Outcomes

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

Date Enrolled: September 2015
Date of Graduation: May 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 1

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

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

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

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

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

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

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

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First‐Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport ‐ Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership
BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
 Time management
 Organization
1. Know Yourself  Self care
 Self discipline
Lead Others  Strengths PROGRESS  Perseverance
 Weaknesses  Develop and maintain family,
 Values interpersonal, and intimate relationships
 Needs  Academic, social, personal goals and
P  Styles
R objectives
o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
RE-EVALUATE R
S
former stages E
as you progress S
4. Develop and Refine
Skills S
 Leadership theory and

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

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

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a
minimized need for approval
2. Student will demonstrate personal, HDF 412 SOLC According to the Wilson Model, in order for a leader to begin to lead others, first they must lead
organizational, and academic examples of AVS themselves. The model lists that one way a person can lead oneself is through self-discipline. I practice
self-discipline self-discipline on a personal level when dealing with time management. I always make sure to give
myself enough time for my commitments by setting alarms. If I have somewhere to be at a certain time,
I will set an alarm two hours before to make sure I give myself time to gather myself, make sure I have
everything I need, and have time to leave and arrive at least ten minutes before. By doing this, if I end
up forgetting something I need, I have time to make sure I have whatever it is and still be on time. I like
to pride myself in the fact that I am hardly ever late to anything. This helps me practice self-discipline
on an organizational level. Being a member of Student Organization Leadership Consultants (SOLC), I
plan and facilitate retreats for organizations at the University of Rhode Island. As a facilitator, it is
important to be organized when choosing which activities to run that will be the most effective for the
group participating in the retreat. It is my responsibility to connect with the group as well as my other
facilitators concerning scheduling in order to ensure that the retreat runs smoothly and uses time
efficiently. Finally, I apply self-discipline in my academics. I am an Animal Veterinary Science major
and as a result, I have to take certain classes within my major in order to apply for Veterinary School
after I complete my undergraduate degree. Some of the required classes can be very demanding and
cause stress. I make sure to practice self -care by making sure I do activities to relieve stress. One way
I relieve stress when I am feeling overwhelmed is to take a break from everything and go for a walk.
This helps me clear my head and relax so that I can get back to work without feeling stressed.
Source: 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.
3. Student will demonstrate the ability to HDF 190 CHEM 101, D.R.I.V.E., LASA In HDF 190, we had to plan a day for our social service project that we must accomplish among our
manage emotions small groups. When discussing my small group’s availability, Our group was having trouble on picking
a day when we are all available to participate in the social service project. Some of the members in our
group got a bit frustrated because some others’ schedule is tight and they are not sure of their
availability. Although the atmosphere of our group at the moment was very intense, I did my best to
remain calm and make sure everyone relaxed so that we can figure out a date that works best for all or
at least a day when most of our members can attend. For my additional experience, I handle my
emotions when dealing with my classes and my club meetings. Unfortunately, this semester LASA and
D.R.I.V.E. meetings were held at the same day all of my club meetings are held on Wednesday
nights. Wednesdays also happen to be the day where my schedule is the busiest with classes as well.
Wednesdays tend to be a very stressful day of the week for me. There have been times where I feel
like I cannot handle all the work load from my classes and still attend all of my clubs meetings as well.
Commitment is one of my top personal values and it bothers me if I cannot fulfill all of the commitments
I made. Instead of breaking down in tears, I decided to take a walk around campus to get some air and
relax. After my walk, I was able to calm down and focus on completing my schoolwork that way I would
be able to attend all of my meetings. I was able to manage my feelings of frustration and fulfill all of my
commitments. My CHM 101 class was one of the more demanding classes I took during my
freshmen year. It was the first time I really struggled in a class. I was always a straight-A
student so receiving low scores on my chemistry exams did not sit well with me. After I
received my first exam score, I was so upset that I shut down completely for the rest of the day.
I did not know what to do. I felt defeated. After taking a day to accept my grade, I decided that I
would try harder and prepare more for my future exams. I began attending extra help sessions
and spent numerous hours in the library practicing problems. I did not let my first exam score
set the tone for my overall performance in the class. As a result, I ended up improving in the
class and receiving the grade I needed in order to move on to the next level of chemistry.
4. Student will demonstrate knowledge of HDF 190 Intramural Volleyball According to Cognitive Behavioral Theory, Yoga can help manage stress. Yoga practices
stress management methods muscle relaxation and meditation through physical movements. By focusing on one’s
breathing, a person can relax their heart rate and as a result an person can become less
nervous and more relaxed. The study goes on to explain that physical exercise can be very
beneficial in relieving stress. Exercise stimulates blood flow and energy to the brain and helps
a person remained focused and be less worried. In HDF 190, we had to build a tower out of
materials given in a certain amount of time. The tower had to be the tallest freestanding tower
compared to the other small groups. At first, my group was doing well when it came to deciding on
how we are going to build our tower. As the time kept ticking away, our group very stressed very
quickly. Some of us started to panic thinking we would not be able to finish building our tower in time
and we would lose. At one point, I expressed that we need to calm down and that if we focus on the
task at hand, we will be less stressed and will be able to complete the tower in time. They took my
advice and we finished our tower with seconds to spare.
For additional experiences, I used my stress management methods when it came to my intramural
volleyball team. We had to win our last game in order to qualify for playoffs and my teammates and I
were worried we wouldn’t make it. During practice, we would get angry and sometimes yell at one
another. I suggested that we all run a couple laps on the track to cool off and clear our heads.
Source Jens Granath , Sara Ingvarsson , Ulrica von Thiele & Ulf Lundberg (2006) Stress
Management: A Randomized Study of Cognitive Behavioural Therapy and Yoga, Cognitive
Behaviour Therapy, 35:1, 3-10, DOI: 10.1080/16506070500401292
5. Student will demonstrate the ability to HDF 190 Intramural Volleyball In HDF 190, I had to use my knowledge of stress management methods when working with my team to
manage stress HDF 415 build a tower made of pasta, string, tape, and a marshmallow. My team was pressed for time to build
the biggest freestanding structure out of all groups in our class. We could not go a second over the
time limit or we would be disqualified. Naturally, my team began to stress out when time was running
out. We did not think we would be able to work together to build our tower the way we had planned with
the time that was left. Instead of worrying about the time, I advised my team to focus on just building
the tower. My team was able to calm down and resort back to our original plan. We ended up
completing our tower in time and it remained standing. For additional experiences in stress
management, I apply my calming techniques with my intramural volleyball team. My team was worried
about not making it to playoffs for our season my first semester. We began arguing and lashing out on
each other for no reason. We were just really wanted to win and were worried that our season would
be over. I knew we needed to calm down otherwise we would not be able to work together to achieve
our goal of making it to playoffs. I suggested that we needed to blow off our steam and our built up
frustrations by going for a run. Through alternative exercise we focused more on or muscles
during the workout and less about our frustrations. By focusing on our breathing, we were able
to calm down. Running really cleared our head and we were able to calmly work out stress
through physical activity as opposed to taking out our stress on each other They all agreed and
we ran a couple laps on the track. Afterwards we were tired but we were relaxed. After a quick water
break we resumed our practice to prepare ourselves for our upcoming game. In HDF 415, I dealt with
a lot of stress while being a peer leader to first-year leadership students. My students were
very reliant on my help and would often ask me multiple questions at a time. I had a heavy class
load and was already stress with my own work and did not find being asked questions to be
helpful. Often times I felt bad for my students and ignored my own work load to help them out.
As exams came, I found myself overwhelmed with stress. I then turned to the gym to help
manage stress. Whenever I was too busy stressing over work, I would take a break to go on a
run. Through exercise I was able to clear my head and manage to get back to my work. I
informed my students of times that are okay for them to contact me if they had any questions. I
made sure I set enough time for myself to get my own work done.
6. Student will express a personal code of HDF190 Intramural Volleyball In HDF 190, We filled out an “Ethics in Action Dialogue” with our small groups. For the assessment, we
leadership / membership ethics were told to rank from one to sixteen based on our opinion what we felt was most ethical and least
HDF 415 ethical; one being the most ethical and sixteen being least ethical. Upon reading the assessment, my
group and I all agreed that all statements listed were all unethical. One statement, “doing the minimal
work for a group project; not being a fully engaged group member but still getting full credit”, really
stuck with me. My biggest pet peeve as a former athlete had always been people being on a team and
not being fully committed. My personal belief is that if a person makes a commitment to a team or an
event, the person must follow through with the commitment while giving their absolute best effort.
When asked if I would like to join an intramural volleyball team, I was hesitant at first. I had already
joined several clubs while being here at university. I was not sure that I would be able to commit to a
team while dealing with my other clubs and my schoolwork. After consideration, I made the decision to
commit to the team. One of the other statements listed was, “signing up for a university
committee and then not showing up for the committee meetings.” This one really stuck out to
me as a peer leader in HDF 415. Commitment is vital when being a part of a group. As a peer
leader, I was a mentor to eight first-year leadership students. I had a problem with attendance
with my small group. A couple of students would often miss classes. This was a problem
because for the majority of the class, the small groups had to work together during activities.
Having a few students absent put my small group a disadvantage. It was unfair to the rest of my
students who showed up for every class. The most frustrating part was that each student
willing signed up for the class. It is the introductory course in the Leadership Studies minor and
therefore is not a requirement for all students in the university to take. I met with those students
who were frequently absent and discussed how the need to recommit to the class and to our
small group. I stress that they rest of the students wanted an opportunity to get to know them
and work with them as leaders so it was important they began acting like leaders and begin
showing up to class.
7. Student will demonstrate practice of the HDF190 Intramural Volleyball My personal code of commitment was tested when I chose to take HDF 190. I knew I really wanted to
personal code of ethics pursue the minor in leadership studies and I wanted to begin the minor through FLITE.I was offered an
opportunity to be a TA at Peckham Farm for AVS102 lab. Around the same time, I received a
permission number for FLITE. In the end, I chose to commit to FLITE over becoming a TA. Since
choosing FLITE, I had followed up with my commitment and have gone to class every Tuesday and
Thursday. Not only do I attend class, I make sure I actively participate in class whether it be raising my
hand and voicing my opinion on a topic or listening to others speak. I demonstrated my belief of
commitment in volleyball as well. I made sure to be on time and present for every single game
scheduled. No matter how tired I was, I always made sure I gave it my best during a game, which is not
difficult for I tend to be a bit competitive in nature.
8. Student will express a personal values HDF190 A Day of Discovery In HDF190, we took an online assessment (VIA) that determined our top five values. My top values are
statement humor, kindness, perseverance, bravery, and curiosity. According to the VIA Institute, Humor is
HDF 291 defined as liking to laugh and tease; bringing smiles to other people; seeing the light side;
making (not necessarily telling jokes). Kindness is doing favors and good deeds for others;
helping them; taking care of them. Perseverance is finishing what one starts; persevering in a
course of action in spite of obstacles; “getting it out the door”; taking pleasure in completing
tasks. Bravery is not shrinking from threat, challenge, difficulty, or pain; speaking up for what’s
right even if there’s opposition; acting on convictions even if unpopular; includes physical
bravery but is not limited to it. Curiosity is taking an interest in ongoing experience for its own
sake; finding subjects and topics fascinating; exploring and discovering. In class we discussed
our values amongst our small groups. While discussing our top values, I found that the majority of my
group had humor as their top value as well. We each discussed how we defined what humor means to
us. I agreed with the definition given by the assessment, which is “Liking to laugh and tease; bringing
smiles to other people; seeing the light side of things”. I also shared my personal values with my small
group on A Day of Discovery Retreat. I spoke about how I thought it was appropriate how
perseverance was in my top five for my values assessment. Being a former athlete, I always believed
in perseverance. Personally, I feel that it is very important to always finish what was started, whether it
is at practice, game or any other event. I grew up believing to never give up. I expressed this belief with
my group and also found that they share the same value as well.
Source: Character Strengths, Personal Development: VIA Character. (n.d.). Welcome Back!
Retrieved March 07, 2017, from https://www.viacharacter.org/survey/Surveys/Finished/3723296
In HDF 291, we attended a retreat as a class. During the retreat, we were given a “Values Checklist”
that contained over fifty values listed. Once given the list, we were instructed to look over the list and
within a few minutes, select ten values that we identify with the most. After we had chosen our top ten
values out of the list, we were then tasked with eliminating some values we have chosen until we were
left with just five values. Once we narrowed our values list to just five, we were then told to eliminate
two more values until we were left with our top three values. Finally, we were asked to pick only one
value. The value I was left with was Kindness. I believe the reason why I could not eliminate Kindness
from the list during this activity was for I believe this value is something all decent beings should
choose to act. People often forget how much their words and actions can have a great impact on how
another person feels or acts. Kindness is more than just being nice to others. Kindness is about being
considerate of others feelings and genuinely concerned about people other than yourself.
Unfortunately, in this world, I feel that a lot of people have become very selfish and only choose to help
others if it benefits them. This can create a divide between people for they do not feel that they can rely
on others in times of need. With genuine kindness, people can be more open to one another and work
together to accomplish more than they could have on their own.
9. Student will demonstrate practice of the HDF190 DRIVE, LASA, SEC In HDF190, I demonstrated my value of bravery and humor. Going along with my belief of bravery, I
personal values statement willingly talk to the class about a volunteer opportunity for one of my clubs. At first, I was nervous that I
HDF 291 would speak too fast or would mumble, but I quickly swallowed my fears and stood up in front of both
section one and section two of FLITE in hopes of getting volunteers to sign up. I also expressed my
DIVE RI Conference 2018 value of humor, as I would crack jokes to lighten the mood of my group as we talked about some
topics. I used perseverance when regarding the multiple clubs I am apart off. For second semester
HDF 412 2016, all of my club meetings meet on the same day as opposed to separate dates. The day my clubs
meet also happens to be the day where I have the most classes. I tend to be tired from the long day
but I still choose to show up to all meetings for DRIVE, LASA, and SEC since I made a commitment.
In HDF 291, utilized my value of kindness when interacting with the class. During this class, we have
to opportunity to discuss an array of topics concerning women of color. As a woman of color, some of
the discussions we had hit a little closer to home as opposed to discussions I have had in other
classrooms. Although the class did not solely consist of women of color, we were all able to really
connect with one another through Kindness. People were very considerate and understanding of
others which made it comfortable for some to speak and share personal stories. I especially tried to be
considerate for those who have different identities than I. Before joining this class, I only really knew
about issues concerning Latin Americans more so than other minority groups. By expressing kindness
and openness, I was able to learn and hear stories about other minority groups and the issues they
face on a daily basis. Through this class I was able to connect with other women of color which made it
easier for me to understand are relate to women of color outside of the classroom as well. DIVE RI,
which stands for Diversifying Individuals Via Education, is a conference held at the University of Rhode
Island where they have different workshops in which people can present on different subjects all
centered around the theme of diversity. I was fortunate enough to attend the conference for the second
time where I had the opportunity to connect with people both at the University of Rhode Island as well
as people from other institutions across New England. I expressed kindness especially with interacting
with those who did not attend the same university. I wanted to ensure that they felt welcomed and
comfortable especially when we would break out in group discussions. Through the conference, I
learned that different universities had their own issues concerning diversity and inclusion. It was sad to
hear some of the stories students and staff would share about their own experiences dealing with
racism and exclusion at their own institutions. This made me realize that although I cannot prevent all
bad interactions people have had to experience, I can work to make sure that their experience with
myself would be filled with kindness and acceptance.
In HDF 412, we were divided into several groups throughout the semester. In each group, we were
tasked with having group dialogues answering chosen questions. During the first dialogue with my
group, we collectively decided to answer the question “What would you do better?”. In our discussion,
my group talked about what we have been doing wrong our past few years at the University of Rhode
Island. We expressed certain aspects of our lives that we know we want to work on in the future. In
order to figure out what we want our future to be like, we first discussed what we really value. Out of all
the values we discussed, the common theme that my group and I all valued is self-care and reflection.
As leaders, it is easy to stretch ourselves thin with work and not really focusing so much on ourselves.
We all value the time we have to ourselves to reflect and relax. Afterwards, we all discussed ways in
which we could all work on self-care. For myself, I wanted to focus more on myself and learn how to
say no to certain opportunities. As a result, I have chosen not to be a member of an executive board for
any of the organizations I am apart of so that I can take more time to focus on my career path after
college. One of my other group members discussed that they want to put themselves out there more
and as a result she applied to be a speaker for TED Talk URI and she got the position. Overall my
group has made steps to work on ourselves.
10. Student will demonstrate the ability to HDF 190 D.R.I.V.E. In HDF 190, I was put in a small group in which we were placed in groups in which we had to do a
lead a project from start to finish (follow- service project. Our group went through a brainstorming period and we ultimately decided on doing a
through) beach cleanup. We contacted Belmont Market to organize paper bags to collect any trash we find at
the beach. We then chose to have our beach cleanup project at Roger Wheeler State Beach. Our
group came together and filled out several brown bags filled with any litter we could find on the beach
as well as the main road that lead towards the beach. For additional experience, I complete the
Multicultural Overnight Program as an executive board member of the multicultural organization
D.R.I.V.E. The Multicultural Overnight Program (MOP) is an even where the university invites out-of-
state high school seniors that are accepted to the URI to spend a day as if they were a student. The
MOP students get to attend a class, eat at the dining hall and sleep in the residence hall. This gives
students the opportunity to experience what college life is like as a student at URI to help them with
their final college decisions. As an executive board member, I was responsible for planning the
schedule of the event as well as assigning URI volunteer hosts with perspective students. The event
went successfully and we had over sixty percent of the perspective students put their deposit down to
attend URI.
11. Student will describe goals and objective HDF190 A Day of Discovery In HDF190, I spoke about what I wanted to learn from FLITE. I express that I want to learn how to
statements regarding personal issues, become a better leader by learning to listen to others more as I tend to talk a lot. I also expressed how I
career issues, and community issues would like to make more connections when meeting new people, whether for networking purposes or
just relational purposes. In A Day of Discovery Retreat, my group and I discussed the first time we
learned about sexual orientation, race/ethnicity, socioeconomic status, and gender. This discussion
was a bit difficult to hear about everyone’s experience. Unfortunately, not everyone’s experience was a
good experience. My experiences when it comes to race and ethnicity were especially difficult being a
person of color. We talked about the typical stereotypes that are associated with certain races. I talked
about how I hope that one day we can finally throw out these stereotypes and have people just focus
on a person as a whole as opposed to make assumptions based on race. My group mates agreed as
well and we stated that we would try to not make assumptions of people based on stereotypes and
instead get to know a person before we make any judgments.
12. Student will show evidence of goals and HDF 190 Chemistry 101 In HDF 190, we had to create a tower made of pasta sticks, string, tape, and a marshmallow. The goal
objectives that were planned and of the assignment was to create the tallest freestanding tower compared to the other groups. The
achieved marshmallow had to be on the top of the tower. My group and I planned to have our tower be the
tallest out of all the groups. Out of our ideas, we decided to create a box out of a couple pieces of
pasta and use that as a base/ foundation. We then planned to use the rest of the past to create a
teepee in order to get the height we needed to compete for the tallest tower. Lastly, we decided to
stick the marshmallow on top and use tape to stabilize our tower. At first, I wasn’t sure we were going
to be able to successfully build the tower due to the time constraint that was set. Ultimately, our team
pulled together after a little arguing and we built the structure the way we planned. Fortunately, our
plan worked out and our tower remained standing after we finished building. For Chemistry 101, I as
well as my couple classmates was determined to do well on our first exam. Being procrastinators, we
decided to study a few days before the exam in hopes of being better prepared. I made the suggestion
to rent one of the study rooms in the library to study, that way we will have a nice quite place to focus
on the material. The others agreed and we met at the library three days before the exam and reviewed
all the material. We all ended up passing our exam. We achieved our goal of preparing for our exam.
13. Student will show knowledge of the HDF 412 In HDF 412, we were introduced to Maslow’s theory of Hierarchy of Needs. Maslow’s Hierarchy of
“Hierarchy of Needs” theory by Maslow Needs theory consists of five tiers. The bottom tier is Physiological Needs which consists of basic
requirements such as air, food, drink, shelter, clothing, and sleep. The next tier is Safety needs which
includes protection from elements, security, order, law, stability, and freedom from fear. The following
tier is Love and belongingness needs which consists of the need for social interaction and building
relationships with others. Above that tier is the Esteem needs which is split into two sections. The first
section is esteem for oneself which includes dignity, achievement, mastery, and independence. The
other section includes the desire for reputation or respect from others. Finally, the top tier is Self-
actualization needs which consists of realizing personal potential, self-fulfillment, seeking personal
growth and peak experiences. According to Maslow, one must fulfill the first tier of Physiological needs
before attending to the higher tiers. They must focus on taking care of their basic needs as a
foundation before focusing on esteem needs.
Source: Mcleod, S. (2018, May 21). Maslow's Hierarchy of Needs. Retrieved from
https://www.simplypsychology.org/maslow.html
14. Student will show application of Maslow’s HDF 412 D.R.I.V.E. In HDF412, we were assigned group presentations. This was difficult for many of my group members
theory to own life had other commitments and there was not a good time where all of us were free to meet. Being
seniors, we all were focused on making sure we were all on track to graduate on time. We were all
concerned with the top need of Self-actualization and how we will seek personal growth before leaving
the university that we often forgot about our basic physiological needs. Many of us were losing sleep
trying to get our project done as soon as possible that we did not realize that we would be more
productive if we take a break to relax and rest before finding a time to meet. As an executive member
of D.R.I.V.E. , I found myself over worked trying to maintain the esteem need for reputation and respect
from others that I found myself being overworked and overcommitted. I ultimately made the decision to
step down from an executive position my senior year so that I can fulfill lower tier needs. I realized I
could not give my best effort to the organization if I was not taking care of myself.
15. Student will describe personal leadership HDF 190 Interview for Peer Leader at Institute In HDF 190 we were asked to split into strength domains to which we felt we most belonged to base on
style and/or personality style including our strengths and how we lead. Based on my top five strengths, I chose to be a part of the Influencing
strengths and weaknesses and examples Strengths Domain. The Influencing Domain includes how an individual moves others to action.
of application (Sources = Leadership style Interpersonal strengths that enable a person to impact or influence others in powerful ways by taking
inventories, the L.P.I., StrengthsQuest, charge, speaking up, and making sure ideas are heard, inside and outside a group. My top strengths
Type Focus (MBTI), LAMP, and other are Communication, Includer, Woo, Strategic, and Competition. I felt as if I fit best in the influencing
career inventories, etc.) domain for I try to do all things listed in the description whenever I lead others. I also talked about how
my strengths can be viewed as a weakness. I can use my influencing skills in a negative way as well. I
can possible persuade someone into doing something they are not necessarily comfortable doing. I
could also overpower people with my communication skills. For additional experiences, I discussed my
strengths and weaknesses as well as how I lead during my interview to become a peer leader for the
Leadership Institute. The interviewer, Robert Vincent, asked me how I would lead my group if given the
position. I told him that based off my strength of Includer; I would make sure my group would feel
welcomed and comfortable. Based off my top value of humor, I would like to make sure the group

atmosphere is positive and everyone is happy. I want every member of my group is happy and enjoys
their experience at the institute as much as I did as an incoming freshman. Robert Vincent asked me
what my strengths are and how I would apply my strengths to the Institute. I informed him my top
strength is communication. I would use my communication skills to talk to the members of my group
and make sure every aspect and potion of the Institute is fully explained and that my group
understands the purpose of the Institute. I find it easy to talk to strangers so by talking to them, I will
make them see that I am their equal and they can be comfortable coming to me for advice or a simple
chat. When another interviewer asked me what my weaknesses are, I informed him that I consider my
top strength of communication to be a weakness as well. I explained how sometimes I talk too much
sometimes. I confessed to him that I needed to learn how to listen more as opposed to being the one to
always speak.
16. Student will show knowledge of the theory
of Superleadership by Manz & Sims
17. Student will show application of Manz &
Sim’s theory to own life
Outcome Category: Leadership Theories
Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences
18. Student will show knowledge of the
“Authority and Bureaucracy” theory of
leadership Weber
19. Student will describe personal
application of the above theory
(Weber)
“Scientific Management” theory of
leadership by Taylor
(Taylor)
“Management by Objectives” theory of
leadership by Drucker
(Drucker)
24. Student will show knowledge of HDF 412 In HDF 412, we were introduced to Theory X and Theory Y by MacGregor. The theory
“Theory X and Theory Y” theory of focused on two models of behavior of workers. Theory X believes the average worker dislikes
leadership by MacGregor worked and will avoid it if they can. It suggests that those in charge must involve threats,
control, and tough management in order to motivate workers to do their job. However, Theory
Y believes control and punishment tactics are not necessary for motivation. Motivation comes
from learning, job satisfaction, and creativity. According to the model, Theory X involves and
authoritarian leadership style while Theory Y suggests that the leadership style is dependent
on the participants.
Source:Value Based Management.net. (2010). Theory X theory Y – McGregor. Retrieved from
http://www.valuebasedmanagement.net/methods_mcgregor_theory_X_Y.html
25. Student will describe personal HDF 415 I HDF 415, I was a FLITE peer mentor. As a mentor, I was responsible for eight students. I
application of the above theory found myself using a combination of Theory X and Theory Y. At first, I took the Theory Y
(MacGregor) approach and allowed them to have creative freedom when it came to assignments and class
work. I tried my best not to best to support them while not being on top of them. For some of
my students, this approach worked as they were already personally motivated and excited to
work in class. For a few of my students, I found that Theory Y approach gave them an excuse
to be lazy not participate. For these particular students, I had to switch to Theory X and assign
them certain tasks within the group. On rare occasions, I had to remind them of the threat of
failing the class if they continue to choose not to participate. This seemed to better motivate
them and at the end of the semester, all of their assignments were completed.
26. Student will show knowledge of the HDF190 Beach Cleanup In HDF190, we learned that a servant- leader is a servant first. Robert Greenleaf’s Servant-
“Servant Leadership” theory of Leadership Model has ten components. The ten components are Listening, Empathy,
leadership by Greenleaf Healing, Awareness, Persuasion, Conceptualization, Foresight, Stewardship,
Commitment to the Growth of People, and Building Community. These components are
considered to be central to the development of servant leaders and can be broken
down into three dimensions. The first dimension is classified under Servant. And
contains the components of Listening, Empathy, and Healing. The next dimension is
classified under Leader and contains the components of Awareness, Persuasion,
Conceptualization, and Foresight. The last dimension is a mixture between both
Servant and Leader and contains the final components of Stewardship, Commitment to
People, and Building Community. By developing an understanding of each component,
one can practice servant leadership. One of the ten components is Awareness. Greenleaf
defines awareness as being aware of oneself and understanding issues concerning ethics. In
order to become servant leaders, we must be aware of the circumstances surrounding a
situation and work to change and improve problems that exist. Another component of Servant-
Leadership is Healing. According to Greenleaf, healing allows servant-leaders to recognize
that they have an opportunity to help make whole those with whom they come in contact. For
additional experience, my small group and I built awareness by learning about how pollution
affects the ocean and marine life. We researched pollution, specifically in Rhode Island, and
found that there is a problem with pollution on beaches. From our research, our group became
aware of how polluted local beaches in Rhode Island are and we decided we want to help
change that. We agreed that we would do a beach cleanup for our Servant-Leadership
project. This also ties into the component of Healing. By cleaning the beach, we would be
healing the marine life. Beach pollution eventually makes it way into the water and ultimately
damages the marine animals’ habitat. Pollution, such as plastic, can be easily mistaken for
food by fish and could cause them to choke if ingested.
Source: Greenleaf, R. K., & Spears, L. C. (1998). The power of servant-leadership:
essays. San Francisco, CA: Berrett-Koehler.
27. Student will describe personal HDF 190 Inspiring Minds In HDF190, each group must complete a Service Learning Project. My group and I chose to
application of the above theory do a beach cleanup at Rodger Wheeler State Beach in Rhode Island. Through the Servant-
(Greenleaf) HDF415 Leadership component of Awareness, our group decided to make sure others were aware of
the affects pollution has on the ocean. While cleaning the beach, we ran into a family. The
family was curious as to why a group of college kids were out cleaning a beach on a Sunday
morning. We explained to them that were are working to help keep the marine life safe by
removing any trash we find on the beach as well as the side of the road that may find its way
into the water. After educating them on how harmful pollution could be, the family decided they
would help us clean the beach and asked if they could take one of our garbage bags to use.
For additional experience, my organization, D.R.I.V.E., traveled to Providence to speak to high
school students about the possibility of achieving a higher education. Our club was aware that
for some high school students, college was never an option for them. Through our Inspiring
Minds Project, we inform the students about financial aid, scholarship opportunities, and
loans. We explain to them that yes, not everyone goes to college, but it is important that they
know that they have the opportunity to do so if they choose. Our goal is for them to see that
college can be a possibility. In HDF 415, we re-discussed the Servant Leadership model.
In class, we conducted an activity in which a student was blindfolded and was asked to
recreate a structure that consisted of four tubes. The other group members were
around the students and had to give the blindfolded student directions on how to
recreate the model. The challenge was that the students could only say three words at
a time when giving directions. Each time a person spoke more than three words or
spoke out of turn, as a punishment the model was reconstructed and the group had to
start over again. During the debrief, the students were asked questions concerning the
components of the Servant Leadership Model. Some of the components used the most
during the activity were Listening, Awareness and Empathy. The student who was
blindfolded had to really listen and trust their group members when receiving direction.
Students had to be aware of the person blindfolded and keep in mind that the person
cannot physically see during the activity. Lastly, students who were outside the group
felt empathy towards the person blindfolded. Many claimed that they would not know
how they would handle themselves if they could not see.
28. Student will show knowledge of the HDF412 Principle Centered Leadership theory consists of four principles of Wisdom, Guidance,
“Principle Centered Leadership” Security, and Power. Wisdom is defined as a sense of balance, judgment, and
theory by Covey comprehension. Guidance is the direction we receive in life. Security is our sense of self-
worth. Lastly, Power is the strength and courage to accomplish something. These four
centered principles guide how a person should go about their everyday life on for different
levels, Personal, Interpersonal, Managerial, and Organizational Leadership. The first level is
Personal leadership, someone’s relationship with oneself. The next level is Interpersonal
leadership which deals with how we interact and build relationships with others. After
Interpersonal leadership is Managerial leadership. Managerial leadership deals with
responsibility when working with others. Finally, there is Organizational Leadership which
focusses on how one works together with others as a cohesive unit. Some characteristics of
Principle Centered Leadership is continually learning, belief in yourself and others, leading
balanced lives and resiliency.
Source: Covey, S. R. (n.d.). Principle Centered Leadership. Retrieved April 27, 2017,
from http://www.adaptera.co.za/wp-content/uploads/2015/05/Principal-Centred-
Leadership_Stephen-Covey.pdf
29. Student will describe personal HDF 412 HDF 415 Interview When explaining Principle Centered Leadership on a personal level during my HDF 415
application of the above theory interview, I tied it to the principle of Security. As mentioned, security is our sense of self-worth,
(Covey) which directly relates to our self-esteem, the way we view ourselves. By knowing our worth,
we know build a healthy relationship with ourselves. Once we build a solid relationship with
ourselves we can move on the next level if Interpersonal leadership. Interpersonal leadership
is how we interact and build relationships with others. This level is also tied with the principle
of Security. By being aware of our self-worth, we become aware of others self-esteem and
how it can easily affect how a person acts. The next level is Managerial leadership.
Managerial Leadership consists of the responsibility to get the job done when working with
others. This directly ties with the principles of Wisdom and Power. When working with others it
is important to have a sense of comprehension of what the group wants to achieve and must
have power to get the group to accomplish the goal that was set. Lastly, the principle of
guidance can be tied to the Organizational Leadership. Guidance can be used to give
direction to the organizations we form in life. Without direction, an organization can easily get
lost and lose its purpose.
Source: Covey, S. R. (n.d.). Principle Centered Leadership. Retrieved April 27, 2017,
from http://www.adaptera.co.za/wp-content/uploads/2015/05/Principal-Centred-
Leadership_Stephen-Covey.pdf
“14 Points / TQM” theory of leadership
by Deming
(Deming)
“Visionary Leadership” (now often
cited as “Transformational
Leadership”) theory by Sashkin
(Sashkin)
“Individuals in Organizations”
leadership theory by Argyris
(Argyris)
36. Students will demonstrate knowledge HDF 412 According to Dr. Bill Grace’s 4V’ theory, “the 4-V Model of Ethical Leadership is a framework
of the “4 V’s” theory of leadership by that aligns internal beliefs and values with the external behaviors and actions for the purpose
Grace (Center for Ethical Leadership) of advancing the common good” The four “V’s” consist of Value, Vision, Voice and Virtue. The
first “V” Value begins with identifying core values in which believed by the leader or
organization. Once Values are identified, one can use their values to carry out their vision of
leadership. Leaders can then voice that vision. Once they voice their vision, one can act out
their vision virtuously. The model states that a leader must reflect on decisions and make
sure that it aligns with their value, vision, voice and virtue. There are three additional concepts
that connect the V’s, which are service, polis and renewal. According to the Center for Ethical
Leadership, values and vision define the group. It is essential to keep these in sight while
trying to reach their goal. Values are what you find important in your life. Vision is what you
wish to achieve the changes that you want to make. Bringing voice to any value or vision gives
the group life. One needs to express what they want in order to achieve it. Virtue is a
combination of principle and commitment to the common good. This creates a difference
between ethical leadership and leadership that is partially effective. Virtue is a combination of
values, vision and voice. Virtue is something that will transform society. There are also three
additional concepts to this theory. One of those theories is service. This bridges the gap
between vision and values. This is because a selfless vision is discovered after putting in
service to support one’s values. The next additional concept is Polis. This is originally a Greek
word, but takes on the English meaning of politics. A leader giving the visions a voice in a
public context puts this concept into play. The last concept of this theory is renewal. This is the
bridge between voice and values. This is when the work done by the leader transforms the
society.
Source: Lee, K. and Seo, J. (2013) Seattle. Available at:
http://participedia.net/en/organizations/center-ethical-leadership (Accessed: 29 November
2016)The Center for Ethical Leadership (n.d.) Concepts and Philosophies Available at:
http://www.ethicalleadership.org/concepts-and-philosophies.html (Accessed: 29 November
2016).

37. Student will describe personal D.R.I.V.E. D.R.I.V.E. stands for Diversifying, Recruiting, Inspiring, Volunteering and Educating. D.R.I.V.E
application of the above theory is a multicultural organization that works with the admissions office to help diversify campus
(Grace) through numerous programs. As a former executive board member, I was tasked with
remodeling the organization so that it better we better suit our purpose of our organization.
When discussing with my fellow executive board members, we had to determine the values of
our organization. Our biggest value is Diversity. As students from diverse backgrounds on a
predominantly white populated campus, we understand that our experience will be different
from the majority. We value the importance of having a diverse view of opinions so that we
may learn from each other and come to a better understanding of those who are different than
us. Together, as an executive board, we came up with a mission statement which states,
“D.R.I.V.E. is an inclusive community of students working together to empower young people
of diverse backgrounds believe they can achieve success within the realm of higher
education.” This helps our organization find our vision and voice for our value of diversity as
well lets others know our goals as an organization. Finally, our organization upholds our virtue
by continuing to run various programs that align with our mission statement.
38. Student will show knowledge of the HDF 412 There are different types of leadership based on the ability and willingness of the group. The
“Situational Leadership” theory by four leadership styles that are presented Hersey and Blanchard’s Situational Leadership
Hersey & Blanchard theory are Directing, Coaching, Supporting, and Delegating. However, each leadership style is
dependent on the members of the group. There are 4 maturity levels for the members: M1,
M2, M3, and M4. The first level is M1 which is low ability and low willingness. The second
level is M2, which is low ability and high willingness Next level is M3 which has a high ability
level, but a low willingness level. The last level is M4 which has a high ability and high
willingness. The first of Directing can be viewed as an appointing form leadership in which the
leader assigns task for others with certain expectations. Directing is used when a group has a
low ability and a low willingness level. In this leadership style, there is more of a divide
between the leader and the members and not really seen as collaborative. The next
leadership style is Coaching in which the leader works to guide members in a certain direction.
Coaching is used when the group has a high willingness level, but low ability. After Coaching,
the following leadership style is Supporting. This leadership style is focusses more on working
together as a group and motivating them. Supporting is appropriate for a group that has a high
ability, but low willingness. The final leadership style is Delegating in which the leader spreads
the tasks throughout the team so that everyone has something to work on. Delegating is used
when the group has a high willingness and high ability to complete the task.
Source: Hersey, P. and Blanchard, K. (no date) The Situational leadership model (adapted
from the model by Ken Blanchard and Paul Hersey in management of organizational behavior,
’96). Available at:
http://greeks.cofc.edu/documents/The%20Situational%20Leadership%20Model.pdf
(Accessed: 3 December 2018)
39. Student will describe personal HDF 415 As a FLITE peer mentor in HDF 415, I was responsible for facilitating an activity for both
application of the above theory sections of the HDF190 course. I had to come with an activity that would best work with group
(Hersey & Blanchard) development and helping them work with new people. For this particular situation, I had to
take on the leadership style of Supporting based on the maturity level of the group. I made
sure to provide the group with enough information so that they were able to work together to
complete the task. I knew that the group was high functioning and had the motivation to match
so I was able to take a step back and just focus on being a supporting role during the activity.
In the end, each group was able to successfully complete the task.
40. Student will show knowledge of the HDF190 Intramural Volleyball In HDF190, we discussed the Relational Leadership model by Komives, McMahon and Lucas.
“Relational Leadership” model by We learn that to be a relational leader, we must know how to work with others as a team and
Komives, McMahon & Lucas HDF 415 see others as co-creators. The Relational Leadership model has five components; Inclusive,
Empowering, Purposeful, Ethical, and Process-Oriented. The Inclusive component of
the model is defined as inclusive of all students, staff, and diverse points of view. For
the component of Empowering, one must be empowering of self, group members, and
other involved constituents. Purposeful component consists of having individual
commitment to the position, the students, staff, job tasks, and other constituents.
Ethical Leadership is driven by values and standards of leadership, which are “good”
in nature. The final component of Process-Oriented leadership consists of how the
group goes about building and maintaining a team, and accomplishing the group’s
purpose and/or vision. For each component, there are aspects of which a relational leader
must know, be, and do. To be Inclusive, a leader must know oneself and others, so that
they can understand that others come from different backgrounds and have different
experiences. An inclusive leader must believe that differences in people are valuable. I
have always been a firm believer of unity in diversity. As an inclusive leader, it is
important to see that differences in people leads to different points of view that can
lead to a flow of new and creative ideas. Lastly, an Inclusive leader must listen to
others. By listening to others, one can get a better understanding of people’s character
and to ensure we do not disrespect their personal values. To be an Empowering
leader, one must know self-esteem. Self-esteem is how someone views himself or
herself. As an empowering leader, one must be aware of how self-esteem can affect a
person in either a positive or negative way depending on how a person sees himself or
herself. An empowering leader must believe that everyone has something to offer. It is
important for a leader to empower those to contribute any ideas one may have for all
are valuable. As an empowering leader, one must be able to encourage and affirm
others. Without encouragement, a person might fell as if they are not valued and as a
result may shut down. A purposeful leader must know their role of mission/vision. A
purposeful leader has a positive attitude and is optimistic about the future. To be a
purposeful leader one must be able to identify goals. Without a goal, a leader has
nothing to work for. An ethical leader has knowledge of the development of values and
that not all people share the same values and beliefs. An ethical leader is socially
responsible of their behavior and encourages others to be responsible of their behavior
as well. Not only should an ethical leader be socially responsible, they must behave
congruently as well. It is important that a leader’s actions correspond with what they
preach to others.
One of the components of Relational Leadership is Process-Oriented. To be process-oriented,
a leader must know a group goes about being a group and how the group process works. A
process-oriented leader must believe that the process is as important as the outcome. A
process-oriented leader must also be skilled in collaboration. For additional experience, the
component of process-oriented was evident in my experience with my intramural volleyball
team. I knew, as a leader, it was important that our team works well together in collaboration
in order to be successful. I needed to know my team and their skills in order to figure out how
we could utilize our skills to the best of our ability. It is important that we learn to work well with
each other as people; otherwise it wouldn’t matter winning if we can’t work together. In HDF
415, we revisited the Relational Leadership Model to better understand each
component so that we could properly relay the information to the students in HDF190.
As a class, we discussed possible activities to do for the students to better understand
each component of the model. We wanted to ensure that the students had knowledge
of the knowing, being and doing aspects of five components of the Relational
Leadership Model.
Source: Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College
Students What Want to Make A Difference. San Francisco: Jossey-Bass. (68-72).
41. Student will describe personal HDF190 Intramural Volleyball In HDF190, we were assigned to be in small groups. With our small groups, we would work
application of the above theory together in completing a service project and well as a speech. Through class, we got to know
(Komives et al) HDF 415 one another, which helped us learn how we would work together as a group. We became a
little community. We were an inclusive group. We all took the time to get to know each
other and understand what our values were. We made sure to appreciate each other’s
differences and utilized our different strengths when working as a group. Our group
empowered each other during class activities. For every project, we encouraged all
members to contribute their ideas by sharing their thoughts on every topic discussed
in class. Our small group understood our roles and maintained positive attitude on
whatever project we took on. To make sure we were purposeful, we identified goals of
what we want to accomplish as a group. We exemplified ethical leadership by
developing a group contract in which we held each other to a high standard and make
sure we were held accountable for our actions. If one person of the group did not
behave congruently, we would remind them of the group contract we made. In the
beginning of the semester. We trusted the group process and ultimately, we were
successful in completing our project as well as our speech. For additional experience, my
intramural volleyball team became process-oriented. We got to know each other as a team
and figured out what positions each member was best at. We practiced often to improve our
skills and ultimately made it to the playoffs this semester. In HDF 415, we completed an
activity that exemplified the Relational Leadership Model. The activity was called NASA
Decision Making in which Earth is dying and there was a new planet they could
colonize but the problem was that space shuttle could only hold a certain amount of
people. The purpose of the activity was to choose four people from the group to send
on the spaceship that will be travel to the other planet. Each person was given an
identity that they had to act as and try to convince the group why they should be
chosen to go on the spaceship. During the activity debrief, we asked the students if the
followed the Relational Leadership Model when making their decisions of who to send
on the spaceship. Some groups ignored certain components of the model. One
component ignored by most groups was the Inclusive Leadership component. They did
not believe in the importance of fairness and equality when deciding whom they
choose to go on the spaceship. Some students were focused on their own “survival”
and campaigned for them to be chosen regardless of their identity and occupation they
were assigned. Other students ignored being ethical during the activity by lying about
their identity in hopes of being chosen to go on the spaceship.
42. Student will show knowledge of the HDF 412 HDF 190 As a peer leader in HDF 415, I am responsible for a group of eight first-year leadership
concept of constructivism students. Part of my role as a peer leader, I provide feedback to my group of students on
assignments they submit for review. It is important that I make sure my feedback is
constructive and helps the students make improvements on their work in order for them to
earn a higher grade. While writing feedback, I made sure that I wrote about what they can
BIO103 UTA improve as well as what they did very well. I believe it is important for the students to receive
feedback on what they did right in order to encourage the student on keeping up with their
work as opposed to be shut down by constant criticism. In HDF 190, I utilize my role as a peer
leader to encourage my students to participate in the activities we do in the class. During
many of the activities, I try my best to have the students rely on their resources as opposed to
solely relying on myself for assistance. If I constantly answer every question they have, they
will not learn how to think for themselves. I encourage them to question everything so that
they can fully understand the purpose of the activity and successfully identify their goals.
In HDF 412, We were introduced to the concept of constructivism. According to the
Educational Broadcasting Corporation, constructivism is how people “construct their own
understanding and knowledge of the world, through both experiencing things and reflecting on
those experiences.” In other words, Constructivism is a learning process. People learn and
retain information in different ways. For some, they may be presented with information they
have encountered before and now have a whole new perception of what it means to them
based on their own experiences and reflections. Constructivism also notes that not everyone
will perceive certain concepts in the same manner and as a result, may have formed beliefs
opposite of your own. This can explain how certain topics are often debated for people take in
information and then form their own opinions based on their own beliefs. The theory of
Constructivism goes on to stress that the learning process is continuous. It mentions that it is
important to regularly re-assess what we have learned in the past for our beliefs may change
over time. As an Undergraduate Teaching Assistant (UTA), I was responsible for assisting
students in the introductory lab for biology. Part of my responsibilities included showing
students how to use ab equipment as well as show them proper techniques of using
equipment to conduct experiments throughout the semester. During meetings for all teaching
assistants, we discussed the concept of constructivism when dealing with students in lab. We
went over the concept of how students take in and learn the information we give them. For
some, they will understand certain concepts simply by listening to us present as well as
looking at the Powerpoints. Others may not truly understand concepts until they have the
opportunity to conduct the experiments themselves. Of course, there are always a few how
may need more guidance during experiments as well. It was important for all Teaching
Assistants to understand this for we would be responsible for multiple lab sections that
consists of different students who all lean in their own way. Our ultimate goal is to have the
students leave the lab at the end of the semester, understanding basic knowledge and
techniques consistent with labs for if in the future they take another lab, they are confident in
the capabilities.
Source:
Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and
learning. Retrieved from
http://www.thirteen.org/edonline/concept2class/constructivism/index.html
43. Students will describe personal HDF 415 HDF 190 My role as a peer leader for HDF 190 is to provide feedback on the eight first-year students’
examples of implementing HDF 412 outcomes they submit. In HDF 415 I received feedback from my instructors on the comments I
constructivism had written for my students. With the feedback, I was given construction on points I should
write about while commenting on the students’ outcomes. I then applied the construction I was
given and revised my commentary before handing the outcomes back to my students. In HDF
190, I met with each one of the students I lead in class separately. During my one-to-one
meetings, I spoke with each student and asked them for feedback on how I am doing as their
peer leader currently and if there is anything they need from me in the future. Some students
asked me if I could give them feedback on any revisions they make on the learning outcomes.
I listened to what they needed from me and I let my students know that they can hand in new
revisions for me to look over and provide new feedback so they can better understand how to
properly answer an outcome by the time they submit all their work for their final grade.
In HDF 412, I experience constructivism first hand as a student in the class. The class
focusses on different issues and topics such as privilege and oppression. As a woman of
color, myself, I came into this class thinking I knew a great deal of issues concerning
oppression in society. Through re-assessing certain topics such as oppression and privilege, I
was able to see new perspectives that I never really made connections to in the past. For
example, I never really focused on the privileges I have. Often times, I find myself focusing on
areas of my life in which I have experienced forms of oppression. Through discussion and
reflection, I was able to see that there are certain aspects of my life where I am more
privileged than others which I never really realized or paid attention to. I was able to look back
at ways in which I have utilized certain privileges in the past and think about ways in which I
can help those who are less privileged in areas where I am privileged instead of focusing on
ways in which I am not privileged.
44. Student will demonstrate knowledge HDF 412 In Kolb’s Model of Experiential Learning, it views leadership as a learning experiment. The
of experiential learning in leadership Model emphasizes the importance of learning through experience as well as reflection. Before
development (Kolb) one can lead others, one must lead oneself first. In order to lead oneself, one must know
oneself. As a person, I know how my learning style and how I want to be lead. According to
Kolb’s, “we come to new information in one of two ways: by doing something (concrete
experience) or by thinking about something (abstract conceptualization).” (Komives, Lucas,
McMahon, 2013, p. 32). In other words, when a situation arises, the way one reacts to the
situation is not necessarily the same way others would approach the same situation. On the
other hand, our Processing Continuum deals with how we do things. We either do things
through active experimentation or by reflective observation. In other words, we either learn
things by going out an experiencing for ourselves and reflecting or we reflect on past
experiences and learn from that. This is important to remember as being a member in
HDF412. As a student leader, we have to plan and facilitate retreat for all different types of
organizations. We try to plan initiatives to run with these organizations that we believe to be
beneficial. Often times the initiatives come with some sort of challenge the group has to work
through together in order to complete a certain task. As a facilitator, it is important to
remember that not everyone learns the same way and that some initiatives can be more
challenging to some than it is for others. We must challenge the groups enough so that they
can learn through each initiative while making sure they still feel supported enough that they
will not shut down completely.
So Source: Komives, S. R., Lucas, N., & McMahon, T. R. (2013). Exploring leadership: For
college college students who want to make a difference (3rd ed.). San Francisco: Jossey-Bass.
45. Student will describe personal HDF413 HDF 190 In the past, I was a Peer Mentor for HDF 190. As a peer leader, I was responsible for
application of experiential learning in HDF412 mentoring a small group of eight first-year Leadership students. When I chose the eight
leadership development (Kolb) students for my small group, I did not anticipate struggling trying to lead them in the direction I
wanted them to go to. In the beginning, I was too helpful, always reminding them of
assignments and due dates etc. As a result, my group became too reliant on me for help and
therefore they were not really learning anything themselves. The Kolb’s Model can be broken
into three parts: What, So What, and Now What. The What for my experience as a peer
leader was that my small group was too dependent on me to help them in the class. The So
What was the fact that my students did not try to do their own work to succeed in the class,
they all assumed that I would tell them exactly what to do. Finally, the Now What, I realize the
way I was leading my small was not beneficial to their learning experience. I quickly
readjusted my style and slowly became less present in the group, only helping out when they
were truly struggling. My group was not thrilled about it at first but as a result, they became
more independent and started taking their own initiative on their work. Through my concrete
experience of my initial interaction with my small group, I was able to reflect on how my
experience went and was able to adjust my style for future experiences. I can use this theory
when debriefing activities in HDF413. After running an initiative with my group, I can use the
What, So What, and Now What to frame questions to ask a group on their performance. For
the What, I can simply ask one of the members of the group to explain what they just did in
their activity. This will give the other members time to reflect on their performance. Afterwards
I can move on to the So What while asking them why they think I made them do a certain
activity, what was there for them to gain by participating. Finally, I can move on to the Now
What when asking the members of a group how they can take what they learned from the
activity and apply it to their organization in the future.
In HDF 412, For my extra credit opportunity, I was a Peer Leader for the Sophomore
Breakthrough Experience (SBE). The purpose of SBE is to reconnect sophomores in the
Leadership minor with each other as well as the Center for Student Leadership Development
(CSLD). This also was an opportunity to connect non-leadership minor students to the CSLD
as well. Participants had the opportunity to talk to upperclassmen about their leadership
journeys as well as discuss the difficulties that come with being a sophomore at the university.
With having one year of school completed, many participants are still trying to figure out their
path. As a peer leader, my role was to help students breakthrough their sophomore year
issues so that they may continue to work on their future. The entire Sophomore Breakthrough
Experience can be related to Kolb’s Model of Experiential Learning. The Model emphasizes
the importance of learning through experience as well as reflection. Before one can lead
others, one must lead oneself first. In order to lead oneself, one must know oneself. The
model can be broken down into “What, So What, and Now What?” The “What” of the model
focuses on what we are doing. The “What” for the students was coming together as a group.
Next, the “So What” focusses on the why. The real purpose of SBE is to help the students
better understand themselves and who they have become since they first attended the
University of Rhode Island. The students at the SBE had the opportunity to attend numerous
workshops that consisted of a lot of self-reflection. Through this, they were able to learn more
about themselves and what they could work on to improve themselves as a person and as a
leader. The second half of the SBE focused on the future or the “Now What” and what
students can do with what they learned. The entire retreat ends with everyone, including peer
leaders, wrote done any issues they want to overcome in the future on a wooden board and
through a closing activity, we all had the opportunity to physically breakthrough the boards and
what we wrote on them.
Source: Komives, S. R., Lucas, N., & McMahon, T. R. (2013). Exploring leadership: For
college students who want to make a difference (3rd ed.). San Francisco: Jossey-Bass.
46. Student will show knowledge of the HDF190 D.R.I.V.E. In HDF190, Social change works to address the root causes of problems rather than the
“Social Change Model of Leadership surface-level issues they create. Through social change, we become connected to the
Development” by Astin et al problem. In class, we learned about the seven C’s of the Social Change Model. The Seven
C’s are Consciousness of Self, Congruence, Commitment, Collaboration, Common
Purpose, Controversy with Civility and Citizenship. The Seven C’s are broken into three
sections, Individual, Group, and Society. A change agent starts at the individual Level
The must be conscious of themselves by knowing their values and beliefs. They must
be Congruent with their beliefs and actions. An Individual must be committed to
making a change. As a group, change agents must work together in collaboration. They
must have a common purpose in what they want to change. They must handle
controversy with civility and not let someone who is against them change the way they
act. Lastly, as a society, change agents must believe in citizenship, a civic
responsibility to work towards making a change. Two of the C’s of the Social Change
Model are Commitment and Collaboration. According to the model, Commitment requires an
intrinsic passion, energy, and purposeful investment toward action. Follow through and willing
involvement through commitment lead to positive social change. Collaboration group’s effort
through collective contributions, capitalizing on diversity and strengths of the relationships and
interconnections of individuals involved in the change process. For additional experience, My
organization D.R.I.V.E. understood the importance of commitment and collaboration in order
to be successful in our organization’s goals. The purpose of D.R.I.V.E. is to help diversify our
campus by working with admissions. We were aware that we needed to work together to
share our goal with the rest of campus to make our school a more inclusive environment. We
need to be committed by reaching out to other organizations to ensure that our purpose was
heard. Our commitment will help make sure the campus remains an inclusive environment in
the future. Source: Astin, Helen S. and Alexander W. Astin. A Social Change Model of
Leadership Development Guidebook Version III. The National Clearinghouse of
Leadership Programs, 1996.
47. Student will describe personal HDF190 D.R.I.V.E. In HDF190, I used Consciousness of Self when we were first put into small groups. I
application of the above theory (Astin was aware of my beliefs and values and what I wanted to achieve for the service
et al) project. I knew I was passionate about the environment and was eager to organize a
beach cleanup to help eliminate waste. I was Congruent with my values and made sure
I always tried my best to recycle and encourage my group to do so as well. We used the
C’s of Commitment, Collaboration, and Common Purpose in our small groups. Each group
had to complete a service project as a grade for this course. My small group and I
collaborated together to find a service project and figure out how we would complete it. We
divided our task into parts. The first part was research. Those who were not able to attend the
service project volunteered to do research concerning the problem we were addressing.
Another part was the service project itself. We worked together to find a way to travel to Roger
Wheeler State beach in order to participate in a beach cleanup. At the beach, our group had a
common purpose in that we wanted to pick up as much waste as we could at the beach.
Together. our group was able to collect twenty-one bags of trash. The last part was our
presentation on our project. We all contributed to making a Prezi for which we would use to
present our project. Each member was responsible for creating one slide in the Prezi.
Throughout the entire Service project, our group demonstrated Commitment. We made a plan
to go to the beach and participate in a beach cleanup and ultimately fulfilled our goal. We were
committed to making sure the majority of the group was able to go to the beach, at the same
time, to work together in cleaning the beach. Because of our commitment, we were able to
successfully clean the beach we were at in just a few hours. For additional experience, my
organization, D.R.I.V.E. demonstrated collaboration and commitment. Each year, we host a
Multicultural Overnight Program in which we invite accepted out-of-state high school students
to spend two days at URI. Through this program, our organization had to collaborate with one
another to figure out who would be able to volunteer their time to be with the high school
students. We needed to make sure that there was a volunteer with the students at all times. If
we signed up to volunteer, we had to be committed and show up at the time we signed up to
volunteer. We also were committed in making sure the high school students enjoy their
experience while visiting.

48. Students will demonstrate knowledge Individual Research HDF190 According to Susan Komives, Leadership development involves engaging with learning
of the “Leadership Identity (http://muse.jhu.edu/article/200078) opportunities in one's environment over time to build one's capacity or efficacy to engage in
Development Model” by Komives et al HDF 415 leadership. A leader is constantly learning and improving. In order to be a well-rounded leader,
one must be open to new learning experiences. New experiences would help a leader learn
HDF 412 their strengths as well as weaknesses, ultimately helping them discover what kind of leader
they are. The Leadership Identity Model has several stages. One of the stages is Leadership
Differentiated. This stage allows a person to learn about different types of leadership. For
Instance, a person does not necessarily need to have a title or position to be a leader. For
additional experience, HDF190 helped me discover my leadership identity. By working with a
group of people whom I have never really spoken to before, I learned that I am a vocal leader
while working with my small group. I often express my feelings and my ideas with the group.
With my top strength as communication, I find it easy to connect with others when speaking. I
used my communication skills to quickly form bonds with each member of my group. I also
learned to let others have the chance to talk and not always feel the need to state my opinion
on a topic. As a peer leader in HDF 415, I tried to pick students who were all different.
During the first few days of class, I went around as spoke with all the students to get a
sense of who they are. When it came time to pick eight students to be a part of my
small group, I struggled trying to find the perfect group. I wanted at least one other
student who is a vocal leader, someone who I could trust to give my group a voice. I
also wanted to pick students who were quiet. I knew that as a vocal leader, I could use
some help with listening skills and therefor chose students who were skilled in active
listening. It was important to pick a diverse group of leaders so that my students could
see that there is not right way to lead others. Everyone has their own way of how they
act as leaders and it is okay to be different.
In HDF 412, we were introduced to the Leadership Identity Development Model by Komives.
The model is a transformational model that is stage-based and entails students progressing
through one stage before beginning the next. The model consists of six transformative stages
in leadership identity development. The first stage is Awareness. This stage includes
recognition of leadership and the drive to become a leader. The next stage is
Exploration/Engagement. This stage centers the understanding of personal strengths and
weakness as well as becoming more involved in their community. After this stage is
Leadership Identified in which leadership is positional role in which one person acts with
responsibility as the core. The following stage is Leadership Differentiated in which leadership
can be positional or a non-positional role. The next stage is Generativity in which one
achieves maintains sustainability of leadership while supporting the team growth. The final
stage is Integration/Synthesis. In this stage, the leader engages with new organizations and
become involved with different aspects of the community.
Source: Komives, S. R. & Longerbeam, S. D. & Owen, J. E. & Mainella, F. C. & Osteen, L.
(2006). A Leadership Identity Development Model: Applications from a Grounded Theory.
Journal of College Student Development 47(4), 401-418. Johns Hopkins University Press.
Retrieved September 18, 2018, from Project MUSE database.
49. Students will describe personal Individual Research HDF190 Through research, I became aware of the different types of leadership. Everyone leads in his
application of the above theory. (http://muse.jhu.edu/article/200078) or her own unique way. I learned that I lead vocally, while others have a quieter approach. I
(Komives et al) also learned that just because I don’t have a position does not mean I am any less of a leader.
For additional experience, I used the Leadership Identity Model in HDF190. In HDF190, I was
the talkative member of my group. Some of the other members of my group were more on the
quiet side. It is through them that I learned how to listen to others more. We had class one day
outside on the quad where we were broken up into our groups and had to complete an
obstacle course. One of the members had to be blindfolded and guided through the obstacle
course by the other members. The other members could not touch the person who was
blindfolded and had to guide them by giving directions. I was blindfolded at one point and had
to listen to my group members. It was difficult not being able to see where I was going, but I
learned to listen to my team and I successfully completed the course.
50. Students will demonstrate 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)
of Charismatic leadership
of contingency approach to leadership
by Fiedler
(Fiedler)
of Path-Goal theory by House
(House)
of Leader Member Exchange (LMX)
theory
of Leadership Substitutes Theory
of Models of leader emergence
65. Student will describe the impact of
traits on leadership emergence and
performance
of Chaos approach to leadership by
Wheatley
(Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
68. Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
69. Student will describe personal example
of using cultural anthropology /
paradigms as a leader
70. Student will demonstrate knowledge of HDF 291 HDF 412 In HDF 291, we were introduced to the Cycle of Socialization theory by Bobbie Harro. The theory
the “Cycles of Socialization” (Harro) focusses on how people interact with others different from them based on what they were socialized by
theory and its uses in leadership family and friends at an early age. The cycle is broken down into different stages. The first stage starts
when we were first born. When we are born we do not have any information about identity and as a
result we don’t have any bias or stereotypes for or against specific identities. The second stage is
where we are first socialized. This first-socialization typically comes from family. This is where one if
first exposed to beliefs and perceptions of ourselves and others based on those beliefs. The next stage
is institutional and cultural socialization. This deals with subconscious judgement of who we believe
has power or should have power over others based on biases we form during the first stage and other
influences such as religion, culture and law. This stage continues into enforcements, meaning we
develop a system of rewards and punishments in order to make sure people are congruent with what
we believe how others should act. This can be unfavorable to those who do not conform to our
beliefs/views. Finally, as a result we create a divide and inequality among groups of people based on
what we were socialized to. The cycle repeats itself as we pass on those beliefs and judgements to
future generations.
Source:
Harro, B. (2013). The cycle of socialization. In M. Adams, W. J. Blumenfeld, C. Castañeda, H. W.
Hackman, M. L. Peters, &X.Zũñiga(Eds.), ed.,pp.45-52).NewYork:Routledge.
In HDF 412, we revisited the Cycle of Socialization. We discussed the different beliefs and identities we
were socialized to in the past and how we have come to be the person we are today. However, in
HDF412, we took the time to focus on the theory in terms of its uses in leadership. The part of the cycle
that is used most in leadership is the arrow of Change. Through change leader can open their eyes to
harmful socialization and work to raise consciousness to socialization that is oppressive. This is an
opportunity for leaders to take a stand and educate others who are not aware of some harmful
socializations that exist in systems of society. As a leader, it is important to question certain
socializations that we believe are harmful and be an advocate for those who are negatively impacted
by the cycle. By doing this, we can help break the cycle of socialization by not passing on harmful
socializations to future generations.
71. Students will demonstrate personal HDF 291 HDF 412 In HDF 291, we learned about the Cycle of Socialization Theory which helped explain why some
application of the “Cycles of people form the beliefs and values they have based on interactions they have had and what they were
Socialization” (Harro) taught growing up. I was born Daniela Arcelia Carmen Herrera in Manhattan, New York along with my
twin brother, Luis. My first name has no real meaning however, my two middle names are my
grandmothers’ names. Arcelia being my mother’s mother and Carmen being my father’s mother.
When my brother and I were about two years old, my family decided to move out of the city and move
in to the suburbs. We ended up settling in Stony Point, New York, just forty minutes north of New York
City and still currently reside today. Stony Point is a predominately white town and so my family was
one of the few people of color in the area, so innately the majority of my friends were white. Being half-
Mexican and half-Puerto Rican, naturally I was darker than most of my friends. When I was little, I did
not really pay attention to the difference in my complexion compared to my friends. At that young of
age, my friends were just simply my friends. It was not until I got older that people would bring up the
fact that I was not like them in with subtle comments, particularly focusing on my Mexican heritage.
People would ask me where I was from and I would always respond with, “I’m from New York.” Often
times they would clarify stating that they meant where I was born, not where I live. Once again, I would
state that I was born in New York. My answers never seemed to satisfy them and would almost always
follow up by asking where my parents were born. When I would tell them, my parents were also born in
New York, they seemed to never believe me. Young me was always confused by this. Looking back
now, I can see that they were trying to fish out whether I was an immigrant or not. As I got older, the
micro-aggressions did not seem to go away. I have been asked if I came to the United States legally. I
have been asked if my mother is a maid or a cleaning lady. I have learned that people have made
these judgements about myself based on what they were taught. No one was born with these beliefs
and that is something I have to understand when I come across ignorant people. My responsibility is to
educate those who have these ignorant beliefs so that they learn how harmful these judgements can
be and as a result, they do not pass those beliefs to their children.
In HDF 412, We revisited the Cycle of Socialization and it made me think of my own experience of
being a woman of color and how others’ socializations have affected me in the past. This time around I
began to reflect on my own socialization of race and ethnicity. I was born into a family of Hispanic
decent, Mexican and Puerto Rican. When I was born into this world, I have no perceived notion on
what is to be Hispanic or how others of non-Hispanic would view me as different. My first socialization
to race and ethnicity can from my family. Although my parents are both proud to be Hispanic, they were
aware that the area we lived in was predominantly white and that not everyone will be open to the fact
that we are different from most people in our town. They did introduce me to some Spanish culture by
attempting to teach my brothers and I Spanish, to this day I refer to my father as Papi and nothing else.
However, they knew that in school we would be speaking and learning in English so they did not keep
up with trying to teach us Spanish and instead had us focus on whatever we were learning at school. In
my opinion, I believe that my parents were fearful that I would fall behind in English and not be able to
keep up with the rest of my classmates so they gave up of trying. On the Institutional level, there was
not a lot of education concerning my culture that I received in school. The most we have ever
mentioned about Mexico is Cinco de Mayo and at most it is just a brief summary of what happened.
Most of my history courses in school have been focused on European and American History, including
my advanced placement courses in high school. I could not help but subconsciously feel that my own
culture’s history was less important than European and American history given that I live in America. It
did not help that most of the portrayals of Mexicans in the media were either illegal immigrants or
criminals. Moving on to the stage of enforcements and punishments, people of Mexican descent have
been treated differently that those who are white. They have been numerous protest by people who
believe Mexicans are immigrating illegal and have pushed for those to be deported from the country.
Since the media has criminalized Mexicans, people began to criminalize Mexicans in real life by having
law enforcement in certain areas target and stop certain people based on the fact that they look
Mexican, regardless if they witnessed them commit a crime or not. The cycle continues as these
negative stereotypes and portrayals continue in the future and get passed down from generation to
generation. The poor portrayal of my ethnicity stems from ignorance of fear of difference. As a result,
from my own socialization of race, I grew up ashamed of my culture and found myself wanting to be
different so that I may fit it more. I must work to break the cycle by challenging the negative stereotypes
and educating others about my culture. I also must challenge myself to learn from other cultures as
well so I can be more inclusive in the future.
72. Student will demonstrate knowledge of In HDF 412, we were introduced to the Cycle of Liberation by Harro. This model picks up from the step
the “Cycles of Liberation” (Harro) theory of change in the Cycle of Socialization. The first step to this model is called “Waking Up”. This is when
and its uses in leadership someone realizes that what they have once believed to be true might not be. We start to experience a
cognitive dissonance. The waking up experience creates an uneasy feeling and as a result, we begin
to question our beliefs. The next stage of the model is “Getting Ready”. This is when one experiences
self-empowerment. One tries to fight oppression by working towards creating equality between those
with and without privilege. The following stage of the cycle is referred to as “Reaching out”. This stage
is when we seek exposure to those that are different so that we may get a better understanding of who
they are and what struggles they face because of it. One begins to reach out and engage more with
other groups outside one’s identity. The next stage in the model is “Building community” which can be
divided into two steps. The first step is talking to people that “are like us.” This step is connecting with
people who have had similar experiences as us. This step allows us to work in solidarity as well as
allow us to learn from other who identify with us. The next step is to communicating with people that
are “different from us.” This stage allows us to connect with people who have had different experiences
than us and again low us to create a better understanding of both groups. The following stage in the
model is known as Coalescing. This stage is when one becomes an ally and works to help change the
system of oppression mainly through education. The next stage in the model is Creating Change. In
this stage, there is there is critical transformation of institutions. This creates a new culture of
acceptance which brings us to the final stage of Maintaining in which we continue to breakdown
systems of oppression and work on educating the public about inclusion.
Harro, B. (2000.) The cycle of liberation. In M. Adams, W. J. Blumenfeld, R. Casteneda, H. W.
Hackman, M. Peters, & X. Zuniga (Eds.), Readings for diversity and social justice: An anthology on
racism, antisemitism, sexism, heterosexism, ableism, and classism (pp. 463-469). New York:
Routledge.
73. Student will demonstrate personal Since I went to a catholic high school, there were certain rules that favored heterosexuality. Every year
application of the “Cycles of Liberation” there is a Christmas dance for upperclassman that was held at an expensive venue. As students, we
(Harro) were told we were allowed to bring dates to the Christmas dance. When I was a junior, there was a
senior girl who planned to bring her girlfriend as her date to the Christmas dance. Unfortunately, the
some of the faculty found out beforehand and she was informed that she was not allowed to bring her
girlfriend to the dance. They told her she can bring a male date or just come alone. Sadly, the girl
ended up deciding not to attend the dance at all. Every other student was freely allowed to bring their
date to the dance and she was forced with the decision to find someone else or come alone. Despite
the school’s teachings, many students had no problem with people wanting to date people of the same
sex. When news broke out that the student decided not to go to the dance if she cannot bring her
girlfriend, both the junior and senior classes came together to show support for this student. As protest,
we all decided that when the first slow song plays at the dance, we would all pair up with the same sex
and slow dance together in front of the faculty. Although we expressed our disappointment with the no
same sex date rule, the school refused to change its policy. The first stage in the Cycle of Liberation
starts with “waking up” which is defined as a critical incident that creates cognitive dissonance. For
me, the “waking up” moment when that student was not allowed to bring her girlfriend as her date to
the Christmas Dance. I have always heard about how people from different places have been
discriminated against based on sexual orientation but I never thought my school would be one of those
places where it would happen. Although I participated in slow dancing with someone of the same sex
to show support for the student who was not allowed to bring her girlfriend as her date, I still
contributed to the system of inequality as I still brought my intended date to the dance that year. After
the “waking up” moment, the next stage is Getting Ready. Part of this stage is educating oneself. I
have taken the step to educate myself on different sexual orientation other than heterosexuality. I have
been safe-zone trained in which I am have been taught more inclusive language to utilize concerning
the LGBTQ+ community. I have been working on the next stage of Building Community by having
discussions with people a part of the LGBTQ+ community as well as have discussions with those who
do not identify with the community on issues that occur. That is where I have stopped on the Cycle
personally but in order to continue the Cycle of Liberation create the stage of coalescing by become a
proper ally for the LGTBQ+ community and work to create change whether that be marching on behalf
of the community or creating petitions to create legal change. I can work to maintain the cycle of
Liberation by continuing to educate myself as well as others on issues of oppression people in the
LGBTQ+ community face as well as help to promote a more inclusive environment for future
generations.
74. Student will demonstrate knowledge of In HDF 412, we were introduced to the Configuration of power model by Robert Franklin. This model
the “Configuration of Power” (Franklin) consists of multiple layers. At the core of the configuration of power is economics. This focuses on
and its relationship to leadership power such as who controls the wealth and land. The next layer is politics which includes issues of
power and protecting economic interest. Often times conflict is used as a distraction methods to
prevent people from pointing out the root causes of social problems in leadership. The third layer is
known as bureaucratic management. This layer consists of people employed by the politicians who
help manage law enforcement and protect the politicians in power. The fourth layer is the controllers of
symbols such as media, education, religion which help to maintain the configuration of power. Group
that fall beyond the circle usually consist of marginalized communities such people of color and the
LGBTQ+ community. These marginalized groups often challenge the configuration of power and fight
for equality.
Source: Franklin, R. (n.d.). Franklin’s configuration of power [PDF document]. Retrieved from Sakai
Resources.
75. Student will demonstrate personal HDF 412 In HDF 412 we were introduced to the Configuration of power. As a minority, I have experienced the
application of the “Configuration of negative effects of the Configuration of power. Being Mexican-American, I have been exposed
Power” (Franklin) discrimination against my culture while living in America due to the configuration of power. At the core
is Economics. The United States is among one of the top nations in terms of wealth and power.
Americans pride themselves in being one of the “greatest countries in the world” where anyone can
“get rich” if they work hard enough. For years there has been this fear that people from Mexico are
coming to the United States to” steal” jobs from hardworking Americans. Because of this fear of losing
power, Politicians have worked on enforced harsher immigration laws, making it difficult for those less
privilege to immigrate to the United States. Due to harsher immigration laws, many people feel that
they have no choice but to immigrate illegally by crossing the United States-Mexican border. The
bureaucratic management, such as the border patrol, are hired by politicians to help enforce
immigration laws by physically preventing people from crossing the border. Finally, the controllers of
symbols portray Mexicans trying to immigrate to the United States by putting out messages to the
masses that Mexicans are out to take American’s jobs and that they should not be allowed to cross the
border. Even the President of the United States has stated that Mexico’s sending rapists and criminals,
allowing ignorance to cloud people’s judgements of Mexicans.
76. Student will demonstrate knowledge of HDF291 HDF 412 According to the Model of Latina and Latino Ethno-Racial Orientations by Bernardo M. Ferdman and
racial identity development via the Cross, Plácida I. Gallegos, there are multiple orientations in which people of Latino/a descent may or may not
Helms or other models (Ferdman & choose to identify with. The model places these identities into a series of categories: Orientation; Lens;
Gallegos; Kim; Horse; Wijeyesinghe etc.) Identity as/prefer; Latinos are seen; Whites are seen; and Framing of Race (Ferdman & Gallegos,
2001). The first ethno-racial orientation is “Latino-integrated.” This orientation is of wide lens.
Compared to other orientations, Latino-integrated is viewed as more inclusive. According to the model,
Latinos who identify with this orientation are “aware of their own subgroup background and culture as
well as how these relate to other Latino subgroups.” (Ferdman & Gallegos, 2001). In other words,
Latinos with this mindset identify with their subgroups, such as Mexican, Cuban, Colombian, etc., as
well as group themselves with Latinos as a whole. They understand that there may be slight
differences between subgroups but overall are able to see similarity between cultures. They show pride
in being Latino/a as well as being a member of their own Latin subgroup.
The next ethno-racial orientation is “Latino-identified.” Latinos who identify with this orientation
associate themselves with Latinos as a whole distinct racial group from others. According to Ferdman
and Gallegos, “their notion of race is a uniquely Latino one, which means they do not accept the
either/or nature of U.S. racial constructs.” (Ferdman & Gallegos, 2001). In other words, they see
themselves as different separate from White and Black racial groups. This particular orientation unites
all Latino/a identified people in one large group and overall views Latinos in a positive lens. Due to this
mentality, Latino-identified people often fight against discrimination of Latinos and their subgroups for
they feel that an attack on one subgroup is an attack on all Latinos. “Subgroup Identified” is another
ethno-racial orientation displayed in the model. This particular orientation is very much so not inclusive
of Latinos as a whole. Latinos in this orientation, “think of themselves primarily in terms of their own
ethnic or national-origin subgroup, which is the focus of their identification.” (Ferdman & Gallegos,
2001). People with this mindset will reject the label of Latino and instead choose to primarily identify as
their subgroup, such as Mexican, Puerto Rican, Venezuelan, and other subgroups. They see their own
national-origin as distinct from others. This mindset and create as sense of superiority among certain
subgroups. Subgroup cultures have a false belief that they are better than the other subgroup cultures
and that nothing about them is the same as the rest. Subgroup identified Latinos believe they are
unique. Another ethno-racial orientation that differs from the others is Latino as “other.” People who
identify with this specific orientation do not really view themselves as Latino/a and more so refer to
themselves as a person of color. This could be due to the fact that they do not really know enough
about their Latin culture and therefore feel as that it is wrong to claim that they are Latino/a when
comparing to other Latinos who are well in tune with their culture. They acknowledge that they are not
White and may resort to referring to themselves as a simply a “minority.” This ties into the next ethno-
racial orientation of “undifferentiated.” People who identify with this orientation do not really associate
with any particular racial group. They prefer to just be recognized as a person. They generally do not
like titles or labels and wish that society would get rid of them. The final ethno-racial orientation is
“White-identified.” Latinos who are fair-skinned may identify themselves a White as opposed to
Latino/a. They prefer to identify with White culture and in some cases, believe that White culture is
superior to Latino culture. Colorism plays a big role with this orientation. Colorism favors lighter or white
skin over darker skin tones. They equate fair skin to beauty and try their best to try to maintain their
“Whiteness.” In some cases, families may pressure their children to marry white or fair skin people in
order to ensure that they would give birth to lighter children. In this orientation Latinos discriminate
against other Latinos.
In HDF 412, we were reintroduced to identity models to gain a better understanding of Cultural
Anthropology and Inclusive Leadership. In order to be inclusive of all identities, we must first better
understand our own identity. There were several models we could learn concerning different Identities,
As Mexican-Puerto Rican woman, I chose to review the Model of Latina and Latino Ethno-Racial
Orientations by Bernardo M. Ferdman and Plácida I. Gallegos. This model allowed me to connect my
own experience as a Latina as well as given me the opportunity to understand that there can be
different experiences for those who also Identify as Latinx. The gives the perspective of different
orientations within the Latin community. After getting a better understanding of my own identity group, I
am now aware that other identity groups can experience similarities and differences within their groups.
Sources:
Ferdman, B. M., & Gallegos, P.I. (2001). Model of Latina and Latino Ethnoracial Orientations.
Retrieved March 1, 2018.
Placida Gallegos, Ph.D. (2016, March 29). Retrieved March 03, 2018, from
https://www.icwconsulting.com/our-associates/placida-gallegos/
Student will demonstrate personal HDF 291 HDF 412 Out of all the different ethno-racial orientations, I have experienced “subgroup” orientation the most.
application of model(s) of racial identity Being half Mexican and half Puerto Rican, I am a part of two different subgroups. I have witness of
77. development above both sides of my identities, the mentality of cultural superiority is present. I am Puerto Rican on my
father’s side and Mexican on my mother’s side. Subgroup mentality was backed up by comments my
parents would make. Whenever my brothers and I would accomplish something great, my father was
always quick to claim, “that’s the Puerto Rican side shining through.” On the other hand, whenever we
did something that was not ideal, my father was jokingly blame it on our Mexican heritage. My
grandfather on my mother’s side would always talk about how great Mexico compared to other
countries. He had told me that whenever I am asked about what I am, to always say I am Mexican
before I claim to be Puerto Rican. He felt that the Puerto Rican side of me was bringing me down and
that I should try to be “more Mexican.” As a result, I dealt with a lot of identity issues growing up. I felt
like both of my cultures were constantly competing with one another and felt the pressure to appease
both sides. I also struggled with my identity with people who are not a part of the Latin culture. To some
outsiders, I was just viewed as Spanish. Others would focus more on my Mexican identity. They would
make comments about my culture that made me feel less than other groups. I would become defensive
at times and claim that I am also Puerto Rican and in some cases, I would omit the fact that I am
Mexican to others. This was confusing to me because within my family, I had both side competing with
each other for who is greater and outside my family, I felt that either of my identities did not matter, that
they are both less than being white. Even though I am proud of both my heritages today, I still struggle
with feeling less than my white counterparts.
In HDF 412, I was reintroduced to the Model of Latina and Latino Ethno-Racial Orientations by
Bernardo M. Ferdman and Plácida I. Gallegos. After re-reading the model, I still find myself in the
“subgroup” orientation. Since my family is split between Mexican and Puerto Rican side, they often
compete with each other to be considered the “better Latino” My family would use social media for
arguments to showcase that their culture is better than the other culture. However, lately my family has
slightly shifted to the “Latino-integrated.” This orientation is of wide lens. Compared to other
orientations, Latino-integrated is viewed as more inclusive. According to the model, Latinos who
identify with this orientation are “aware of their own subgroup background and culture as well as how
these relate to other Latino subgroups.” (Ferdman & Gallegos, 2001). Since there political climate
recently has not favored Latinos, especially Mexicans, my family as well as other Latin families are
starting to come together in solidarity. They can relate to the hardships Mexicans are facing in the
United States for some have experienced it themselves. My father, being Puerto Rican, has been very
supportive of my mother and her family lately and will openly speak out when someone targets the
Mexican community. Seeing him be supportive of my mother’s culture has allowed me to be more
inclusive of both my cultures and not decided whether which part of me is better than the other.
78. Students will demonstrate knowledge of HDF 412 In HDF 412, I was introduced to Dr. Peggy McIntosh’s theory of White Privilege. This model is based
McIntosh’s theory of privilege and its around the unconscious privilege people have by simply being white. This theory was created because
relationship to leadership many white-identified people do not fully understand the privileges they are given based on their
identity. As a result, Dr. McIntosh created a list of 24 privileges. The list of privileges high-light certain
privileges that are considered unearned powers. The goal of Dr. McIntosh’s theory was to open the
eyes of white people so that they can become aware of the privileges they have and how by having
certain privileges means that oppression exists for those who do not have the same privileges. By
addressing the system in place that allows dominance for those who are white, those who benefit from
the system can use their privilege to help create equality for those who do not.
Source: McIntosh, P. (2004). White privilege: Unpacking the invisible knapsack. In P. S. Rothenberg
(Ed.), Race, class and gender in the United States (6th ed., pp. 188-192). New York: Worth Publishers.
79. Student will demonstrate personal

application of McIntosh’s theory
80. Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership
81. Student will show knowledge of effective HDF190 D.R.I.V.E. According to the HDF190 packet, a change agent is a person or persons who have the understanding,
leadership as it relates to change agency motivation, and skills to create positive change. A change agent should understand that change is a
process. They should have a positive attitude on change and should demonstrate the ability to
articulate a vision A change agent values the eight “C” of change in the Social Change Model.
Social change is the ability to make lasting impacts in those involved in change for the better.
Change agents address the roots of problems and have the patience and commitment to work
towards eliminating the problem all together. For additional experience, D.R.I.V.E. is an
organization based on making a change on campus. The goal of D.R.I.V.E. is to change the campus
population by making it a more diverse and inclusive environment. As a member of D.R.I.V.E., I
understand that URI’s campus diversity will not dramatically increase over night. I have to put in effort
to inform potential high school students about this campus and make sure they know that they always
have a community of people to back them up. With the political time period we are in, it can be
very difficult to have a positive attitude towards change. It seems that people are beginning to
look at people’s differences and feel fear of the unknown. Unfortunately, not everyone takes the
time to learn about other’s difference as an attempt to understand where a person is coming
from. As a student, I attended DIVERI, a conference concerning the topic of diversity. During the
conference, there are multiple workshops a person can attend. One of the workshops
discussed the animosity people have towards those who immigrate to the United States. At the
workshop, I got the opportunity to listen to immigrants speak of their experiences and there
frustrations. As an executive board member of a multicultural organization, I understood the
need to feel accepted. After attending the conference, I went back to my organization and
discussed ways to hold future events of diversity and inclusion to further educated those who
wish to understand others from diverse ethnic backgrounds.
Evidence: DIVERI Nametag

82. Student will describe personal examples HDF190 Multicultural Overnight Program In HDF190, my small group and I acted as change agents for the environment. We traveled to Roger
of being a change agent Wheeler State beach to participate in a beach cleanup. Our goal was to make the beach a more clean
and safe environment for the marine life. By cleaning up the pollution found on the beach, we help
decrease the chances of the pollution getting into the water and disrupting the marine life. We
understand that one beach cleanup would not solve all of the beach pollution. We had a positive
attitude and reached out to visitors on the beach to inform them of the horrible affects pollution can
have. We hope that by cleaning the beach, we would inspire others to help clean-up the environment
as well. For additional experience, I acted as a change agent at the Multicultural Overnight Program.
The program invited all accepted out-of-state students that defined themselves as diverse, to spend
two days here at URI as if they we are college student. I volunteered to spend my time with the
students to make them feel invited and accepted. My purpose as a change agent is to have the diverse
group of students to felt comfortable enough so that they could possibly visualize themselves attending
this University. Although it will take a while to make this campus more diverse, participating in the
Multicultural Overnight Program is just one step towards the goal.
83. Student will create a personal code of HDF190 A Day of Discovery In HDF190, we were put in groups and we made a contract for how we would all act as a group. In the
inclusive leadership contract, we agreed that “everyone love everyone” and to maintain a positive attitude. We wanted to
HDF 415 make sure that our group was inclusive and accepting of everyone. We agreed that we would settle our
differences civilly. For additional experience, at A Day of Discovery retreat, we bonded with our small
groups. In the group, we talked about personal experiences and shared our beliefs. We stated before
that whatever is said in our group, will not be discussed outside afterwards. We made sure that no one
would judge anyone for whatever was said. Everyone’s beliefs would be respected. As a peer leader
in HDF 415, I was in charge of leading the Day of Discovery discussions with my small group.
Having experience a Day of Discovery before, I was aware of how some of the topics discussed
can be very personal and for some, it might be the first time a student had to think about topics
such as race, gender, sexual orientation, and socioeconomic status. These discussions allow
students to have an opportunity to get to know the members of their group better and be aware
that not everyone comes from the same background or has the same experiences as
themselves. It was import for me as a peer leader to maintain an inclusive environment where
my students felt safe and comfortable sharing their personal stories. I made sure to reinstate
that whatever is said in the room by any group member does not leave the room.
84. Student will demonstrate knowledge of HDF 413 DIVE RI The Development Model of Intercultural Sensitivity is significant when facilitating organizations. The
the “Model of Intercultural Sensitivity” by Model emphasizes that “individuals need to develop their awareness, knowledge, and skills to be able
Bennett and its uses in leadership to work effectively in a multicultural environment.” (Komives, Lucas, McMahon, 2013, p. 202). The
Model is broken down into six stages: Denial of Difference, Defense Against Difference, Minimization of
Difference, Acceptance of Difference, Adaptation to Difference, and Integration of Difference. The first
stage of Denial of Difference states that people in this stage are in denial about cultural difference.
They are unable to experience difference in other ways that are not extremes. They cannot recognize
difference in its simplest form. The Second stage is Defense Against Difference. In this stage, people
view difference in a negative way. They feel the need to separate themselves from those who differ
from themselves. Next is Minimization of Difference in which people dismiss difference and claim that
everyone is the same. This moves on to the next stage of Acceptance of Difference. In this stage of the
model people are beginning to become more inclusive than the previous stages but they still are quite
not there yet. People in this stage accept that differences exist but they still want to maintain their own
values and not try to learn from other cultures. This moves on to the next stage of Adaptation to
Difference. Adaptation is the application of the previous stage of acceptance. People in this stage tend
to be more open to try to adapt to different aspects of other cultures while still maintaining their own
culture’s values. After this stage comes the final stage of Integration of difference. In this stage people
have the ability to empathize with another worldview. They grew up with multiple cultures and can
easily move between those cultures. For additional experience, I attended the DIVE RI conference at
the University of Rhode Island. DIVE stands for Diversifying Individuals Via Education. It is a
conference in Rhode Island where people from other universities, as well as people from both in and
out of state, can come and attend multiple workshops and listen to speakers talk about different topics
of diversity. It gives people the opportunity to talk about issues concerning diversity that they feel need
to be discussed. This also provides the opportunity for those who do not identify with certain cultures to
interact and speak with those who do identify with certain cultures. It gives people the opportunity to
see another’s perspective on certain topics. The conference is very popular and still continues to grow
today.
85. Students will demonstrate personal HDF 413 Multicultural Overnight Program In HDF 413 we had a discussion about diversity and how many of the students in the class have
application of the “Model of Intercultural different life experiences than others. We sat down and filled out a chart that was split up into different
Sensitivity” by Bennett categories such as age, gender, race, ethnicity, socioeconomic status, ability, etc. We were given
different colored stickers that each symbolized what we thought of each topic. One color symbolized
that we rarely even think of a certain category while another sticker symbolized that we always are
aware of a certain category. Afterwards we would discuss among the group where we placed each
colored sticker and why. For example, I put the sticker down for I rarely think about it in the category of
ability because I was born able-bodied and never had to think twice about it. On the other hand, I put
the sticker that symbolized that I am always aware of it in the category of race and ethnicity. I am half-
Mexican and half-Puerto Rican and it is very apparent when someone looks at me that they see
someone who is Spanish. Especially in today’s world, other people constantly remind me of my
Mexican heritage. Almost daily, I get asked “What are you?’ and “Were you like, born here?” and
numerous other question because of the way I look. Unfortunately, in the United States there are many
negative stereotypes concerning Mexicans. Growing up I was always self -conscious of this and would
sadly try to hide that side of me. After sharing my reasoning’s for my sticker placement as well as
others’, I was able to connect more with my class and see that some people have similar stories as
myself. For additional experience, I help organize the Multicultural Overnight Program for my
organization Diversifying, Recruiting, Inspiring, Volunteering, and Educating (DRIVE). We are a
multicultural organization that works with the University of Rhode Island’s admission office to help
diversify its campus. The Multicultural Overnight Program (MOP) is where we invite out-of-state high
school seniors to spend a day and a night at URI as if they were a student. They get to attend a class,
eat at the dining hall, and spend a night in a residence hall. This program gives the opportunity for
students of diverse ethnic backgrounds to experience what college life is and see if they can picture
themselves attending URI. This program allows these students to interact with other students from
different cultures and be pushed to step out of their comfort zone.
86. Student will demonstrate knowledge of HDF 412 In HDF 412, I was introduced to the Action Continuum by Griffin and Harro. This continuum is focused
the ally Action Continuum by Griffin & on ether supporting oppression or confronting it. It is important to be aware that the continuum is fluid
Harro and your position can always change on the continuum. On one end of the continuum is known as
actively “Participating”. At this stage, one is actively engaging in oppression. An example of this stage
is telling oppressive jokes or verbally harassing members of a target group. The stage in the continuum
is known as “Denying.” One in this place of the continuum denies that oppression of members of the
target group exists. This stage can be considered the ignorant. The following stage of the continuum is
known as “Recognizing with No Action.” At this stage, one is aware of the oppression that a target
group faces but make no effort to do anything about it. Usually people in this stage try to understand
the target group’s oppression but since they do not experience the same oppression, they do nothing
to create change. The next stage on the continuum is known as “Recognizing with Action.” This is
when someone recognizes the oppression and discrimination against a group and make the decision to
attempt to stop it. Usually after this step, one moves on to the stage of “Educating Self.” In this stage,
one makes more of an effort to learn about the oppression of target group so that they make work on
finding a way to create change. The following step is “Educating Others.” This is when one begins a
dialogue with others. We begin to be engaged in discussions with other about why they feel a certain
way and try to change these oppressive attitudes. The next spot is supporting and encouraging. This is
when we support others who want to speak out against these oppressive attitudes. We try and form
allies and help others join groups that are against these attitudes. The last spot on the continuum,
which is on the side of confronting oppression, is called initiating and preventing. This is when we work
to change institutional actions and policies that discriminate against target members. We try to plan
education programs to help change these opinions.
Griffin,P.&Harro,B.(1997).Action continuum.In M.Adams, L.A.Bell,& P.Griffin(Eds.),

Teaching for diversity and social justice: A source book (p.109). NewYork: Routledge.
Evidence: Action Continuum
87. Student will demonstrate personal HDF 412 As a woman of color, I like to believe that I am placed on the area of the continuum where I am actively
application of the Action Continuum by fighting against oppression of target groups such as my own. However, after further reflection, I
Griffin & Harro realized that I subconsciously still play a role in oppression of certain groups. As much as I hate to
admit it, I find myself sometimes laughing at stereotypical jokes made about certain target groups.
Even though I get upset when some places stereotypes about target groups, I sometime find humor in
certain jokes. By laughing at stereotypical jokes, I subconsciously tell other people that it is harmless to
make fun of certain types of oppression. I also see myself bouncing to the stage of “Recognizing with
No Action” in terms of my own experience of oppression. I can recall numerous conversations I have
overheard people say negative and oppressive comments about target groups and I chose to stay
silent. Sometimes I get so frustrated when I overhear these comments but then I chose not to say
anything to the people who say it for I feel that it is not worth the effort for it probably would not make a
difference. It is difficult to believe that my me speaking out on incidents, that I will magically change a
person’s mindset. I hope to one day stay at a point in the continuum where I continuously work to fight
against oppression and have a zero tolerance policy but for now I will continue to try to catch myself
whenever I am playing a role in oppression.
Outcome Category: Critical Thinking

88. Student will show knowledge of principles of HDF 412 In HDF 412, we were reintroduced to critical thinking. Critical thinking is defined as Intelligent reasoning
critical thinking (logic is used in this minor) with supporting evidence to help make wise decisions. As leaders, it is important to use critical thinking
to avoid making decisions based on hasty generalizations. Critical thinking comes down to thinking and
behaving ethically as well as logically. Leaders shall seek the truth and be able to not imposed
generalizations on others. By doing so, one builds credibility as a leader as members view them as
trustworthy. In class, we learned that prejudice and group think can prevent one from thinking critically.
This often causes people to form judgments before facts are known, which could be potentially
dangerous. Ways a leader can combat prejudice and group think would to careful when making
decisions, determining fact from fiction, and avoid making decisions solely based on emotion.
Otherwise, a leader can lose credibility if they make decision without critically thinking.
Source: Caputo, J. S., Hazel, H. C., & McMahon, C. (1994). Interpersonal communication: Competency
through critical thinking. Needham Heights, MA: Allyn and Bacon
89. Student will demonstrate proficiency of

critical thinking
90. Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
metaphorical analysis to critically analyze
self and leadership situations
92. Student will show knowledge of at least five
decision making methods
93. Student will describe personal examples of
having used five decision making methods
94. Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts
having used five problem solving / conflict
management methods (if student has been
trained in mediation, that information goes
here)
96. Student will describe what it means to
analyze, criticize, synthesize and utilize
information as a leader
97. Student will demonstrate knowledge of
leadership that is used in crisis
98. Student will describe examples of
leadership in crisis situations

r
99. Student will demonstrate knowledge of HDF190 A Day of Discovery In HDF190, we learned through the Relational Leadership Model, to be an inclusive leader, one must
active listening techniques be skilled in listening. As a leader, one does not always have to be talking to lead others. It is equally
as important to listen to others and what they have to say. To be a good listener, one must not be
thinking about what he or she is going to say once the other person is done talking. A good listener
takes in all of what is being said and does not let one’s feelings disrupt them from understanding
another’s point of view. For additional experience, during the A Day of discovery retreat is where
knowledge of listening skills is needed. During the retreat, each small group talks in private about their
opinions and beliefs. During this activity, one must be actively listening to what other group members
say while not judging or disrespecting anyone’s beliefs
100. Student will describe examples of using HDF190 A Day of Discovery In HDF190, all students had to listen to everyone’s individual speech about themselves and how they
active listening skills utilize Servant Leadership. Each student shared personal stories that help the class better understand
HDF415 why they chose the path that they are on. As a student, I had to be quiet and fully listen to what my
classmates had to say. For additional experience, A Day of Discovery retreat is where I used my active
listening skills. During the retreat, we broke off into our small groups. In our small groups, we discussed
our opinions and belief on gender, religion, race, class, and sexual orientation. I actively listened as my
group members each talked about their personal experience with all the topic mentions. Despite having
different beliefs than some members, I made sure to not let my difference in opinion disrupt me for
listening to what they had to say. As a peer leader in HDF415, I went over active listening with my
small group of students. While explaining active listening, I asked my students how they felt
when they were not being listened to. Some of the responses were that they felt annoyed,
frustrated, sad, and annoyed. Afterwards I asked my students how they felt when they know
they are being listened to. The responses were very different from the first question. Some
students said they felt reassured when they know they are being listened to. Others said they
feel important when they know they are being heard. Most students claimed they felt valued and
appreciated. During the rest of the discussion, I made sure the students keep their responses in
mind when listening to others share their stories and it is important for them to be respectful of
what others had to say.
101. Student will demonstrate knowledge of HDF 412 Group communication by Hirokawa is a model of communication that explains how groups begin
functions of group communication by making their decision, how it ends up forming, and how it concludes. This process begins with probable
Hirokawa entry, moves onto assessment of situation, here it splits into both identity alternatives and identity
objectives, assessment of positive/negative assessment, and ends with the choice. Probable entry is
when the group begins to identify and assess the situation at hand. Here, they ask questions like “what
happened” or “what the result was” to get clarification on the situation. From here, the group goes into
assessment of the situation and gathers information about the situation and evaluates their findings.
Next, the group moves into identity alternatives and identity objectives. Here, the group devises
multiple ideas that can be used to remedy the situation at hand. Finally, the group moves onto choice,
the part of the process where the group evaluates all options and makes a final decision. This model
can also be used to determine whether or not a group’s decision was poor. There are five different
factors that go into a poor group decision: improper assessment of a choice-making solution,
establishing wrong or inappropriate goals, incorrectly assessing the positive and negative qualities of
an alternative, establishing a flawed information base, and having a faulty reasoning to defend your
base. Improper assessment of a choice-making solution is when the group makes an incorrect
judgment of the situation right off the bat and having that mess up the entire process from that point on.
When the group establishes the wrong goals, they have made it much more likely that their potential
outcome will have no beneficial impact on the situation at hand. Wrongfully assessing the positive and
negative qualities of the alternatives essentially means that the group overlooks some of the negatives

associated with an alternative or overplays the positives. A group can set up a faulty information base
when they reject information that could be correct or take in information that can lead to a
misconception of the problem. Finally, the group’s reasoning behind their information base could be
presented in an invalid or flawed manner.
Source: Esajian, T. (2002). Small Group Communication: Hirokawa's General Functional Theory.
Retrieved from http://zimmer.csufresno.edu/~johnca/spch100/9-5-hirokawa.htm
102. Student will describe personal application

of functions of group communication
(Hirokawa)
103. Student will show knowledge of techniques HDF190 Leadership Inventory In HDF190, we had to do individual speeches in front of the class. When one of our group members
regarding giving and accepting of feedback gave their speech, we had to critique how well they did. When critiquing, we need to make sure our
personal feelings towards a person does not affect our feedback. We must critique on their strengths
as well as their weaknesses and what they could improve on. As a speaker, I had to be prepared to
accept the critiques from my group and respect what they had to say for it would only help me improve
as a leader. For additional experience, when working on this leadership inventory, I had to submit a
number of outcomes to my peer mentor for review. I was aware that my submitting my outcomes to my
peer mentor, I would receive feedback on how well I completed the assignment as well as what I need
to do to improve upon them. I also reviewed one of my group member’s outcomes to make sure she
applied all the critiques she received from our peer mentor early on.
104. Student will describe examples of giving HDF190 Leadership Inventory In HDF190, I critiqued my group members on their individual speeches. For each member, I wrote
and accepting feedback. down one positive aspect and one negative aspect of their speech in which I believed needed
HDF 412 improvement. I also received feedback from my group members on my own speech. One of the
AVS 412 critiques given to me by my fellow group members was that I needed to talk slower while presenting.
After reading their comments, I realized that I did talk fast while giving my speech and am now aware
on what I need to work on for future presentations. For additional experience, I received feedback on
my leadership inventory outcomes. I submitted a portion of my inventory to my peer mentor for
critiquing. When I received my inventory back, I reviewed the comments and made the appropriate
changes to my document. I also gave feedback on leadership inventory outcomes to one of my group
members. I double check the comments she received from our peer mentor and made sure she
applied all the corrections to her paper before submitting it in.
In HDF 412, we had to give a few presentations on certain theories taught in class. Each presentation
has a set of guidelines and expectations. After each presentation, we received feedback from the
professors on our presentation skills as well as how well we followed expectations. One of the biggest
feedback I have received in the class from instructors has been to answer all the sections listed in the
rubric. Through experience I have learned that it is important to pay attention to all of the details. In
AVS 412, I have taken the feedback received from HDF412 and utilized it in my presentations for
Animal Nutrition. I carefully read through the rubric and made sure that my presentation answered each
section of it so there would be no questions as to whether or not certain details were addressed when
presenting. In AVS 412, we were also required to give feedback on other group presentations via
Survey Monkey. In the Survey Monkey, we were supposed to answer YES or NO as to whether a
group addressed the guidelines of the presentation, The survey listed each point that was given in the
rubric, making it easier for students to give feedback on whether groups followed directions.
105. Student will demonstrate knowledge of HDF 413 Leadership Institute In HDF 413, we learn the skills and techniques to become a facilitator for Student Organization
facilitation and de-briefing techniques Leadership Consultants (SOLC). During our retreat for SOLC we went through a series of initiatives as
a class and afterwards we told different ways on how to debrief certain initiatives. Kolb’s Model of
Experiential Learning influenced most of the debriefing techniques used. The Model is broken down to
What, So What, and Now What. While debriefing we would ask group the “What” by asking groups
what did they just do in the initiative. For the “So What”, we would ask question that would get the
group to see the importance of what they just did and the reasoning behind it. We would wrap up a
debrief by asking the group the “Now What”, and how they can take what they just learned in the
initiative and bring it back to their organization in the future. We also learned different techniques to use
for debriefing an activity other than just simply asking questions. Another way to debrief is by using
cards that have different feelings written on each card. As a facilitator, we can place the feeling cards
on the ground and ask the members of the group to pick a card that relates to how they felt during the
activity. Some cards say words like empowered, connected, and content while other cards have words
such as trapped, frustrated, and alone. This is a great way to get a feel for how well the group reacted
to a certain activity and helps prompt question to use for the remainder of the debrief. For Additional
experience, I was a peer leader for Team Harmony at the Leadership Institute. During training for the
Leadership Institute, I was taught how to facilitate certain activities that are more serious that what
others are used to. We were taught how to frame “My Mosaic” activity in which students are given a
diagram in which they fill in their own answers to topics such as race, gender, religion, socioeconomic
status, education, and parental status. As the peer leader, it is important that I set the tone for the
activity. I must make sure that the students are aware that this is a time for them to share /what makes
them the people they are and its vital that they are respectful of others when sharing their stories. The
Institute Coordinators informed me, that it is best if I share my own mosaic first so that my team can
see how they can share their own stories. It is also my responsibility to inform my team that everything
that will be said during the activity is confidential and must not leave the group.
106. Student will demonstrate proficiency of HDF 413 Leadership Institute In HDF 413, I had to facilitate multiple retreats throughout the semester. My first retreat as a facilitator
facilitation and de-briefing techniques was with the sorority Kappa Delta. During this retreat, I was responsible for leading the group in two
initiatives. I chose to facilitate Alien Invasion and Don’t Break the Ice. After framing the activities and
explaining the rules, I had the groups do each activity multiple times. If the group did not follow the
rules while running the activity, I would give out a “consequence” after each time. Such consequences
included blindfolding some of the members and muting individuals so that they may not speak for the
duration of each activity. These consequences were used to add more challenge and force the group
to work on their communication skills as well as their team building skills. At the end of each initiative, I
would instruct the group to sit in a circle in which I would begin debriefing. I followed the Kolb’s Model
of Experiential Learning and went through each stage of the “What”, “So What”, and the “Now What”. I
also took time to ask questions directed to those who had to deal with the consequences such as
blindfolds and muting. I made sure to ask how they felt when I assigned them their consequence and if
they felt that made the initiative more challenging than before without any consequences. I also made
sure to ask those who helped the individuals with the consequences how they felt as well. Towards the
end of the debrief, I asked the member of the sorority to reflect back at what they wrote for their full
values contract at the beginning of the retreat. For the full values contract the members had to write on
down what they are bringing to their organization and what they want to get out of their organization.
After I gave them time to reflect on what they wrote, I asked them if they think they achieved what they
wrote on their contract and if not why? I would then close the debrief by asking them what they can do
to bring what they learned from both initiatives back to their sorority. For additional experience, I had to
facilitate and debrief multiple activities as a peer leader for the Leadership Institute. One of the
activities I had to facilitate is the Four Agreements. The Four Agreements are Be Impeccable with your
word, Don’t take anything personally, Don’t make assumptions, and Always do your best. It was my
responsibility to frame the four agreements as a foundation for how they should go about their lives. I
went through each agreement and explained would ask my team what they think each agreement
meant. I would also ask if they agree with each statement why and why not? I made sure to inform the
group that there are no wrong answers to each question and that this is a time for them to voice their
own beliefs. For the remainder of Institute, I would remind my team of the four agreements during times
where I felt they lost sight of those agreements during activities.
107. Student will demonstrate knowledge of
framing and breaking the frame
framing and breaking the frame
109. Student will show knowledge of organizing HDF 415 D.R.I.V.E. Meetings In HDF 415, part of the class requirement is to run activities that help re-explain leadership models
meetings / setting agendas / and leading taught in HDF 190. In order to be productive, the peer leaders had to plan who would cover which topic
meetings and run the activity. Once my partner and I chose our topic, we knew we had to plan out an activity that
the students in HDF190 can accomplish effectively. We needed to establish a goal of what we wanted
the students to get out of the activity. We discussed ways on how we would lead the activity. It was
important to make sure we were engaging and kept the students interested. The same preparation was
needed when organizing D.R.I.V.E. meetings. As an executive board member, I was responsible for
planning the organization’s meetings. The first part of planning is figuring out a place and time to hold
meetings. Afterwards, goals for what we wanted to accomplish as an organization had to be made.
Once goals are made, the executive board and I could discuss small goals to go over during meetings.
When leading meeting we needed to make sure we did not stray off topic. We needed to assign roles
for who would discuss certain topics during meeting so that the work was divided evenly between all
the executive board members
110. Student will describe personal examples of HDF415 D.R.I.V.E Meetings In HDF 415, I had multiple roles as a peer leader. One of my roles was to organize one-on-one
organizing meetings / setting agendas / meetings with each one of my students to discuss the class and check-in on how they are doing in
leading meetings HDF 413 school. I planned questions to ask concerning both leadership and personal life. I wanted to make sure
they were taking care of themselves because if they cannot take care of themselves first, they cannot
help take care of others. As a peer leader, I had to lead a class activity that dealt with the Group
Development Model. When planning the activity with my partner. We wanted to make sure the students
experience all stages of the model, Forming, Storming, Norming Performing, and Adjourning. We pick
an activity that forced the students to work with new people. Our goal was to get the students to really
experience the Storming stage of the model. The goal of the activity was to have the students in
groups. As a group, they students had to cross a straight line on the floor at the same time. If one
person crossed the line earlier or later than everyone else, the group had to start over and try again. To
increase the Storming, we limited the groups to five attempts to cross the line and after the second
attempt; one of the group members was blindfolded. When leading the activity, my partner and
informed the groups o the rules and kept track of when a group crossed the line at the same time or
not. After the activity, we lead the groups through a debrief of the activity. For the debrief, we asked the
students questions concerning their performance and each stage of the model in order to ensure they
understood the purpose of the activity. For D.R.I.V.E. meetings, the executive board members and I
met the day before to plan how we run each meeting. We discussed what we needed to accomplish
during the meeting and assigned roles for each member to discuss projects, fundraising events, and
bonding activities. During each general meeting, we discussed possible fundraising events and
volunteer opportunities. At the end of each meeting we had each member discussed their highs and
lows of that day, starting with their lows first and ending with their high. This way members left feeling
better after focusing on the highlights of their day rather than focus on negatives.
In HDF 413, we had to facilitate retreats throughout the semester. I had to work with the other
facilitators to plan a time to meet in which we can organize which activities to run during the retreat.
When I met with the rest of the group we took time to read through the goals that the organization
wanted to accomplish from having a retreat with us. After finding out the group sizes and what their
goals are, my co-facilitators and I chose activities we felt would best help achieve their goals for their
group. For example, one group wanted to work on their team building and communication skills so I
had them do Alien Invasion, in which the group members, “aliens”, had to work together as a team to
follow a path and avoid getting not hit by foam balls thrown by the “astronauts” while trying to invade
planet earth. They worked on their communication skills when I blindfolded some of the members and
they needed to help guide the blindfolded people down the path in order to ensure that they get as
many aliens as they can to successfully cross the path and invade earth without being hit. After each
initiative, I would lead the group in debriefing the activity to really make sure they understood the
purpose of the activity and whether they were able to achieve their goals they set.
Parliamentary Procedure
112. Student will show knowledge of techniques HDF190 Intramural Volleyball In HDF190, through the Relational Leadership Model, I learned what it means to be an Inclusive
for working with difficult people Leader. One of the aspects of being an Inclusive leader is the belief that fairness and equality are
important in the treatment of all people. In other words, to be inclusive, I must be accepting of people
who are different that myself. For additional experience, I had to know how to work with different
people on my Intramural Volleyball team. My team was a diverse group of people, most of which have
experience playing volleyball. I had never played before and wanted to join for the experience. I knew
some of the members were not fond of the idea of having me on the team. I knew I had to try to put
their opinions behind me so that we could work together as a team and wins games.
113. Student will describe personal examples of HDF190 Intramural Volleyball In HDF190, we are split into small groups. In my small group, I have members with different types of
using techniques to work effectively with HDF 413 leadership skills. One member and I had the same strength of communication. It was no secret that we
difficult people both had no difficulty expressing our opinions. Our personalities would clash with one another for we
were too alike. My technique for working with this member was not interrupting them while they spoke
for the sake of avoiding tension. For additional experience, I used my technique of being silent while
dealing with members on my intramural volleyball team. I refused to let their opinions of me distract me
from playing the game. I would not give in to their comments and as a result, they eventually stopped
making comments all together.
In HDF 413, we have to work with many organizations at the University of Rhode Island. Most of the
time retreats with organizations are good but other times we encounter groups that have some difficult
members. For one of my first retreats, I struggled with getting the groups attention multiple times. They
were visibly not interested in the retreat and would often talk to their group members while my co-
facilitator and I would speak. There were also times were group members would be using their phones,
scrolling through social media sites in the middle of a debrief. As a first-time consultant, this was very
frustrating for me. I will admit that I was annoyed by the members and felt disrespected when they
would talk over me and use their phones. I knew I needed to be more assertive with this group. To set
the tone I would tell them to “clap once if they can hear me” in order to grab their attention. Once I had
their attention, I informed them that they will be no one else speaking when my co-facilitator and I were
speaking. I reminded them that it was disrespectful for those to talk when someone is trying to speak to
them. When they were being extra loud and not paying attention, I would stand there in silence until it
became almost uncomfortable for them and they would quiet down. I also learned from my experience
that not everyone will get what you wanted them to get out of a retreat and that I cannot force them to
be as excited as I am for theme no matter how much I want them to feel the same way. I also learned
that its common for people to experience bad retreats and that I did not necessarily did something
wrong.
114. Student will show knowledge of the stages HDF190 COM100 In HDF 190, we covered the stages of the group development. The development consist of five stages;
of group development (Tuckman, Bennis or HDF 412 forming, storming, norming, performing, and adjourning. The five stages reflected on how our small
others) groups would work together. In the stage of storming, we learned that it related to group hostility
through possible conflict that might arise while working together. In order to avoid the storming stage,
We made a group contract in which stated that we would have a positive attitude and handle our
conflicts in a civil manner. For additional experience, I went through the group development model with
my small presentation group in COM100. Through COM100, my group knew we had to work on the
stage of performing. We had to present a twenty- minute speech on different types of communication.
We planned to divide each point of our presentation among each member of our group in order to be
more efficient and successful.
In HDF 412, I was reintroduced to the Group Development Model. The model has five stages. In the
first stage of Forming, members are practically strangers and have now come together to form a group.
The next stage of the model is Storming. In this stage, conflict arises among the group. Usually
members in this stage view themselves as individuals and struggle to see themselves as part of a
team. This can cause a lot of hostility within the group. After Storming comes the next stage of
Norming. At this stage members are becoming more comfortable with each other and there is less
conflict. Group members begin to come together and work as a team, which leads to the next stage of
Performing. In the Performing stage, the group stops competing for power and use their skills to work
together to complete a goal. The final stage of the model is Adjourning. In the Adjourning stage, the
group had fulfilled their role and part ways in most cases. It is important to be aware that not every
group will go through all five stages. For some groups, they may never go past the Storming stage and
as a result give up and part ways before reaching the other stages.
115. Student will describe personal examples of HDF190 COM100 In HDF190, my group experienced all stages of group development. We formed together in the
group development in use (Tuckman, HDF 413 beginning as a group and quickly shifted into the storming phase when decided on a location for our
Bennis or others). service project. After getting through the storming stage, we were able to work well with one another
and breeze through the norming stage and move straight into the performing stage. For our performing
stage, our group went to Roger Wheeler State beach for a beach cleanup for the Ocean Notion
organization, in which we successfully collected twenty-one bags of garbage. We reached the final
stage of adjourning as we finished our project and had our last presentation as a group For additional
experience; my COM100 presentation group also experienced the all five stages. The differences
between both HDF190 group and COM100 group were in the storming and performing stages. For
storming, my COM100 group had conflict in determining what topic to present on. As for the performing
stage, my COM100 group performed by giving our presentation in class.
In HDF 413, we went through Tuckman’s Model of Group Development as a class during the Magic
Carpet initiative. The model has multiple stages: Forming, Storming, Norming, Performing, and
Adjourning. We did this activity during the first couple days of classes and therefore we did not know
each member of the class well enough so we in went through the stage of forming when we were
forced to work together to help accomplish the goal of the initiative. We had to have all members stand
on a small carpet and flip the carpet over to its other side while ensuring all members are on the carpet
at all times. We quickly moved to the Storming stage when trying to figure out our strategy for
completing the task. So many people were talking over each other trying to shout their ideas without
really listening to what others had to say. After one of the members of our class established that we
should only let one person speak at a time, we were able to listen to everyone’s ideas and decide on
one strategy, which moved us into the Norming stage. Being confined to a small carpet, we became
more comfortable being near each other and worked our best to make any accommodations for those
who felt like they did not have much space to stand. We then moved on the Performing stage trying to
maneuver our way around the carpet while trying to flip it over. Unfortunately, we had to come to the
Adjourning stage before we could successfully complete our task due to time. We all had to stop what
we were doing and step off the carpet. We completed the Adjourning stage after we debriefed the
activity as a group.
116. Student will show knowledge of group HDF 413 In HDF 413, we review group dynamics and group roles. There are common group roles in which
dynamics and group roles people take on when working with others. One common role within a group is the Information seeker.
The information seeker feels that it is important to obtain as much knowledge and facts they can before
the group begins to work. Without any information, they feel like they cannot effectively begin a project.
The next common group role is the Opinion seeker. The Opinion seeker looks for more insight from
members of the group before beginning a new project. On the other hand, another group role is the
Opinion Giver. This person their own ideas and beliefs that they feel would be beneficial for the group.
The next group role is the Summarizer. This person takes the opinions given and elaborates on the
information spoken. This brings on the role of the Clarifier. This person’s role in the group is to explain
the information so that the rest of the group has a better understanding. The next group roles are
considered group-building roles. The first group-building role is the Gatekeeper. The Gatekeeper tries o
make sure that everyone has a chance to say what they want to say and to make sure that one person
is not controlling every conversation. The next group-building role is the Encourager. The Encourager
promotes inclusion and makes sure all members feel welcomed which helps move on to the next role
of Mediator. The Mediator maintains harmony within the group by using conflict resolutions to help
opposing members of the group come together to an agreement. The final common group role is the
Follower. A Follower listens to everyone and supports whichever decision the group makes.
117. Student will describe personal examples of HDF 413 COM 100 In HDF 413, I often take on the group role of the Opinion giver. Having y top strength as
group dynamics and group roles Communication, I had not problem voices my ideas and opinions among a group. Whenever there is
silence in the class, I get uncomfortable and feel the need to say something in order to break the
silence. This role is beneficial to me in that I never feel like I am not being heard by others. However,
my role as an opinion giver can negatively affect a group. Sometimes I end up constantly voicing my
ideas that I feel I make others not want to voice their own. This also can have a negative effect on
myself because I can be pressured into speaking for others. In my COM 100 class I had to give many
presentations. For our final presentation, I had to present a theory with a group. It was clear to the
members of my group that my role was an Opinion giver. They took advantage of this and pressured
me to present more slides and use me to add any other information when others were lacking in order
to meet the time requirement of 20 minutes. As a result, I felt I ended up presenting the theory by
myself and my professor agreed. When I received feedback on my presentation he took points off my
grade because I spoke too much. For the remainder of the semester I took on the new role of Follower
by choosing to listen to others and not speak as much.
118. Student will show knowledge of effective
memberships skills in groups
membership skills in use
120. Student will show knowledge of the HDF 415 AVS 102 According to Sanford, in order for development to occur, there must be a balance of challenge and
Challenge and Support theory by Sanford, support. The theory claims that school faculties must be there for students both in and out of the
and its relationship to organizations HDF 413 classroom. It calls for faculty to have open discussions that allow students to have deeper
conversation. It is not enough to tell students what to do. Faculty must encourage students to challenge
them to ask questions. Without challenge, there is no real growth. In HDF 415 we discussed how to
find a balance of challenge and support. It was important to realized that there is not uniform balance;
everyone requires different levels of challenge and support. Some students may need to be challenge
more rather than supported and others need a lot of support. For AVs 102 lab, students get a hands-
on experience dealing with livestock animals. As a Teaching Assistant in AVS 102, the professor
discussed that we need to challenge the students to step out of there comfort zone an then offer
support if they truly need it. We were told to encourage students to ask questions when they needed
help. The professor was aware that for most of the students, it would be there first time working with
livestock animals and that it is a lot different than dealing with domestic animals such as cats and dogs.
Source: Sanford, N. (1968). Where colleges fail: A study of student as person. San Francisco: Jossey-
Bass.
In HDF 413, I am taught proper techniques of how to facilitate and debrief activities when working with
different organizations. As a facilitator, I explain rules of how to an organization can complete certain
activities successfully. Each activity is meant to challenge an organization and in some cases, an
activity is run to create conflict amongst a group. It is important to know how to properly challenge and
support when facilitating activities. The organization should be supported enough that they have what
they need to complete certain activities but they need to be challenge enough so that growth can occur
as a group. As a facilitator, I can explain the rules for certain activities to help support them but
challenge them at the same time by not giving any suggestions on how they can successfully complete
the activity. Another way I can challenge groups as a facilitator, I can add consequences to a group if
they did not follow the directions correctly. Some consequences could be blindfolding a member or
muting a member so they cannot speak for the remainder of the activity. If a group is struggling with a
consequence, I can exchange their consequence if they do something for me instead. For example, a
group can sing a song together in order to remove one of their consequences.
121. Student will describe personal examples of HDF 415 AVS 102 In HDF 415, I struggled finding the right balance of challenge and support. As a peer leader, I felt the
using the theory of Challenge and Support need to be available to my students. Since I took HDF 190, I understood what was required of my
(Sanford) HDF 413 students and therefore was aware of the challenges first-year leadership students face. I found myself

constantly sending out reminders of due dates and checking in to make sure they had everything they
needed to be prepared for class. I was being over-supportive and at times it felt as if I was putting in so
much effort and I was not receiving the same effort back. They became reliant on me to constantly
remind them of what they needed to do for class. I quickly realized that I had to change the way I lead
them and challenge them more. I told my students that I would slowly start to pull away for my support
and they should be responsible to make sure they are on top of their own work. They were not too
thrilled with me at first but they realized that they were not growing as leaders if I did everything for
them. I came across the same challenges as a Teaching Assistant for AVS 102. May of the first-year
students in the lab had no experience working with livestock and often had no idea what was going on
in the lab. Since they were dealing with live animals, I was worried that they would make a mistake that
would either hurt themselves or the animals. I would find myself stopping them whenever they were
doing something that could be dangerous and taking over and finishing the task to avoid injury,
especially for those students who were scared. I was not challenging them to try if for themselves. I
then stepped back and let the students try handling the animals themselves before stepping in or
commenting on their performance.
In HDF 413, we utilize the Challenge and Support Theory while facilitating retreats. The theory explains
that once a balance of challenge and support is found, growth occurs. During initiatives, we run we
must add enough challenge where a group is pushed out of their comfort zone while supporting them
enough that they do not break down and give up. During the initiative Helium Hoop, a group must lift a
hoop above their heads, using just two fingers each, making sure the hoop stays leveled throughout
and does not drop. This initiative is pretty challenging to begin with but to add challenge, I could silence
the members of the group only allowing one person with the ability to speak. In order to balance out the
challenge, I can add support by allowing them multiple opportunities to accomplish their goal. If the
group is really struggling, I can support them by allowing the hoop to be unleveled a few times during
the process of lifting it. With any initiative, I can add more support or challenge during an initiative
wherever I see fit. It is dependent on how well the group functions. If is high functioning, I will add
more challenges and lower the amount of support I give. On the other hand, if a group is low
functioning, I will add more support in order to aid them in their task.
construction / elements of informative and
persuasive speeches
123. Student will demonstrate proficiency in
informative and persuasive public speaking
124. Student will show knowledge of planning Institute Peer Leader Interview As one of the Student Coordinators of the Leadership Institute 2018, I had the responsibility of planning
and conducting interviews (as the how to conduct interviews for the Peer Leader team. I had to meet with my co-coordinator as well as
interviewer) my faculty advisor to discuss details concerning the interview process. The first aspect we discussed is
availability. We had to find a time where we were all available to meet to conduct interviews. Once we
determined times that worked for all of us, we can discuss how long we want to hold interviews for and
how many people do we want to interview at the same time. After discussing technicalities, we had to
discuss what we were looking for in candidates. Once we figured out what we needed to do, we
decided to upload the application on the website so that it will be available for those to apply.
125. Student will describe personal examples of Institute Peer Leader Interview As one of the Student Coordinators of the Leadership Institute 2018, I had the responsibility of planning
planning and conducting interviews (as the how to conduct interviews for the Peer Leader team. After discussing with my co-coordinator and the
interviewer) faculty advisor, we came to an agreement that we must select a team that meets the need of the
incoming class. We wanted to make sure the leaders being selected were open-minded and inclusive.
In the application, we had people submit their reasoning for applying for the position as well as ask
them how they define inclusive leadership. Once all the applications we submitted, I sent out a signup
sheet for applicants to select their interview time. The interviews consisted of three interviewers and a
range of 3-6 interviewees per time slot. We decided to make the interviews in rotation, each which
each candidate would be given fifteen minutes to talk with each interviewer (My Co-coordinator,
Faculty advisor, and myself). Once the first-round interviews were complete, we came together to
decide out of the candidates that came, who we would like to see in the see in the second round of
interviews to help finalized our decision. The same process continued with sign-up times for second-
round interviews, however only certain individuals were offered a second-round interview. After
consulting with my co-coordinator and faculty advisor once second-round interviews were completed,
we came to the decision to select twelve individuals to be invited to join our peer leader team for the
Leadership Institute 2018.
126. Student will show knowledge of preparing Individual BIO 103 TA Interview As a student applying for multiple job positions, I had to go through numerous interview processes.
for and effective answers in interviews (as Research Before going into each interview, I research the most common questions asked in interviews around
the interviewee) HDF 413 the world to help prepare myself for my own interview. One of the most frequently asked questions was
about the interviewee’s strengths and what they could offer. In HDF190, we took a Gallup Strengths
test that gave me my top five strengths. My results were Communication, Includer, Winning Others
Over, Strategic, and Competition. By knowing my strengths, I would be able to explain how I can
utilized them for the position I am applying. Another frequently asked question is about weaknesses.
By knowing my strengths, I know my weaknesses and what I could work on. Although Communication
is my top strength, it can also be a weakness for me because I can sometimes talk much and always
have to give my input on any activity I do. I knew I had to work more on my listening skills and try to let
others talk more. Although it can be a weakness, I made sure to remember to counteract my weakness
by explaining how I am able to effectively communicate with others I work with. For my interview to
become a Teaching Assistant for BIO 103 labs, I reviewed the same commonly asked questions again.
I made sure I knew what I wanted to say that would best represent who I am as a person and why I
was a good fit for the position. I reviewed how my strengths could help me assist students in the lab to
help them further understand what they are doing. When my interview for the position occurred, I was
asked the same questions I prepped for and as a result I got the position and will be a Teaching
Assistant for BIO103 labs for the 2017-2018 academic school year.
Source: Lee, T. (2017, March 09). The 10 Toughest Interview Questions – and How to Answer
Them. Retrieved April 25, 2017, from http://www.careercast.com/career-news/10-toughest-
interview-questions-%E2%80%93-and-how-answer-them
In HDF 413 we had a resume and cover letter workshop in which we prepared ourselves for applying
for jobs for when we graduate. We discussed what we felt should be written down on our resumes.
Many said we should have our education background, any past work experience that is still relevant,
and any skills/certifications we have that would be beneficial for the position we are applying for. We
also discussed how we should have a way for any employer to contact us. One major thing we
discussed is using our strengths to our advantage. We were informed to utilize our strengths in a cover
letter, explaining how we apply them in our work. By having out strengths in both our cover letter and
resume, we can effectively prepare for how to best present ourselves in interviews. We can use action
words that compliment our strengths to help show our interviewer that we are good candidates for the
job and they can use our strengths and skills for their benefit. By having a great cover letter and
resume, we increase our chances of acquiring a interview.
127. Student will describe personal examples of HDF190 Peer Leader Interview In HDF190, we prepared for potential interviews by bringing in our resumes for a building workshop. In
preparing for and being interviewed class we discussed proper format for a resume for when applying for future jobs. I brought in my own
resume for review. After comparing my resume from other examples, I realized I could add a few more
bullet points that would help me stand out in an interview. I learned that it is important to constantly
update my resume and to cut out information that is no longer relevant. We also discussed
proper attire when going to an interview. One must look professional in business casual
clothing as opposed to looking casual in an everyday t-shirt and shorts. It is important to
present oneself well to interviewers from whom one is seeking employment. For additional
experience, I reached out to my peer leader from the Leadership Institute when applying to become a
peer leader as well. He met with me at the library and helped me do a mock interview with questions
he was asked when he first applied to be a peer leader. By practicing how I would answer questions
given, it made me feel more confident when going into my real interview. During my interview for the
Leadership Institute, I made sure I answered each part of the question that I was asked. I relied
on my strengths of Communication and Winning Others Over to ensure my responses to each
question were clear and show my ability to influence the first-year students in a beneficial way.
128. Student will show knowledge of effective
collaboration / coalition building
working in collaboratives/coalitions
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 415 D.R.I.V.E. In HDF 415, I was a peer leader for eight students enrolled in HDF190. As a peer leader, my role was
related to maintaining accountability as a HDF 412 SOLC to guide the first-year students in the class. I was a resource for my students to go to for advice on
leader assignments and help them further understand the models taught in the class. I made myself available
to the students by giving them my contact information and keeping them updated on when I was free to
help and often times I would remind them of due dates for assignments. Unfortunately, my students
became too reliant on me and some expected me to do everything for them. Once I noticed this, I
quickly gathered my students and informed them that I will not be as supportive as I was in the
beginning and I am relying on them to be accountable for their own work. This was a challenge for me
because I have a need to help people when they are struggling and it was hard to see some of my
students miss due dates for assignments all because they did not check their syllabus. Some of my
students became frustrated with me and thought I wanted to see them fail. I reminded those students
that I am only there to guide them and that it is their job as college students to keep up with their
assignments. I explained to them that they cannot grow as leaders if I am constantly doing everything
for them and it is their own responsibility to get their work done and no one else’s. I also emphasized
that they cannot expect anyone to follow them as leaders if they do not hold themselves accountable
for their work. For additional experience, I had to maintain accountability as an executive member of
Diversifying, Recruiting, Inspiring, Volunteering, and Educating (D.R.I.V.E.) As Secretary of D.R.I.V.E. I
was responsible for recording meeting minutes and sending out emails for the organization. At the
beginning of fall semester I was busy involved with multiple organizations and as a result, I did not
always keep up with my responsibilities as the Secretary. I would often forget to send out meeting
minutes or send out email reminders too late. I could tell that the other executive members getting
frustrated. I decide to re-prioritize the organization and made sure I was on top of my responsibilities.
As a result, I became more involved and was elected to become Vice President for the 2017-2018
academic year.
As a member of HDF 412, I have to work with several other leaders in the class which helped me
improve my skills as a leader in SOLC. As a member of SOLC, I am responsible for planning and
running retreats for organizations on campus. For most retreats, facilitators are paired up run activities
within small groups of an organization. The facilitation pairs decide which activities they wish to run
with their small group. When working with another facilitator, it is important to maintain accountability
with one another as well as the group. Facilitators must make sure they both are responsible for the
activities they agreed upon and that they both show up on time and ready to work. It is also important
to constructively critique each other when one needs improvement. When facilitating retreats, in some
cases a facilitator could be leading a group of people in which they have a friendship with. It is
important to remain professional as a leader when working with friends and not giving any special
treatment to certain people. For example, I had to work with an organization in which I was friends with
a good amount of people in that group. I admit it was difficult to not try to give them too much support
during the activities I ran because I wanted them to do well. However, I had to act as a facilitator rather
than a friend to the group in order for them to take me seriously as a leader. This is also true when
working with other members of SOLC. The majority of the people in the organization are my friends
and I can be easy for us as a group to get off task because we are all very close. We all need to hold
each other accountable as leaders in the class for we will be the ones responsible for helping other
organizations during retreats.
134. Student will describe ways to build HDF 415 D.R.I.V.E. In HDF415, I had to select eight first-year leadership students to be a part of my small group. I knew I
relationships between leaders and wanted to build a strong relationship with my students as well as have them build strong relationships
members with each other. My plan was to create a group chat so anyone can feel free to write to the group. I
HDF 412 also wanted to schedule a day where we could meet outside of the classroom to get an opportunity for
the group to know each other on a personal level. I know how important is it to feel comfortable when
working with a group of strangers. By maintaining open communication, the group can work together
easier. For additional experience I tried to find new ways to build relationships with the general
members of D.R.I.V.E. I knew I wanted to change the relationship between executive board members
and general members. During previous years, there was a clear divide between the both and as a
result the retention rate was low. I wanted build a stronger relationship with the organization. The other
executive board members and I planned multiple bonding events for all members of the organization to
attend to get to know each other as a booth. We planned at least one bonding event per month that
way we keep members interested in continuing to be a part of the organization.
In HDF 412, we indirectly learned ways to build relationships between leaders and members of a group
through our professors. Throughout the class we learned about multiple theories surrounding identity,
privilege and oppression. Through each topic, our professors willingly shared their own personal
experiences with the class. Their vulnerability allowed us to relate to them and as a result, we were
more comfortable being vulnerable and sharing our own experiences with the rest of the class. Instead
of being lectured about each topic in class, we were given multiple opportunities to share our
perspective as well as listen to other perspectives, creating a better understanding of ourselves as well
as the rest of the class. The professors did not use their power to place themselves above as leaders,
instead they created a more equal dynamic between the group members and themselves, making feel
more included and empowered.
135. Student will describe personal examples of HDF 415 D.R.I.V.E. In HDF 415, I was peer leader for eight first-year leadership students enrolled in HDF 190. For the first
building relationships with members as a three days of F.L.I.T.E. class, the other peer leaders and I tried to have conversations with as many of
leader the students as we could to get a feel for their personalities. After the third class meeting, the peer
leaders and I had to select eight students who will be in our small groups for the remainder of the
semester. I picked my eight students based off my short interactions with them. I did not take into
account how the individuals I chose would act together as a group. After we announced the small
groups to the class, it was too late to make any changes. I was worried that my group would not work
well together. The Day of Discovery was the first time my group got the chance to get to know one
another. It was my responsibility, as a peer leader, to lead the group into personal discussions
concerning the topic of race, gender, religion, and socioeconomic background. For some of these
students, it was the first time they ever had to think about those four topics. It was vital for me to set the
appropriate tone before going into these discussions. I discussed the importance that whatever is said
in the room was confidential and should never leave the room. I emphasized that they should respect
what a group members says even though they might not necessarily agree with them. A lot of personal
stories were shared and I feel like my group members felt more comfortable with one another. Once
they were comfortable, I made plans with them to all meet for dinner at the dining hall. I wanted to build
a relationship with my group outside of the class as well. My goal was to make sure they are
comfortable enough with me that they can come to me if they ever need help. I also made sure I kept a
level of professionalism with them. I wanted my students to respect me as their peer leader and not just
another friend. For Additional experience, I built relationship with the general members of D.R.I.V.E.
My first-year experience as a general member and the executive board members of the organization
was not ideal. Unfortunately, there was a clear divide between the general members and the executive
board and as a result, people ended up leaving the organization due to feeling unwelcomed. Once I
was elected as an executive member of the organization, I made it my mission to ensure that all
members felt welcomed and included. I made sure at to have open discussions every meeting where
members can share their ideas for possible events for the organization to hold. I also made a note to
have one bonding event each month with the entire organization. This tactic was successful and as a
result, our organization grew as more people wanted to join.
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 413 Leadership Institute In HDF 413, we have to establish credibility as leaders when facilitating retreats. We first establish
building, maintaining, and repairing his/her credibility by wearing our consultant shirts that help distinguish us from the group members of the
own credibility as a leader retreat. We make sure to emphasize our credibility by introducing ourselves and informing the group
that we are Leadership Minor students. During my retreat with Kappa Delta I introduced myself as I
always do in my consultant shirt. I maintained credibility while facilitating different activities with the
group and establishing rules. For the most part I maintained credibility until I found myself trying to kill
time picking multiple energizers until lunch- time. The group began to act silly and not take the next
activities seriously and viewed them more like games instead of initiatives. I repaired my credibility by
setting the tone for our final initiative making sure no one was talking when I was speaking. I also
increase the challenge of the initiative by adding consequences such as blindfolds and muting
members. The group quickly began to take the initiative more seriously and the remainder of the retreat
went well. For additional experience I had to build credibility as a peer leader for the Leadership
Institute. Similar to the consultant shirt, I wore a shirt that had peer leader written on it. Once again I
built credibility with my team by my appearance and introduction. I maintained credibility by guiding my
group in numerous activities, supporting them when needed. For some, I lost credibility when they
found out I was a junior as opposed to a senior. They were under the impression that every peer leader
was a senior and that there were no other underclassmen other than themselves. I quickly repaired my
credibility by explaining that academic year does not determine whether or not a person is qualified for
a position. I informed them that just the year before, I was also a peer leader and that if they wanted,
they can apply to be a peer leader as a first-year student.
138. Student will describe ethical standards in
influence
139. Student will describe influence applies to
leadership
140. Student will describe principles of effective HDF 415 Leadership Institute In HDF 415, as a peer mentor I should build a relationship for the sole purpose of enhancing growth of
mentoring, as well as problems particular my students. I am there to assist those through their journey in leadership. I am also there to set
to the mentoring relationship HDF 291 examples of what is expected of them as student leaders. As someone who is involved in multiple
organizations, I provide information to my students on how they can get involved around campus. It is
important to have a close relationship with those I mentor in order to establish trust. One issue that can
arise from mentoring is maintaining a professional relationship with those I mentor. Sometimes
students feel too comfortable and start sharing information that has nothing to do with the what I am
there for. Students have told me very personal information that I did not necessarily need to know. It
was important for me to set boundaries with my students while I am still their mentor. Discussing
information that does not pertain to class work can sometimes be inappropriate. For additional
experience, I had faced the same problem as a peer mentor for the Leadership Institute. My position at
the Leadership Institute was to guide first-year students as they transition from high school to college. It
was a great experience being able to serve as a role model to first-year leadership students. One of the
problems I faced as a mentor was dealing with students who acted inappropriately. Some students
tried to act as if they were better than everyone. They would talk about all how great they were and
how much they go out to parties in order to try to impress everyone including myself. I had to find ways
to tell these students that it did not matter what they did in high school because it is in the past without
making those feel bad.
In HDF 291, we were tasked with selecting someone who would be our mentee. In order to be a
mentor to someone else, we must first understand what it means to be a mentor. According to
Merriam-Webster dictionary, mentorship is defined as “the influence, guidance, or direction given
by a mentor.” (Mentorship). In other words, mentorship is the act where one seeks advice and or
support from another who one believes has the experience and expertise to help. A mentor can be a
boss, a professor, a coach, a family member, and even a friend. Some may seek out guidance from
different mentors for different roles in their lives. As a mentor, one takes one the responsibility of
guiding and supporting their mentee. Mentorship has its issues. One issue can be the professional
relationship between the mentor and the mentee. As mention before, a mentor can possibly be a
friend. Issues with having a friend as a mentor it that it is hard to separate the friendship between the
mentorship. Sometimes the mentor will not take their mentor seriously or respect them in a way
differently than if their mentor was not their friend. Another problem with mentorship can be time. In
some cases, certain mentees require more attention and guidance than others. Unfortunately,
sometimes the mentee expects too much of the mentor and believes that the mentor should be
spending their free time helping them. Sometimes the mentee can forget that the mentor is their own
person that has their own problems as well and needs to devote some of their time to themselves. The
last issue that I would say is that often times, people forget that the mentor and mentee relationship
should be mutually beneficial. Although the mentor is there to guide the mentee, the mentor has the
opportunity to learn from the mentee as well. The relationship should be a give and take, meaning that
they are both learning and growing from each other.
141. Student will describe personal examples of HDF 415 HDF 190 As a Peer Leader in HDF 415, my role was to mentor first-year students in their introductory class in
mentoring and being mentored the minor. I would be there for my students to go to for advice concerning HDF 190. I served as a role
HDF 413 model and it was my responsibility to lead by example. As a mentor I had to find the right combination
of challenge and support. Each student I mentored had a unique combination. For some students, they
HDF 291 needed to be challenged more in order to grow. On the other hand, a couple of the students needed a
lot of support especially when it came to understanding the model and theories taught in class. At the
beginning I struggled with finding the right balance for all of my students. I found myself giving too
much support and I was not challenging them enough. As the semester went on, I became less
supportive by not constantly reminding them of due dates and class readings. At first, my students
were a bit frustrated with me but they realized that they cannot improve if I do everything for them. The
became more productive and overall started to improve as a group. As a student in HDF190 I
experienced what it was like to be mentored by an upperclassmen leadership student. I really looked
up to my peer leader. She challenged me to be on top of my work and always strive to do better. She
pushed me to apply for leadership roles outside the class and as a result was an executive member for
two organizations and will be a Leadership Institute Peer Leader Summer 2017.
In HDF 413, my mentors were the professor as well as the teaching assistants for the class. I was
taught ways I can improve my facilitating and debriefing techniques. During the retreat for the class,
they had us go through multiple energizers, initiatives, and closers and showed us how we can frame
each activity as a facilitator. They also had us go through multiple workshops in which we went over
different ways to lead a debrief when working on retreats. I then utilized the techniques and the way
they taught to my own advantage when teaching my shadow facilitator the ways I learned how to
become a better facilitator. For additional experience, I was mentored by the Leadership Institute
coordinators on how to be an effective peer leader during the Leadership Institute. Like the teaching
assistants in HDF 413, the coordinators prepared me on how to lead certain activities and what to
expect from being a peer leader. I then took the skills I learned from the coordinators in the past
Leadership Institute to help guide my new partner in the recent Institute. Since it was his first time, He
was very nervous and unsure of how to go about leading our group. I took the knowledge I learned
before to inform him on what to expect and encourage him to use his skills and as a result, we had a
successful weekend at the Institute.
In HDF 291, we learned principles of effective mentoring. Afterwards, we were given two separate
tasks, name who is our mentor and choose someone who we will mentor. After reflection, I realized
one mentor of mine was my high school competition cheerleading coach, Maryalta Rivers (Rivs). I had
subconsciously chosen Rivs to be my mentor the day I first met her. She was the first person of color,
let alone woman of color, that I ever had as a coach/instructor. Where I live, it is predominantly white
so I never really had the opportunity to compete on a team under a person of color. I looked up to her
for many reasons. One reason is that she understood what it was like to be one of the few people of
color in you field. Another reason I admire her is that she never was shy about her accomplishments,
something that I was too afraid to do for fear that I would come off as arrogant. She pushed me to do
better not only in cheerleading but academics as well. She made it her mission to make sure that I
would never settle for anything less than what I deserve. Since graduating high school, I do not see her
as often as I used to but we still keep in touch and I visit her at school whenever I get the chance.
Although she provides me with a ton of advice, one negative aspect of our relationship was that I was
her captain for the team. Being captain I was the liason between Rivs and the team. Often times when
people disagree with her, people would look to me to speak up. This always made me uncomfortable
because I looked up to her and didn’t know how to express my disapproval with some of her actions.
Overall, our mentor/mentee relationship was positive and I plan to continue working on our relationship
in the future.
My mentee is Jessi Florendo, a second-year Marine Biology student with a minor Leadership Studies.
I asked Jessi why she considers me as her mentor she stated, “Even though you were not my mentor
in the traditional sense, I look up to you a lot and really value your input and insight into different things
not only as a friend but as one of the only few people of color who are also in Science, Technology,
Engineering, and Mathematics (STEM) and in the leadership minor.” At first, I was surprised that
someone like her would ever consider me as her mentor but after listening to her speak, I was able to
understand her reasons. As one of the students of color in my field of study, I understand how
discouraging it can be when you do not see many people who look like you in the classroom. It can
sometimes feel isolating. Being one of the few people of color in the Leadership Studies minor, it can
also be very frustrating. Sometimes it is hard to build up self-confidence and reassurance when it is
easy to have feelings of being a “token person of color” in the minor. In the past, I have questioned the
reason certain positions I have held was given to me because of my physical appearance and what a
person like myself can do for the Center of Student Leadership Development. It is through many
discussions with my former professors and fellow peers that I was able to recognized that I am skilled
and qualified for the positions I have held regardless of my skin tone. When I look at Jessi, I cannot
help but think what if she is questioning herself the way I did in the past. I feel that it is my obligation to
make her see her potential and to not let anyone discourage her from applying for certain positions
both within the minor and within her major. One of my short-term goals with her is to make sure she
performs successfully as a student. Being a year older than her, I have taken courses both in the minor
and in our majors that she is currently taking or plans on taking in the future.
I usually provide insight on which classes to take and which professor she should take it with. I also try
my best to tutor her in some difficult classes, such as organic chemistry, that I have taken before and
have passed. Within the minor, I also provide insight on what to expect in leadership classes for it is
vastly different from our majors. Classes in STEM are typically lecture based where the professors just
relay information to us in which we are expected to memorized and recite. However, classes within the
Leadership Studies minor are more discussion based where we have the opportunity to get to know
our professors and our classmates during the times we meet. There are also several leadership
positions within the minor that gives the opportunity to mentor other students within the minor. One of
my long-term goal with Jessi is to provide her with enough support and guidance to her as she applies
for positions within the minor so that when I am no longer here, she can take on the position as a
mentor to another student in the minor.
142. Student will describe principles of effective HDF 415 D.R.I.V.E. As a peer leader in HDF 415, I was my duty to provide first-year leadership students with opportunities
peer leadership, as well as problems to develop their leadership skills. It was important that I provide the students with the support they
particular to peer leadership needed to gain the confidence they needed to go out any apply their leadership skills in other
organizations. I needed to challenge my students to step out of their comfort zone and to always strive
for improvement. As a peer leader, I wanted to build a relationship between my students, and myself so
that they felt comfortable enough to come to me whenever they needed assistance. One of the
problems I faced as a peer leader was that my students felt too comfortable with me. Some students
viewed me as a friend as opposed to their peer leader and as a result, I lost some of my credibility as a
leader. I quickly sat with my students and discussed the issue and emphasized that it was not a
problem to be friends with them but at the same time they need to respect me as a leader and treat me
so. I experience the same issue as Vice President of D.R.I.V.E. As an executive member, it was
essential that I build relationships with the general members so that they feel welcomed and want to
continue to be part of the organization. The difficult part of being an executive member was trying to be
taken seriously as a leader. The entire organization consisted of only freshmen and sophomores; all of
the members were all around my age. Since we were all close in age, members had trouble viewing
myself as the Vice President and viewed me more as their friend. When it was time to discuss plans for
upcoming events, the members saw how much work I had to do as an executive member and saw how
seriously I was taking my position and became more cooperative when I asked them to help out.
143. Student will describe personal examples HDF 415 HDF 190 In HDF 415, as a peer leader I had to guide my students enrolled in F.L.I.T.E. through their first
related to being a peer leader and being introduction class in the Leadership Studies minor. My responsibility was to be there to help the
led by peers HDF 413 students better understand the topics discussed in class and perhaps provide personal examples to
clarify any questions they might have. I also set up time to meet with each of my students one-on-one
to check-in on them. During my one-on-one meetings I asked them a series of questions regarding
both HDF190 and school in general. I asked them about what their goals were for the semester and if
they are struggling with anything. The last question I asked my students was what do they need from
me as their peer leader. I wanted to make sure they knew that they can ask me for help whenever they
needed it. The one-on-ones also gave me an opportunity to get to know my students better and learn
about what else they are involved in around campus. As a student in HDF190, I experience what it was
like to have a peer leader in my class. At first I was worried that the peer leader I would have would be
more distracting rather than helpful. In the beginning I wanted to try to impress my peer leader by trying
my best to be as perfect as I could be at all times. Once I got to know my peer leader, I got to see that
she was just a regular student like me, experiencing the same stress as me. I became less worried
about being perfect and started focusing on being myself. My peer leader helped me realize that it is
okay to make mistakes and to view mistakes as an opportunity to learn.
In HDF 413, I had to lead by members of the group during different activities. Each class period, a pair
of students, were assigned to run an activity with the class. Each activity was done with the whole
group. It gave everyone an opportunity to see how others frame activities as well as see which
debriefing techniques they use with the group. Some of the students decided to create a new activity
and use the class to test it out. Seeing all the activities each pair did made it easier for me as a
consultant to choose which activities I wanted to run during my own retreats. I also had the opportunity
to lead the class in activity during the end of the semester. After seeing all the groups go before me, I
felt confident in my skills in leading the class in an energizer, Wizz Bang. Despite having most of the
group knowing how to do the energizer, I framed the activity as if they never heard of it before, making
sure to go over each rule precisely with the paired movements. Overall, I was able to maintain control
of the group and they successfully completed the activity.
144. Student will describe the four frames of
organizations by Bolman and Deal
Student will describe personal application
of organizational analysis using the four
frames of organizations (Bolman and Deal)


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LEADERSHIP

Name: Daniela Herrera

Leadership Inventory Revised 8/30/2013 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 8/30/2013 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

 Leadership theory and

Leadership Inventory Revised 8/30/2013 5

Leadership Inventory Revised 8/30/2013 6

Leadership Inventory Revised 8/30/2013 12

Outcome Category: Leadership Theories

Leadership Inventory Revised 8/30/2013 16

Leadership Inventory Revised 8/30/2013 23

50. Students will demonstrate knowledge

Leadership Inventory Revised 8/30/2013 26

79. Student will demonstrate personal

Evidence: DIVERI Nametag

Griffin,P.&Harro,B.(1997).Action continuum.In M.Adams, L.A.Bell,& P.Griffin(Eds.),

Outcome Category: Critical Thinking

Leadership Inventory Revised 8/30/2013 35

89. Student will demonstrate proficiency of

Leadership Inventory Revised 8/30/2013 36

Leadership Inventory Revised 8/30/2013 37

102. Student will describe personal application

Leadership Inventory Revised 8/30/2013 43

Leadership Inventory Revised 8/30/2013 51

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