. Student will describe personal examples of HDF 417 Personal Reflection In HDF 417, I had the pleasure of working at my internship. As a tutor I had the
building, maintaining, and repairing his/her opportunity of working with various staff and students in the university of Rhode
** own credibility as a leader Island. I had built my credibility as a leader by coming into work on time and doing
my job diligently. I continued to main this by being consistent in my job
assignments and maintaining optimal functioning within my study groups. My
students had absolute trust in me and my ability to help them succeed. I used several
different types of study methods to help them learn their material and stayed longer
to accommodate those that were not able to make it on time to the session. There
were two days out of the fall semester that did not allow me to come in and fulfill
my duties. My sister had a baby and I needed to be of service at times.
Circumstances began to disrupt my scheduling and lead to a breakdown in the
middle of the year. Luckily, I was able to put myself back together with the help of
my internship supervisor. I have proven to be a dedicated student and my
supervisors had faith in me. It took a lot of work but I got back on the right path. I
continued my study sessions with my students and ended the year on a good note.
My students did not know the details of everything that was going on, but were still
understanding of me and my situation. I find that it was a team effort that helped me
through this. I could not have done this on my own and am happy that I had the
support that I did. In the future I will remember this and return the favor to all those
that are in need of my help.

138. Student will describe ethical standards in HDF 417 Personal Reflection In HDF 417, I thought about and discussed ethical standards of influence with my
influence peers and supervisors. As a learning resource in the Academic Enhancement Center,
**
I must attain and maintain the highest commitment to my students and their learning.
I know that basis, or personal prejudice should interfere with how I treat my
students.This why I try my best to avoid this behavior. My desire to be a protector
and support system to those that I am responsible for should have a great influence
on by standards as a tutor, group facilitator and friend. By holding a conscious inner
personal understanding of myself, I will be positively influencing the standards by
which I lead my students and represent myself and department in the University. It is
important to be aware of the influence of one’s beliefs and values. How the public
perceives an individual and their associates are crucial and could be for better or
worst. Avoid being connected to hypocrisy, this can lead to an untrustworthy
outlook in one’s merit.
139. Student will describe influence applies to HDF 417 Personal Reflection In HDF 417, I had to contemplate how influences applies to leadership. leadership is
leadership made up of many different types of influences. Depending on the type of influence,
**
leadership can be directed towards a more positive or negative route. Influence
stems from trust and built upon success. It can also be lead by those with authority
and or power. It is up to the lead to help everyone stay with in their bounds and not
over step their limits. It is up to the leader to maintain his leadership role and be
model for everyone to look up to. This is not easy. I realize that we are all human
and fall short at times. When we do fall short that is ok because we can get right
back up and try again. As a tutor, I shared my struggles in pathophysiology with my
students. I let them know that my good grade did not come easy. I encouraged them
to keep trying and made it relatable. I remained professional and humble. My
students recognize that I am responsible and accountable. I have tried to influence
them to be their best at all times. They have shared their frustrations with me and I
let them know that it is ok to have these feelings. We all suffer losses at times and
need to vent. As a leader am glad that I was able recognize when my students were
going through struggles and helping to support them. I’m glad that I am have my
spirituality, courage, friends and family as positive influences in my life. Thanks to
these I can be continue to be a good leader in my community.
140. Student will describe principles of effective HDF 291 Personal Reflection In HDF 291, one of the TA’s, Selena Evora,presented a short
mentoring, as well as problems particular to
the mentoring relationship presentation on mentorship. Selena is a credible reference because of
her position as a sorority leader. I recalled a few principles that stuck
out in her presentation. She mentioned trust and mutual respect as key
points. This is a requirement and foundation in any relationship. It
helps to maintain privacy and open atmosphere between the mentor
and mentee. Another principle is to be considerate of time as it is a
defined commitment. Both the mentor and mentee should honor each

other by making efforts towards consistent and prompt meeting times.
Another principle is to be dedicated to the growth of the person being
mentored and having set up long term goals. Mentors must be models
for their mentee, helping to attain new opportunities and
developments. There must also be progressive efforts to the longer
term establishment on the mentee’s end. Mentors fulfill servant
leadership by participating in this service. A few problems particular
to mentorship could be not fulfilling these principles. If a mentor is
not committed to the growth of the mentee, then they are suffering the
person being mentored. Another problem is not having an established
plan. If there is not an established plan how can growth be measured
in the relationship? Being made aware of these principles now, I will
be sure to stay aware when pursuing this kind of relationship.
141. Student will describe personal examples of CHM 124; Personal Reflection In this example, I will describe personal examples of mentoring and being mentored
mentoring and being mentored Intro to in CHM 124. At the University of Rhode Island, there are several required classes
Organic that must be completed prior to entering the the Nursing Program. CHM 124- Intro
Chemistry to Organic Chemistry is one of them. Moving forward into this class, I had many
fears. Fear had been perpetuated into my realities of a situation I had yet to face. I
was fearfully of not passing the first time. I had been told by multiple people that it
was a norm to take the course twice. I could not fathom having a second go at the
class. I did not want to be a statistic but instead a outlier in the situation. So I looked
for help. This is how I met David Hayes. David Hayes is one of the Coordinators of
the student study programs in Roosevelt Hall. At the beginning of last semester, I
took a chance and walked into his office. I expressed my concerns to him and
inquired about ways of dealing with the situation. His thoughts were empathy
towards me and very encouraging. After that first meeting, I knew that he was going
to be very influential in my future here at the University. I would make an effort to
see him at least once a week. I checked up with him concerning the workload and
intake of information. He would recommend resources that was available to students
that were being underutilized. I appreciate his services towards me. I ended up with
a C+ in the class. Though I got a C+, it was well earned. This proved to be a very hard
class for me, but I tried my best and passed it. Last semester, I spent nearly 3 or more
hours studying for this class each day.This semester, I have several friends that are
taking CHM 124. I am mentoring them. I try, to the best of my ability, explaining the
methodologies of the subject matter in ways that are easier to apprehend. I don’t
remember everything from the course, but I do still have materials and insight
gained from my past experience.
IN HDF 291, I had the opportunity to explore and document a relationship with a mentee. My motivation in
project as mentor is to help Effie grow more conscious of the world
around her, help her to achieve feats that I did not in high school and start to make efforts
towards breaking out of “the prison of the mind”. In our family, sexism is a big issue. The
opinion of women are not valued. Effie and I are very close but we do have our ups and downs. Effie is more
emotional than I am and this can be sort of an issue in communication. She has not yet learned the benefit of

being critiqued and feels bullied in the process. Interestingly, she is very good at giving critique to her
siblings and cohorts. Effie is very quiet and submissive around strangers and young boys, but highly
opinionated around her family and friends.Our relationship extends beyond mentoring. I can describe our
relationship to be more of an informal mentorship. I only set times with Effie if I need to accompany her to an
important event concerning school or extracurricular.Effie has had a profound impact on my life. She has
taught me the importance of adversity and the how to use it as a motivating force towards future aspirations.
She is a reminder of why I must, at least, finish college. I want to be an instrumental force in the lives of all of
my younger cousins and more. I want to be able to help. This mentorship will continue up until we reach our
goal of finishing medical school. I love this girl with all of my heart and I can’t wait until she is ready to show
the world her talents. As Effie watches me grow through my college experience I hope she learns from my
mistakes. I am also being mentored by Joanna Ravello. It was through this class that I made acquaintance
with another wonderful person like Joanna Ravello. She gave me her card and I met up with her. I was
attracted to her personality and determination. I found that we shared similarities in our past and also found
her to be very friendly and capable of helping me navigate the University. I have had two meetings with her
so far,concerning the next steps that I should toward towards my short term goal of graduation. We are still
figuring out a long term goal. There has not been any downs to our relationship yet, but I’m sure that there
will be some. Being mentored by Ms. Ravello, has been helpful in better using my resources as a student. She
gives me insight on how to create long term plans for my future with efforts towards accomplishing my goals.
I usually set up a time with her and do a complete assessment of my efforts towards what we had spoken
about the last time. After this, we work new ideas that are consistent with the long term goal. I love my
relationship with Ms. Ravello. It is the first completely formal mentorship I’ve had. I feel comfortable with her
and am looking forward to moving along in the University Of Rhode Island under her guidance.
142. Student will describe principles of effective HDF 417 Personal Reflection In HDF 417, I had to contemplate principles of effective leadership. I believe that as
peer leadership, as well as problems a leader, I’l l have to live my life with integrity and not be a hypocrite. I have come to
** particular to peer leadership understand that ethics is a huge part of leadership because it helps to put values in
perspective. This is important because it helps to guide decisions made by the leader,
which especially might considers what is the right or wrong thing to do. A leader
tries his best to maintain stability. I would have a lot of trust in a person if they can
manage to keep the environment and different situations calm. Another principle of
leadership would be to take initiative in a crisis situation. This shows the dedication
and commitment that the individual has for the cause. The leader will also use his
persuasive skills to help motivate and create meaning towards his/her aims. A very
important principle of leadership is selflessness. One must be able to put other first
and be willing to listen. A leader is a servant of the population that stands as a guide.
Sometimes when leader peers there can be a lack of understanding. This can get in
the way of accomplishing the goal. A good leader must be sure to put the group first
and set aside his or her ego. Peers maybe find themselves to be more capable than
others and there could be a lack of recognition of responsibility and roles. A good
leader would direct persons to their place and help clarify any misunderstandings or
ambiguity. I am part of several clubs and organizations. I understand how a lot of
stress can be upon leaders to get things done. In the AEC, I have clashed with other
student leaders over minor issues. It is hard to stay assertive about the right things,
especially if peer pressure is a factor. Luckily, I have a great team that recognizes
their faults and tries their best to repair them. We respect each other in this setting
and are encouraging to do the right thing because we are beholden to being
responsible and accountable for our actions.

143. Student will describe personal examples HDF 290 Youth in action Being involved at Youth in Action has taught me how to be a team leader and
related to being a peer leader and being led follower of my peers. The staff incorporated into our assigned projects different types
by peers of programs that resulted in the gaining of skills pertaining to project, cooperative,
service and adventure based learning. They encouraged us to learn amongst
ourselves and develop emotional, social, civic and workforce skills. Being apart of
youth in action mandated a rotation in leadership amongst the youth. Term , “Step
up and Step Back”, was frequently mentioned encouraging of the youth involved to
realize their leadership potential. I recall having to facilitate my first workshop with
the organization. I had to run a discussion about red flags and help to create peer
dialogue amongst participants. When organization members would being to
takeover the conversations, I’d have to change the question looking for engagement
from the students participating in the workshop. Knowing when to let a conversation
persist and come to an end was very important in hosting a workshop. When my
peers led other segments in the class. I was very helpful and only extended more
input when needed. Our purpose was sometimes to mainly encourage dialogue not
conduct it. The purpose of this application was to promote learning through peer
dialogue. Most teens take advice about sex from their friends, so by extending correct
information in a fun way towards that population the hope is to circulate accurate
sex education.
144. Student will describe the four frames of

organizations by Bolman and Deal
145. Student will describe personal application of

organizational analysis using the four
frames of organizations (Bolman and Deal)







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Leadership Inventory Revised 8/30/2013 PAGE 5

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

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MINOR ELECTIVES-9 credits

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Outcome Category: Self-Leadership

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Outcome Category: Leadership Theories

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23. Student will describe personal

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29. Student will describe personal

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31. Student will describe personal

33. Student will describe personal

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35. Student will describe personal

36. Students will demonstrate

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41. Student will describe personal

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Student will demonstrate

45. Student will describe personal

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47. Student will describe personal

48. Students will demonstrate

49. Students will describe personal

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51. Student will describe personal

52. Student will demonstrate

53. Student will describe personal

54. Student will demonstrate

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57. Student will describe personal

ADVISING INFORMATION (students will include own documentation)