studentwilldescribepersonalapplicationof experiential...

Leadership Inventory Revised 1/25/2010 1

Student will describe personal application of experiential Student will describe personal application of experiential LEADERSHIP

DEVELOPMENT Outcomes & Evidence Progress Inventory*

MINOR IN LEADERSHIP STUDIES Center for Student Leadership Development

Memorial Union University of Rhode Island

Name: Brian G. Condon Date Enrolled: Fall 2012


Date of Graduation: Spring 2016 *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.


CONTENTS ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)

• Minor Information • Center for Student Leadership Development 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


MINOR IN LEADERSHIP STUDIES The minor in Leadership Studies at URI is based on a broad, cross-‐‑disciplinary philosophy of leadership. The minor will prepare students with opportunities to develop and enhance a personal philosophy of leadership: understanding of self; understanding of and ability to relate to others; community and the acceptance of responsibilities inherent in community membership. The curriculum focuses on expanding students’ knowledge, skills, and understanding of specific leadership theories, concepts, models, and modern leadership issues in applied settings. The goal is to prepare students for leadership roles and responsibilities on campus and in career, community, family leadership roles and field of study. SPECIAL FEATURES • FOCUSED CORE-‐‑courses that cover a breadth and depth of leadership theories, concepts, and models • SKILLS-‐‑leadership training directed at skill development in personal perseverance, effective communication, public speaking, group development, values development, diversity and inclusion,

critical thinking, decision-‐‑making, and problem solving • APPLIED LEARNING-‐‑academic and co-‐‑curricular experiences and reflection intended to empower students to develop greater levels of leadership complexity, integration, and proficiency,

such as group membership and leadership, internships, portfolio development, and journaling. • FLEXIBILITY-‐‑electives may be selected from over 60 classes from 14 academic departments • INTERNSHIP-‐‑required work in an internship focuses on the application of leadership knowledge and skills in a work-‐‑like setting • EXPERIENTIAL LEARNING-‐‑Each year, students in the minor participate in meaningful experiences, such as the First Year Student Leadership Retreat, the Sophomore Retreat, the Junior

Day (career preparation and etiquette), and the Senior Expedition. • PORTFOLIO-‐‑guarantees that students will analyze and synthesize their experiences before they graduate. Serves as visual documentation of their experiences. ENROLLMENT • Undergraduate students at URI may declare a minor in Leadership Studies no earlier than sophomore year. • Enrollment forms can be picked up during an initial appointment with a Leadership staff member. The Center for Student Leadership Development (CSLD) is located in

Memorial Union Room 210, phone 874-‐‑2626 • Once a student declares a minor in Leadership Studies, the major Academic Advisor must be informed and sign the Enrollment Form, and the form is returned to the CSLD. • A student will work with a CSLD staff member as their “Program Advisor”. The Program Advisor will facilitate the student’s progress through the minor and help ensure

that the necessary required and elected courses are completed. GENERAL INFORMATION FOR STUDENTS • Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department. • To declare this minor, you must have approval of your major academic advisor and a staff member of the CSLD who will serve as your “Program Advisor.” Once approved,

the minor will be listed on your transcript. • Eighteen credits are required for this minor, twelve of which 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 twelve 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 • One introductory course (3 credits):

HDF 190: FLITE (First Year Leaders Inspired to Excellence) -‐‑ For first year students in the spring semester only HDF 290: Modern Leadership Issues -‐‑ For sophomores and juniors only; offered in the fall and spring semesters

• One capstone course (3 credits): HDF 412: leadership Capstone -‐‑ Historical, Multiethnic, & Alternative -‐‑ Preference given to seniors; fall only COM 402: Leadership & Management (Leatham) -‐‑ Spring and summer only BUS 441/MGT 402: Leadership and Motivation (Beauvais/Cooper)-‐‑ Spring only HPR 412: Honor’s Seminar (Beauvais) -‐‑ Spring only; 3.5 GPA requirement

• Internship (minimally 2 credits; 80 hours): HDF 417: Leadership Minor Internship -‐‑ Spring, summer, and fall Internship approved through the student’s academic department or through the Office of Experiential Education -‐‑ must also be approved for credit in advance by a CSLD staff member

• Portfolio class (1 credit): HDF 492: Leadership Minor Portfolio – Spring only

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 BUS 341: Organizational Behavior BUS 342: Human Resource Management BUS 441: Leadership & Motivation (capstone option) BUS 443: Organizational Design & Change BUS 448: International Dimensions of Business BUS 449: Entrepreneurship COM 100: Communication Fundamentals COM 202: Public Speaking COM 208: Argumentation and Debate COM 210: Persuasion: The Rhetoric of Influence COM 221: Interpersonal Communication COM 250: Small Group Communication COM 302: Advanced Public Speaking COM 308: Advanced Argumentation COM 322: Gender & Communication COM 351: Oral Comm. in Business & the Professions COM 361: Intercultural Communication COM 383: Rhetorical Theory COM 385: Communication and Social Influence COM 402: Leadership and Motivation (capstone option)

COM 407: Political Communication COM 415: The Ethics of Persuasion COM 421: Advanced Interpersonal Communication COM 422: Communication and Conflict COM 441: Race, Politics and the Media COM 450: Organizational Communication COM 461/462: Managing Cultural Differences in Organizations CSV 302: URI Community Service HDF 190: First-‐‑Year Leaders Inspired to Excellence (FLITE) (introductory course option) HDF 290: Modern Lead. Issues (introductory course option) HDF 291: Peer Leadership -‐‑ Rose Butler Browne Program HDF 412: Historical, Multi-‐‑Ethnic, & Alt. Leadership (capstone option) HDF 413: Student Organization Leadership Consulting HDF 414: Leadership for Activism and Social Change HDF 415: FLITE Peer Leadership HDF 416: Leadership in Organizations HDF 417: Leadership Minor Internship HDF 437: Law & Families in the U.S.

HDF 450: Introduction to Counseling HPR 118: Honors Course in Speech Communications HPR 203: The Prepared Mind HPR 412: Honors Seminar (capstone option) MSL 101: Introduction to Military Leadership MSL 201: Leadership & Military History MSL 201: Military Skills and History of Warfare MSL 202: Leadership & Team Building MSL 301: Leadership & Management PEX 375: Women in Sport-‐‑Contemporary Perspectives

PHL 212: Ethics PSC 304: Introduction to Public Administration PSC 369: Legislative Process and Public Policy PSC 504: Ethics in Public Administration SOC300/WMS350: Women and Work THE 221: Stage Management THE 341: Theater Management WMS 150: Introduction to Women’s Studies WMS 310: Race, Class, Sexuality in Women’s Lives WMS 350: International Women’s Issues


CENTER FOR STUDENT LEADERSHIP DEVELOPMENT Office: Memorial Union Room 210 Phone: (401) 874-‐‑2726 Fax: (401) 874-‐‑5317 The Center for Student Leadership Development has a two pronged mission:

1. To engage in research and assessment in order to contribute to the field of leadership studies. 2. To provide developmental opportunities for students to become informed, inclusive, and effective leaders in their careers, communities, and family lives.

We strive to help our students become: Action-‐‑oriented, Courageous, Creative, Critical, Empathetic, Ethical, Honest, Inclusive, Informed, Optimistic, Passionate, Patient, Proactive, Self-‐‑disciplined, Tenacious, Thoughtful, and Trustworthy. We work to help our students develop and refine the following skills: • The ability to analyze, criticize, synthesize and utilize information to their career, community, and family leadership roles. • The organizational and interpersonal skills to implement their knowledge. • The ability to utilize historical / multicultural / alternative theories and methods • The ability to be inclusive, not by being an expert on all cultures (race, ethnicity, gender, religion, sexual orientation, age, ability), but by having a general knowledge and

respect difference and varied perspectives, and by being able to consider and include cultural differences in membership and leadership roles. • The ability to think critically; neither to manipulate when communicating nor to be manipulated. Supporting Values and Theories: • We believe that all students, no matter what the GPA or previous leadership/membership experience, deserve a chance to engage in leadership development opportunities • We believe that students should create their own definitions of success • We believe that “no one person has all of the truth, we each have a piece of it”. We strive to broaden the base of sources from which students draw their knowledge by exposing

them to as many types of leaders and citizens as possible. • We believe that students learn best in their chosen contexts (constructivism), so we create classes, programs, and services that meet students where they are; are programs are

organized into tracks: a. Emerging Leadership (HDF 190 & 290)

b. Organizational Leadership (Greek Life – HDF 416, ROTC) c. Leadership for Activism and Social Change (HDF 414) d. Experiential Leadership (Challenge Course, HDF 413) e. Outreach and Peer Leadership (HDF 415)

• The CSLD teaches a variety of leadership theories, but focuses on three: Social Change Model, Astin et al; Relational Leadership, Komives, McMahon & Lucas & Servant Leadership, Greenleaf

• We know that students have different learning styles, and therefore, our methodologies/pedagogies must reflect these styles. • We believe that students are better educated with a balance of challenge and supportive mechanisms (Sanford) • We must assure an effective framework by providing programs and services in four delivery categories (Robert’s & Ullom):

a. training (preparation for current roles) b. education (regarding leadership and leaders in general) c. development (skill improvement) d. experiential learning (practice)


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 Komovies, McMahon and Lucas, 1998.

You need to have your own act together before you can lead others:

1. Know Yourself § Strengths § Weaknesses § Values § Needs § Styles

o Learning o Teaching o Personality o Membership o Leadership

2. Lead Yourself § Time management § Organization § Self care § Self discipline § Perseverance § Develop and maintain family,

interpersonal, and intimate relationships § Academic, social, personal goals and

objectives

4. Develop and Refine Skills

§ Leadership theory and

practice § Communication § Group Development § Inclusion § Citizen Activist Skills § Critical Thinking § Teaching and Programming

3. Broaden Your Perspectives… Understand others § Hierarchy of needs § Racial, cultural, gender, sexual orientation,

religious, class, ability, etc. diversity and commonalities

§ Power, privilege, oppression, liberation; individual and institutional discrimination

RE-EVALUATE former stages as

you progress

P R O G R E S S

PROGRESS

PROGRESS

P R O G R E S S

Lead Others


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


Outcome Category: Self-‐‑Leadership

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice 1. Student will demonstrate autonomy and a

minimized need for approval HDF 190 Personal Experience For my entire life it has seemed that I was raised in a very different social

environment than many others. This goes without saying that my parents are like no other people I have ever met. They embrace individuality, and make it clear to you that you should never be afraid of who you are; nor should you pass judgment on people you do not know on a personal level. This notion has been instilled in my daily thinking, and has resulted in a minimized need for approval. An example of a minimized need for approval for my personal life would be my style. I’ am sure it is no secret that I enjoy “dressing” up in the mornings. Even of I have nothing planned for that day. I could not even begin to tell you how many remarks I have heard from other people. Comments such as “Why are you so dressed up” and several other more hurtful ones. This doesn’t faze me however, I enjoy to dress like a professional, because that I like to be taken seriously. Nothing anyone or anything can do to change this, simply because its just who I am. Evidence: Who Are You? (Evidence #2)

2. Student will demonstrate personal, organizational, and academic examples of self-discipline

HDF 190 HDF 417

Personal Experience Self-‐‑discipline is one of my most valued characteristics. As a freshman in college I resided in my fraternity house starting second semester. This goes without saying, it can be very distracting at times. This is where self-‐‑discipline comes into play. In my personal life I balance academics while working with my father renovating houses part-‐‑time. This means that I must organize my time accordingly. The solution I have found is making use of the daily calendar app on my iPhone. This allows me to plan my day ahead of time, making my schedule much more manageable. Evidence: Organization of the Outcome binder (Evidence # N/A) Revision: During my HDF 417 internship with SOLC, one of my primary responsibilities as an intern was to instruct my peers on how to consult with groups, facilitate large student groups in a professional manner, and teach them leadership theories. This was one of the first times I was ever put into a situation like this, and it was definitely a time of growth and development for myself as a leader.


A specific period of my growth was self-‐‑discipline. As a “coach” for SOLC I must lead by example. In this means I had to come to class everyday looking professional and be well prepared. In the end I absolutely loved this opportunity and was glad I had taken full advantage of it. Evidence: #47, #36

3. Student will demonstrate the ability to manage emotions

HDF 190 HDF 417

Personal Experience Who knew that facilitating a retreat could be so frustrating at times? Unfortunately I came to this conclusion after shadowing my first retreat with BOND. The experience as a whole was very enlightening, but there were points where I had to bite my tongue and keep calm. One of the biggest frustrations of the experience was the fact that less than half of the members showed up to the retreat, and the majority of the ones who did attend would trickle in hours after the retreat started. As a facilitator who helped plan the retreat, this was a huge problem because we had planned the retreat with the assumption that there would be nearly 40 members but instead only 16 showed up. This created a lot of unnecessary stress on our part, but we hung in there and did not show our weakness. Instead we carried on the retreat like we normally would have done, and it turned out to be a huge success. Evidence #34 Revision: Fall 2014 when enrolled in HDF 417 was the most emotionally challenging semester I had ever experienced. There are various factors that contribute to this outcome, but in the end it came down to this: it broke me down. I felt as though I was at rock bottom, and it was affecting me socially, physically, and psychologically. As the semester neared a close I experienced what many would call an epiphany. With the help of several people I was able to lift myself back up onto my feet. The world no longer felt like it was closing in on me, rather it was opening back up. Even though the root of the negative emotions still haunted me, I was able to fight through it and it unquestionably made me a better person in the end. Evidence: #6, #17, #48

4. Student will demonstrate knowledge of stress management methods

HDF 417 The topic of stress is one that is starting to move to the forefront of public attention. Health officials are beginning to realize that stress is, in fact, the root of many physical and psychological problems. Worst of all it is something that runs rampant in todays society, especially the life of a full-‐‑time college student. I have been fortunate enough to be briefed on several occasions the dangers of stress, and some methods to manage it. In general, practically all stress management methods I have learned all revolve around temporarily withdrawing yourself from the issues in your life. A very


popular way to accomplish this is through meditation and there are countless styles, so one is bound to find at least one form they enjoy. Another stress management technique is living a healthy lifestyle. This translates into eating right, exercising, and establish proper sleep patterns. When someone takes the time out of their day to accomplish these things, they will be much more apt to manage their stress in a more effective manner. One final example of a stress management method is utilizing ones support system to its entirety. When one feels stressed and there seems like there is no way out, they should have the ability to look toward their friends or family to keep them afloat. In this lies one of the important reasons one should work hard at establishing healthy relationships with others. Evidence: #6, #17

5. Student will demonstrate the ability to manage stress

HDF 190 HDF 417

Personal Experience Stress is a relative factor in any college students’ day. As a double major with a minor, it is no secret that my days can be a little hectic to say the least. How do I deal with it you may ask? Well it all comes down to something my father would always tell me as a child, “A little fresh air will do the trick.” Throughout my entire life I was one of those kids who simply loved to play outside. Rain or shine I would find something to occupy my time with. This mindset has stayed with me through the years. Spending time outside has become my ‘escape’ if you will. It gives me a moment of self-‐‑reflection and relaxation, no matter how stressful the day may be. After a mere 10-‐‑20 minutes outside I feel rejuvenated, and ready to tackle whatever the day may have in store for me. Evidence: Beach Picture (Evidence #8) Revision: While interning for HDF 417, Fall 2014 had proved to be by far the most stressful semester of my college career. In order to cope with my girlfriend leaving for the semester to study abroad, I had jam-‐‑packed my schedule with Economics courses in order to finish my degree a year early. Boy was this a mistake. I had very quickly come to realize that as far as school stress goes, my girlfriend really is my support system, and I had never really seen her in that light before. She was gone though and there was simply nothing I could do about it, so I had to manage with what I had. This was a reality check for myself, and I have come to find out it was actually very beneficial. There is no doubt in my mind that I had unearthed many of the countless stress management techniques I have learned growing up including nearly all of the ones listed above. However, the technique that I feel was the most important and has forever changed me as a person is learning how to put pride aside and look to


others for honest help. Like I said before I relied too much on my girlfriend for support, where in reality I found support coming from all around me. Before I never enjoyed showing people my weak side, and truthfully I’m still not entirely sure why. Now I am able to function throughout my day knowing that my support system is much wider than one person, and there is no shame in asking for help when you need it. Evidence: #4, #17

6. Student will express a personal code of leadership / membership ethics

HDF 190 HDF 417

The 7 Habits of Highly Effective People by Steven Covey

In the beginning chapters of Covey’s The 7 Habits of Highly Effective People, Covey recognizes the importance of developing a ‘personal code of ethics.’ I, too, believe that everyone should have a personal set of guiding principals that they live by. Although mine are not set in stone by any means, this is what leadership/membership ethics are to me. A leader is someone who is able to stand by their word and simply means what they do. Not to be cynical, but far too many times I see people doing things just for the sake of doing it. Granted, I cannot really speak for them when I say, “they do it just for the sake of doing it,” but what I can confidently assume is that they are not putting 100% in regardless. This makes no sense to me, if you are not going to do something right then why do it at all? A leader is someone who steps up to the plate with a vision of accomplishment, and will strive for nothing less than the utter success of the entire group. Much of what was stated above can be closely related to all of the leadership theories we were taught in class. Whether it be the Relational Leadership Model, the Social Change Model, or the Servant Leadership Model they all are interconnected in the ethics of a leader. For an effective leader cannot just exemplify one of the models, it must be a collaboration of many different aspects of leadership. Evidence: The 7 Habits of Highly Effective People (Evidence #) Revision: The 2014-‐‑15 school year is one where my leadership abilities have gone through a stage of development. Between my internship for HDF 417 with SOLC and my position as Resident Advisor, there have been changes in my general outlook of leadership. Both of these jobs had essentially put me in a position of authority in an environment of peers (and most of them are older than me). This was intimidating to say the least, because I would never gain the respect I needed in order excel in these environments if I didn’t play my cards correctly. This meant abiding by rules I enforce, leading myself at the standard I expect from my peers, and always being approachable to them as well. In general, my personal code of ethics still aligns with


the previous post I made freshman year, however, it has also placed heavy emphasis on leading by example. Evidence: #48, #49

7. Student will demonstrate practice of the personal code of ethics

HDF 190 HDF 417

Relational Leadership Model, Bishop Hendricken High

School, Quote

“If I am not able to lead myself, how can I lead others?” (Evidence #4) This was a quote given to us in class and I believe it perfectly describes the importance of a personal code of ethics. Having a guiding set of principals (essentially a personal code of ethics) was stressed to me all throughout high school because of the integration of Catholicism in my education. This personal code of ethics took the form of the “10 Commandments.” These are a set of moral principals that one must follow if he wishes to live a good-‐‑natured life. Having this previous experience I was able to relate very closely to the ethical component of the Relational Leadership Model. I have seen countless examples of this throughout my entire life. A person who may not be trusted or liked for whatever reason tries to lead a group; and the attempt fails miserably. Now this may not be because he/she is going about the ‘leading’ of the group wrong, but it is because nobody feels compelled to give forth their best because they simply don’t like the leader. After seeing all of these real-‐‑world examples it compels me to live a life of honesty, forgiveness, and happiness. As corny as this may sound it is the absolute truth. I mean what would life succumb to if nobody trusts you? Following a personal code of ethics, in my case through faith, is essential if you intend on having a career that is based on intrapersonal communication. Evidence: Quote (Evidence #4) Revision: Since my previous entry written in my freshman year FLITE class, my practice of a personal code of ethics has been more grounded with experience as a Resident Advisor as well as a teaching assistant for HDF 413 (SOLC). This calls for an addendum reinstating how I live my personal code of ethics. The biggest change in my personal code of ethics would be leading through example. Both of my experiences as Resident Advisor as well as being a teaching assistant taught me that if I was to expect respect from my peers I would have to respect them in return as well as lead myself in the way I would hope they would act. This caused me to change myself much more than I expected. This is not to say I was ever a quote on quote “bad example” to my peers, but it showed me that in many cases there is a divide in the expected conduct among those whom you refer


to as close friends and those who are professional friends. Just to verify, I am not saying you shouldn’t be yourself, rather there is a time and place for certain things and one must remain conscientious of that. Evidence: #49

8. Student will express a personal values statement

HDF 190 Personal Experiences I value living life to it’s fullest. I want to always live life being happy and without any regrets, and the same for those whom I hold close to myself. I value working hard to eventually sustain financial stability for myself and my family, and I also value raising children of quality. I also value my dreams and goals, for without these my life would be without a path. I value family, friends, and God because they have supported me so much since my conception. This is what I value. Evidence: #6, 8, 10, 54

9. Student will demonstrate practice of the personal values statement

HDF 190 Personal Experiences

Bishop Hendricken High School University of Rhode Island

As I write this response, I am sitting on the beach enjoying one of the first non-‐‑freezing days of spring. Just to let the reader know, the beach is my absolute favorite place in this world, and it brings the uttermost happiness to me. So even right now, as I slave over my outcomes I am living out my values statement. One of the first things on it is living a happy and well-‐‑lived life, and there is no doubt I am trying my best each and every day. I have also been working my absolute hardest, attempting to secure a career in maritime law as this has been my dream for quite a while. As of now, this is going quite well for me, and the chances of myself securing this position are quite good. Finally, I hold those near and dear to me extremely closely to me, because even now I am accompanied with them at the beach. This is how I demonstrate practice of my personal values statement. Evidence: #6, 8, 10, 54

10. Student will demonstrate the ability to lead a project from start to finish (follow-through)

HDF 414 HDF 417

“Do You” Campaign In HDF 414 our goal was to organize an advocacy program for a target group of our choice. This class was much different from other classes I have taken thus far at URI, because a lot of the assignment was open to our interpretation, and we had the entire semester to work on it. At the beginning of the semester I brainstormed ideas of who I really think I’d be able to help. Eventually I made my decision, I will be working with those who are bullied/discriminated against on a regular basis. I felt like I had a special connection with this target group because I would watch it happen in high school, yet not do anything. Well this was my chance to do something about it. As the semester went by, I worked on my project, eventually coming to be known as the “Do You” campaign. Come time to present my proposed idea, I was thoroughly completed with my work. I knew the in’s and out’s of all of my ideas, and I had facts to back them all up.


(Evidence #25) Revision: As my internship for HDF 417, I worked with Prof. Alison Jackson-‐‑Frasier by co-‐‑instructing HDF 416 (SOLC). As the semester unraveled I began to realize how much responsibility this leadership position entailed. As an intern, it was my responsibility to begin each class with a synopsis of the overarching subject of that days lesson plan. This included printing handouts, coordinating lesson plans, creating Powerpoints, and facilitating further discussion on the material. By the end of the semester I had very positive reviews from my peers on my ability as an instructor, as well as positive feedback from Prof. Jackson-‐‑Frasier on the quality of my work. In conclusion, this was a very fulfilling experience because it offered me my first experience as an instructor which I enjoyed very much. Evidence: #42, #43, #45, #46, #47

11. Student will describe goals and objective statements regarding personal issues, career issues, and community issues

HDF 190 HDF 417

S.M.A.R.T. Goal My goal is to one day become a Criminal Defense Attorney. This is my dream occupation because I have always enjoyed helping people, and I love the challenges that present themselves in a trial. My S.M.A.R.T. goal of the semester is to build a stable-‐‑working relationship with someone I seem to conflict with regularly. In accomplishing this goal, I will build intrapersonal skills such as conflict resolution and accepting/considering new ideas or opinions. This will better my communication skills, and my abilities as an effective leader. Since being here at URI I have joined a fraternity Phi Gamma Delta. One of the nice things about being initiated at a brother here is you are required to meet certain community service requirements. So far this has consisted of multiple functions for Habitat for Humanity, the Fiji Freeze supporting Cystic Fibrosis. Evidence: Learning Contract (Evidence #14), S.M.A.R.T. Goal (Evidence #20) Revision: My goal is to pursue a graduate degree in Economics as well as a J.D. simultaneously. There are only a select few schools that offer programs such as these, and they are very challenging to get accepted into. However, with the determination and motivation I have I feel as though this is not out of my reach. Everyday I strive to make myself a more well-‐‑rounded person. I understand that something like this will not happen over night, but each day I try to accomplish at


least one thing embodied the Servant Leadership and Relational Leadership models. In accomplishing this I feel as though it will strengthen my leadership abilities, while simultaneously, continuing to improve my character. Evidence: #48

12. Student will show evidence of goals and objectives that were planned and achieved

HDF 190 HDF 417

Learning Contract In the beginning of the semester each student was instructed to write a Learning Contract. This Learning Contract is to state a goal the student wishes to attain by the end of the semester. My Learning Contract stated that I would be shadowing the Philanthropy Chair, Chris Bjork, at my fraternity Phi Gamma Delta. This entitled me to be heavily involved in all of the philanthropy events my fraternity hosted this past semester. The first and foremost of these activities was the ‘Fiji Freeze.’ This was when my fraternity raised money and then we all jumped into the Narragansett Bay in February. This event took place at Narragansett Beach Saturday, February 23, 2013 with all proceeds went toward Cystic Fibrosis research. In the end we raised just over $300. This was a goal I worked toward all semester, and now I can confidently say that I now know a lot more about the internal workings of my fraternity. Attaining this goal is very beneficial to me personally because next semester I wish to be elected ‘Corresponding Secretary’ for my fraternity. Now that I have a background in the philanthropic aspects of Phi Gamma Delta I feel that I am well qualified for the position. Evidence: Learning Contract (Evidence #14) Addendum: In the Spring of 2013 I was elected to become the Philanthropy Chair of my fraternity and served the position until Fall 2014. Additionally, I was elected to serve on my fraternity’s executive board as Corresponding Secretary in Winter 2013 and served in the position until Winter 2014. Thus attaining both of these set goals I had freshman year. Revision: Interning with SOLC for my HDF 417 class was very fulfilling. I had the opportunity for the first time in my life to student teach my peers, and always be the one for them to ask for advice. At the beginning of the semester we were instructed by Allie, my internship supervisor, the end goal of this semester was to create worthwhile facilitators and that it was our job to give them the tools needed to succeed. As the semester went on, I assisted in teaching the class leadership theories, skills, debriefing techniques, and the list goes on. This was all in preparation for my peers’


first facilitation experience that would occur later in the semester. As the end of the semester is coming to a close my peers have conducted their first facilitations with a student group of their choice. They were all an overwhelming success. Some of them definitely had more challenging groups to work with, but even these students were able to manipulate the situation in a way that still made the retreat a success. My goal was met. Evidence: #47, #46, #45, #43, #42

13. Student will show knowledge of the “Hierarchy of Needs” theory by Maslow

14. Student will show application of Maslow’s theory to own life

15. Student will describe personal leadership style and/or personality style including strengths and weaknesses and examples of application

HDF 190 HDF 417

VIA, House of Values My top 5 VIA Character Strengths are: Humor, Social Intelligence, Bravery, Honesty, and Hope. All of these character strengths collectively define myself as an individual. Humor is my top strength. Laughter gives people happiness, and happiness is one of the fruits of life. I find nothing more fulfilling than putting a smile on someone’s face. When I find myself in a social environment the first thing I do is analyze the situation. Meaning, I am conscious of the fact there is a time and place for conducting yourself in certain manners. With this being said, I do not change my overall character when I meet different people. This is where my third and fourth strengths come into play, bravery and honesty. I am true to who I am and what I believe in. Therefore, I am not afraid to speak my mind when I see fit. Finally, my fifth strength, hope, is something that drives my motivation. I set goals for myself, and do not let anything obstruct my vision of attaining them.

In class we completed an exercise in which we took our character strengths and essentially rated them as we saw fit. This was called “My House of Values.” I had humor as the base of my house, social intelligence and honesty served as the walls, bravery was the roof, and hope was the window. Completing this activity allowed me to rate my character strengths on a scale of my own.

Evidence: House of Values (Evidence #10), VIA Character Strengths (Evidence #9)

Revision:

As a student intern through SOLC, I was required to essentially teach my peers at the beginning of every class. The subject matter would always encompass teaching my peers about certain leadership theories or models. This was definitely an experience that I had never had before, and truthfully it was a little nerve-‐‑wracking to stand at the head of the classroom and watch everyone listen. This experience was something that I had never had the opportunity to have previously and it taught me


more about my leadership style. This was especially true because during my first scheduled meeting with my internship supervisor, I was told not to necessarily take a position of higher authority than my peers; but rather serve as a coach who is relating to them on an even playing field. This required me to utilize many aspects of the relational leadership model, which was previously one of my weaker areas of leadership style. Although this may still not be my top personal leadership style, it was improved upon vastly during my internship experience.

Evidence: #47

Outcome Category: Leadership Theories

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice 16. Student will show knowledge of the

“Authority and Bureaucracy” theory of leadership

17. Student will describe personal application of the above theory

18. Student will show knowledge of the “Scientific Management” theory of leadership


20. Student will show knowledge of the “Management by Objectives” theory of leadership


22. Student will show knowledge of “Theory X and Theory Y” theory of leadership


24. Student will show knowledge of the “Servant Leadership” theory of leadership by Greenleaf

HDF 190 Servant Leadership Speech, The Servant as Leader by

Robert Greenleaf

In FLITE (HDF 190) we were asked to give a speech to the class to assess us on our understanding of Greenleaf’s “Servant Leadership” theory. The prompt directly asked us to ‘Demonstrate general knowledge of the Servant Leadership theory in terms of content and how it is applicable to your own life.’ In order to show my knowledge of the Servant Leadership theory I will outline the main points of my speech. In today’s society it may seem that leaders are becoming more and more corrupt, not one day goes by when you don’t read about some white-‐‑collar scandal a “leader” is accused of. Well the truth of the matter is, these people are not leaders at all. The characteristics of a true leader are embodied in the “Servant Leadership” theory. There are 10 main characteristics of the theory these are: listening, empathy,


healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth of people, and building community. All of these characteristics are a necessity for success in my field, but two of these really stood out to me. These were listening and empathy. As a criminal defense attorney I must always remember that everyone is innocent until proven guilty. Therefore, I will have to have a deep commitment to listening to others and empathy or acceptance. People who are true “Servant Leaders” still exist, although media puts us under the impression they are a needle in a haystack. These skills are all applicable to any person regardless of their career path. In the end it’s just finding out who does things for the “right” reasons. Evidence: #11


HDF 190 HDF 413 HDF 417

Learning Contract In FLITE (HDF 190) we were asked to construct a Learning Contract. Essentially what we had to do was set a goal for ourselves by the end of the semester. This goal had to be an activity that would help us grow as a leader. My contract was to shadow and assist Chris Bjork the Philanthropy Chair of my fraternity. After a semester of withholding this position I can confidently say that my skills as a servant leader have grown substantially. Through the steps of planning and organizing philanthropic events, I was able to experience all 10 characteristics of the theory first hand. Learning Contract (Evidence #14) Revision: As a member of SOLC, it is our mission to make sure we do our best to help student organizations on campus. This being said, there is no question that all members of SOLC are very familiar with the Servant Leadership Model. The model essentially states that putting others first allows you to grow as a leader, and when we facilitate a retreat that is exactly what we are doing. Evidence #36 Revision: Now with two years of experience with SOLC under my belt, I am able to conceptualize the immense relationship between SOLC and Greenleaf’s Servant Leadership theory in a much more experienced light. It is our goal as facilitators to


hit nearly every one of the characteristics listed in the outcome above. When planning retreats we put the groups we facilitate before us. We create the most effective agendas possible in an effort to serve the group’s needs to the best of our abilities. Evidence: #36, #45, #46

26. Student will show knowledge of the “Principle Centered Leadership” theory by Covey

HDF 417

In the URI Center for Student Leadership Development’s document “Achieving Group-‐‑Defined Success and Positive Personal Experiences in Organizations” the section on Ensuring Commitment in a group is partially based on Principal Centered Leadership by Covey. A series of steps are outlined as follows: mission, group values, group goals and objectives, role clarification/individual tasks, distraction and challenge management, rights and responsibilities, and accountability. In summary, these steps are all essentially checkpoints, in which, an entire group should be under the same understanding with. If all members understand these principals then there will be a stronger and higher functioning member base. Evidence: #50


HDF 417

As an internship for HDF 417, I worked with Prof. Jackson-‐‑Frasier with the Student Organizational Leadership Consultants (SOLC). This was an amazing opportunity because it offered me a new and challenging position that fostered growth in my leadership abilities. One of my responsibilities as an intern was to co-‐‑teach part of HDF 416. On 9/29/14 I went over with the class the URI-‐‑adapted form of Covey’s Principal Centered Leadership. First we had talked about the definition of the model discussed in the outcome above. Then the class referenced the model as it relates to Student Organization Leadership Consultants. We went through all of the steps as a group, in a rapid fire type style as I wrote them on the board. Once the class had several things listed for: mission, group values, group goals and objectives, role clarifications, distraction and challenge management, rights and responsibilities, and accountability, we formalized these points into a more concise format. In the end, the class had organized a congruent definition for all of these points. Accomplishing what the model seeks to which is Ensuring Commitment from these new members of SOLC. Evidence: #47, #50

28. Student will show knowledge of the “14 Points / TQM” theory of leadership by Deming

HDF 492

Deming authored the 14 Points for Management to improve the overall effectiveness of organizations. The first point involves creating a sense of consistency within the organization. Here, everyone begins to realize a common goal. The second point in the model is “adopt the new philosophy.” This is in regard to following and adopting the real world agenda, where it is dog eat dog in the business world. The third point is to inspire followers to not need final inspection to ensure success. The fourth point deals with lowering total cost of business, instead of creating business through the variability of a price tag. The fifth point is to always keep improving all


aspects of the organization, because after all nothing is perfect. The sixth point calls for training to be implemented on the job. The seventh point tells us to implement leadership in the workplace (with further detail given in point 8 & 12). This brings us to point eight, which instructs the leader of an organization to ensure that there is no fear in the workplace. The ninth point is about breaking down barriers in the workplace, allowing all workers in the organization to work together as a team. The tenth point is to abolish quotas and management by objective. The goal should be quality not quantity. The eleventh point given is to allow the worker to take pride in his workmanship, instead of demanding exact numbers from him in a given timeframe. The twelfth point given is to abolish all barriers set in management and engineering that prevents the worker to be prideful of their work. The thirteenth point is to create an educational program of self-‐‑improvement. Finally, the fourteenth point is to inspire all workers to strive to complete this transformation. Evidence: #55


30. Student will show knowledge of the “Visionary Leadership” (now often cited as “Transformational Leadership”) theory by Sashkin

HDF 492

Sashkin’s theory of “Visionary Leadership,” encompasses two domains of leadership: Transactional Leadership and Transformational Leadership. Out of the 10 points of the Visionary Leadership Model, only the first two deal with the transactional leadership model, the rest all revolve around transformational leadership. The first point in the model is called “Capable Manager.” This point states that the leader accomplishes the duties necessary for the organization to continue functioning in the short run. This is characterized by ensuring that the workers’ have what they need to complete the tasks at hand. The second stage is “Reward Equity.” The leaders making their goals and objectives clear to the rest of the organization characterize this stage. The third stage in this model is “Communication.” Here, the leader is expected to lead the organization with strong and clear interpersonal communication skills. The fourth stage is “Credible Leadership.” In this stage the leader is expected to remain consistent with their behaviors, and in doing so they establish relationships with their employees that are grounded in trust. The fifth stage in the model is “Caring Leadership.” This stage is characterized by the leader respecting and caring for the workers that he is in charge of. The sixth stage in the model is “Creative Leadership.” In this stage the leader does not control in “black & white,” rather he/she thinks outside of the box to allow workers to succeed. The seventh stage in the model is “Confident Leadership.” In this stage the leader is expected to be confident in their decision-‐‑making, and this confidence is expected to transfer unto their followers. The eighth stage in the model is “Follower-‐‑Centered Leadership. In this stage, the leader looks upon their followers as equal entities all working toward a common goal. The ninth stage is called, “Visionary Leadership.” The leader is now expected to convey clear expectations of what the future has to bring for the organization, these are expected to be practical and easily adopted by the followers. Finally, “Principled Leadership”


deals with the leader to effectively convey common ideals among the whole organization. Evidence: #56


32. Student will show knowledge of the “Individuals in Organizations” leadership theory by Argyris


34. Students will demonstrate knowledge of the “4 V’s” theory of leadership by Grace (Center for Ethical Leadership)

HDF 190 The 4 V’s of leadership is a model developed by Dr. Grace. This model was developed in hopes of linking the internal values with the internal behavior of leaders. The model is meant to show the 4 V’s of ethical leadership; Values, Vision, Voice, and Virtue. Virtue is emphasized as the heart of the model. This is what the collaboration of voice, values and vision are all trying to accomplish. Values are the guiding principals one has regarding certain situations. Vision is an individual’s ability to essentially “read the future.” Voice is fairly self-‐‑explanatory. If an individual excels in this category, then they are most likely able to motivate others to act. Finally, virtue is accomplishing things simply for the fact that it is the right thing to do.


HDF 190 Pledge Class Vice President When pledging my fraternity, Phi Gamma Delta, I was elected pledge class vice president. Once elected I was in this leadership role, and I believe that my behavior exemplified the 4 V’s of Ethical Leadership. First and foremost, I expressed knowledge of vision. I accomplished this by knowing what I needed to do in order to help my pledge class thrive in making a good impression on the older brothers. This also made me utilize voice, in order to help ‘lead’ my pledge class to success. I expressed my values by making the success of my pledge class my top priority; they trusted me with this leadership role and I refused to let them down. Finally, I expressed virtue through the collaboration of the other V’s listed above. In the end, I believe I accomplished my task; thus expressing virtue; in the sense that I knew what was entitled of the job and I worked until it was done. Evidence: 4 V’s of Ethical Leadership (Evidence #5)

36. Student will show knowledge of the “Situational Leadership” theory by Hershey & Blanchard

HDF 412

According to Hersey and Blanchard’s “Situational Leadership” Theory there are two sections: Leadership Styles and Maturity Levels. There are four phases in each of these sections. Leadership Styles begins with “Telling.” In this phase leaders simply tell the group exactly what it is they want them to do, as well as exactly how to do it. The next phase is “Selling.” In this stage there is still a dominant leader role, but


there is more commitment to an end goal by the followers because they are not just told what to do, they are sold what to do. The third phase is “Participating.” In this phase, there is much less direct command coming from the leader. The leader now seeks to share the power with the group, and build relationships with them. The final phase in Leadership Styles is “Delegating.” In this stage, the leader takes a “hands-‐‑off” approach. They are still existent to observe and help if needed, but the majority of the responsibility rests upon the group. In the second section of the “Situational Leadership Theory,” Maturity Levels, the first level is R1. At this stage, someone is not mature enough to work alone; usually they need someone to watch them work, and constantly help them along. The second maturity level is R2, at this stage the person may be able to work alone but they will be unable to complete the task without further help. The third maturity stage is R3. Here, we observe that the group may be able to complete the task on their own, but commonly the only thing holding them back is their lack of confidence. Finally, stage R4 denotes that the group is fully competent to work on their own, with strong abilities to complete the work they need to get done. Evidence: #57


38. Student will show knowledge of the “Relational Leadership” model by Komives, McMahon & Lucas

HDF 190 Relational Leadership Model by Komives, McMahon &

Lucas

The ‘Relational Leadership’ model by Komives McMahon & Lucas is a theory where you are taught to put relationships with people first. The theory is organized into 5 separate areas to accomplish this: inclusiveness, process-‐‑oriented, ethical, empowering and purposeful. Each of the 5 areas contain a vital piece to the puzzle that is successful group leadership. First, is inclusive which is including everyone involved in the group. Second, is empowering; this simply means that everyone in the group feels compelled to include their own input in the activity. Third, is purposeful; this means everyone stays on task working toward the end goal. Fourth, is ethical; this is the ‘good’ that drives any group. Finally there is process-‐‑oriented which is the way in which the group goes about accomplishing the task in hand. Evidence: Relational Leadership Model (Evidence #13)


HDF 190 HDF 413 HDF 417

Group Skit My personal experience involving the ‘Relational Leadership’ theory is when we did a group activity in class. We were assigned two of the 5 areas of the theory, inclusive and empowering, and were told to make a skit representing these areas in action. Now this in itself served as a successful representation of the ‘Relational Leadership’ model. However, the real exercise was after this when we had to analyze our specific group making the skit; and pick out components we displayed of the ‘Relational Leadership’ theory. Our group was able to fill out every category, which


shows me that ‘Relational Leadership’ isn’t just an occasional situation. It occurs whenever you are involved in a group. Evidence: Pictures (Evidence #21) Revision: In HDF 413, we were asked to pair up with a partner and teach the class about one of the components of the Relational Leadership Model. Emily and I were assigned inclusion, and we presented this component to the whole class. She and I explained to the class that inclusive leadership, in general terms, meant that when leading a group you included everyone while making decisions. After we had explained what inclusion meant, Emily and I led the class through an activity that would reinforce the concept called Cinnabun. Evidence #35 Revision: In my position as a student intern in HDF 413, I was now able to look at the Relational Leadership in a completely different lens. One of the topics that was discussed in the class I student interned in was Komives, Lucas & McMahon Relational Leadership Model. The topic was organized in a group project format, where the students were required to create a PowerPoint presentation, a handout, and facilitate an activity that relates to the component they were assigned. As an intern, it was my responsibility to ensure all of the students understood their component as well as the requirements of the assignment. This allowed me to gain a much deeper understanding of the Relational Leadership Theory. Not only was I teaching it to my peers and answering their questions but also came to realize that I should be utilizing the model when I went into class to intern every single class. To be a successful intern I was inclusive, empowering, ethical, and process oriented. By drawing upon these components I feel as though I excelled in my internship position. Evidence: #47

40. Student will show knowledge of the concept of constructivism

HDF 414 Synthesis of Social Change Program

Constructivism is a method of teaching with enables students to learn through experience. Usually the student is faced with a problem and they will draw upon old knowledge to solve the problem, and along the way they will develop new knowledge. The student is usually self-‐‑directed in their problems drawing on a variety of skills to reach their goal. The teacher serves more as an overseer, rather than an instructor. The goal of this method of teaching is to allow students to make conclusions on their own, thus learning through their own creativity.


(Evidence #28)

41. Students will describe personal examples of implementing constructivism

HDF 414 HDF 417

In HDF 414 we were asked to learn about our cause and organize our program in a constructivist sense. Although the beginning of the project we were taught about different aspects of leadership and models that would supplement our research, but when it came to organize our projects we were on our own. Of course if anyone had any questions about what to do we could seek guidance from our professor. However, the majority of the project was completed on our own terms. Personally I found this to be a great experience, which allowed me to grow. In order to succeed in my goal I relied mostly on myself to research, interview, and plan. This is very different from previous classes I’ve had where the teacher practically tells you exactly what to do and there is little room for interpretation of the students. (Evidence #28) Revision: Serving in as a student intern with SOLC for HDF 417 allowed me to view constructivism in a completely different light. Instead of being the student utilizing a constructivist approach to assignments, I was in the opposite position. This time I was observing and evaluating the student’s work using constructivism. Each HDF 413 class is revolved around producing quality facilitators to eventually become experienced and successful members of the SOLC organization. As instructors it is our job to give them the skills needed to achieve this goal, but in the end it is all about them finding what works for them. Evidence: #47, #46, #45, #42, #43

42. Student will demonstrate knowledge of experiential learning in leadership development (Kolb)

HDF 413 In 1984 David Kolb published his theory of “The Experiential Learning Cycle.” In this model, Kolb states that though learning through experience the student will develop broad understanding of concepts; therefore the student can apply what he learned to nearly any situation. The theory consists of two levels: the four stage cycle of learning and the four separate learning styles. The first stage in the learning cycle is called concrete experience. At this stage the learner’s new experience is first encountered, and they essentially learn by doing. The second stage in the model is called reflective observation. Here the learner reviews their experience, leading into the third stage in the model abstract conceptualization. In this stage the learner makes conclusions of their experience, allowing them to advance to the fourth and final stage, active experimentation. In this stage the learner is able to plan out their own experiences, by applying what they have learned.


In his theory Kolb also elaborates on the difference of learning styles between people. He is able to make four separate categories that encompass anyone’s learning preferences. The first learning style is called diverging and it is described on the model as “feeling and watching.” The reason Kolb defines this category as diverging is because he says that this type of person likes to sit back and watch while collecting and organizing their thoughts; they excel in brainstorming. Next, is the assimilating learning style. This type of person values the intellectual integrity of theory, they are very useful in the sciences. Third is the converging learning style. This type of person enjoys the application of theory and ideas. Finally, is the accommodating learning style. People in this category rely on their feelings to approach tasks at hand Evidence #33

43. Student will describe personal application of experiential learning in leadership development (Kolb)

HDF 413 BOND Retreat Shadowing MBTI Results

AZD Retreat Facilitating

After learning about the Experiential Learning Cycle by David Kolb in HDF 413, I was able to apply it shortly after when shadowing the BOND retreat. Prior to shadowing, I first had to acknowledge my learning style. After analyzing all of my options and using the results of my MBTI test, I came to the conclusion that I am in the assimilating category of learning styles. This is because I am most comfortable feeling and watching first, then applying my knowledge as effectively as possible. Once I had determined my learning style, it was then time to implement it while shadowing. As we progressed through the retreat I was conscious of each stage in the learning cycle. When the retreat initially began, I honestly had no idea what to expect. That being said, I observed what the facilitators were doing very closely so that I would be prepared come the time of my first retreat as a facilitator; this is the first stage of the learning cycle: concrete experience. After the experience, I was left to collect my thoughts on the retreat experience. I knew that we had to write a paper on our experience, so right after the retreat was the time I reached the second stage in the learning cycle: reflective observation. At the time of writing my paper about my experience at the retreat, was when I reached the third stage of the learning cycle: abstract conceptualization. This is because at this point in time I had to come to conclusions about my experience, and write about them. When I finally reached the active experimentation stage of the model was when I was planning the AZD retreat as a facilitator. I had to organize everything I had learned, and then apply it to a retreat of my own. Evidence #33, #34

44. Student will show knowledge of the “Social Change Model of Leadership Development” by Astin et al

HDF 190 Social Change Model of Leadership Chart

The Social Change Model, also known as the 8 C’s of social change is a model which stresses leadership as being a process. The model is organized in flow chart fashion; the central C being Change. The model defines Change as an alteration in the social structure of a societal group or society. Three subpoints cycle around Change; these


being Individual Values, Group Values, and Community Values. Each subpoint contains at least one of the 7 remaining C’s. Individual Values include Consciousness of Self, Congruence, and Commitment. Allow me to further explain what each of these mean. Consciousness of Self is being aware of the beliefs, values, attitudes, and emotions that motivate one to take action. Congruence, more simply put, is thinking, feeling, and behaving with consistency, authenticity, and honesty toward others. Finally is Commitment, the energy that motivates the individual to serve which drives the collective effort. Group Values follow Individual Values in the process, it contains Collaboration, Common Purpose, and Controversy with Civility. Collaboration is defined in the model as “the cornerstone value” of the group because it empowers self and others through trust. Common Purpose is slightly similar in the fact that it means to work with shared aims and values. Then comes Controversy with Civility, which deals with the inevitable differences in viewpoint that must be aired openly but with civility. Community Values only has one, final C; this being Citizenship. This is the process whereby the individual and the collaborative group become connected to the community and the society. Evidence: Social Change Model (Evidence #11)


HDF 190 Social Change Assessment, Social Change Group Work

In FLITE (HDF 190) the class was given multiple opportunities to fully experience the Social Change Model. One of these being the Social Change group work. The assignment was that each group of students was given a company, which claims to be working toward Social Change; and we had to analyze it and see if it met the 8 C’s. My group was given Tom’s Shoes. This company’s marketing strategy was for every pair of shoes bought, one would be donated to the impoverished in different countries (mainly those in Africa). My group’s consensus was that the company did not contribute to social change; rather it was just a business donating to charity. The reason that we decided that Tom’s Shoes was in no way a change agent was because they have no real affiliation with the root of any of the problems. Yes, they are giving away shoes to the needy, which is a heartfelt gesture and should in no way be demeaned of its philanthropic credibility. However, giving away shoes will not bring back their dwindling water/food supplies. The second experience that allowed me to apply the theory was our assessment on the subject. We were asked to write a memorandum to Dr. David Dooley, explaining how URI embodies the Social Change Model. As well as building a PowerPoint presentation, where we were to find an organization that follows the Social Change Model then simply explain how. Both of these activities allowed me to experience


Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice

what the Social Change Model really is. Evidence: Social Change Group Work (Evidence #13), Social Change Model (Evidence #11)

46. Students will demonstrate knowledge of the “Leadership Identity Development Model” by Komives et al

HDF 492

The Leadership Identity Development Model by Komives outlines the progression of one aspiring to lead. The first stage of the model is “Awareness.” In this stage, one becomes aware that there are leaders in this world. The next stage of the model is “Exploration/Engagement.” During the time spent in this stage one is usually making friends and learning how to converse well with others. The third stage in this model is “Leader Identified.” Here it is observed that one recognizes a hierarchal structure in a group, and views the actions of the leader. The fourth stage of the model is “Leadership Differentiated.” In this stage one also recognizes the fact that leadership does not only have to be characterized by the decisions of one person, but rather as a group. The fifth stage is “Generativity.” In this stage a person is inspired to allow others to lead, and begins to identify passions that they want to influence. The sixth and final stage is “Integration/Synthesis.” In this stage, one assumes leadership positions very frequently, but doesn’t necessarily always bear a title. They also are able to apply their skills to a wide variety of contexts. Evidence: #58, 48

47. Students will describe personal application of the above theory.

48. Students will demonstrate knowledge of the Strengths-Development Model by Hulme et al

HDF 492

SOLC Experience

Phi Gamma Delta Experience

Hulme’s Strengths Development Model is characterized by four stages: Self Theories, Self Management, Collaborative Engagement, and Other Awareness. Collaborative Engagement begins with identifying your own value system, and acting in a way that is congruent with your values. Self Theory begins with the realization that teams start with the individual, after all individuals are the ones that identify their own strengths and know how they function best in a group environment. Other Awareness consists of how we perceive others in our mental filing system. What this means is we categorize people based on our perceptions of them, and this affects how we communicate with them. Finally, Self Management is fairly self explanatory meaning that you are able to lead yourself and make the best possible decisions for yourself as well. Evidence: #9, 49, 66



50. Student will demonstrate how cultural anthropology / paradigms relate to leadership

51. Student will describe personal example of using cultural anthropology / paradigms as a leader

52. Student will demonstrate knowledge of the “Cycles of Socialization” (Harro) theory and its uses in leadership

53. Students will demonstrate personal application of the “Cycles of Socialization”

54. Student will demonstrate knowledge of the “Cycles of Liberation” (Harro) theory and its uses in leadership

HDF 414 Harro’s Cycle of Liberation was a cyclical model given to us during HDF 414 that seeks to explain successful social change efforts, which end in liberation from oppression. The model itself has eight key features and I will provide a brief synopsis about what each means and why it is important. First in the cycle comes “Waking Up” this is when someone realizes that something is essentially wrong. This phase is usually marked by some degree of intrapersonal change, because their view of themselves and the world around them changes. Second in the cycles comes “Getting Ready,” this is when people reassess themselves and the world around them after “Waking Up.” Robert Vincent made an interesting point whn talking about this phase, he said, “Once you know something you can’t not know it.” That is what this phase is all about, people reshaping the world around them because they woke up. Next, is “Reaching Out,” this phase almost occurs simultaneously with “Getting Ready.” This is because as you are reshaping your interpretation of the world around you others will be giving you input. This will let you know how the world will react to the changes you are trying to install. Following comes “Building Community” this step involves talking with others who are like us to provide support, as well as talking with other who are different to see if you could persuade them to change their opinion. This phase is when one really grows because they are experiences many different opinions, especially ones different from their own. After “Building Community” comes “Coalescing.” This phase is marked by a group having common goals and objectives. This is really when one begins to see their ideas come to life. This is followed by “Creating Change” this phase is essential in the cycle because it exemplifies the goal you have been meaning to reach the entire time. A key feature


of this phase is when you begin to see the world shape around your ideals or simply see the problem begin to get better. Finally comes “Maintaining” this phase is also key in the cycle because it simply makes the point that you have to make sure the world adheres to the new principal you have instilled. After all, you wouldn’t want all of your hard work to be for nothing, right? (Evidence #30)

56. Student will demonstrate personal application of the “Cycles of Liberation” (Harro)

HDF 414 HDF 417

In my project, the “Do You” Campaign, I experienced the Cycle of Liberation first-‐‑hand. This was very eye opening to me because it is one thing just to hear about the model, but when you are actually implementing it yourself it feels very different. I can confidently say I experienced every step of the cycle, when I was trying to raise advocacy for those who are oppressed because of their sexual/gender identity. From “Waking Up” to “Maintaining” I knew that every step was key if I wanted to successfully implement my proposed method. (Evidence #30) Revision: As part of interning with SOLC, one of our lesson plans included “Safe Zone” certifying the entire class. This was my second time going through the Safe Zone certification process, yet I still found the course to be very insightful. As the program went on I began to realize the similarities the material had to the Cycle of Liberation. The entire purpose of becoming Safe Zone certified is recognizing that there are many different types of people in this world. Therefore, someone undertaking a leadership role should be sensitive to this fact. Utilizing the Cycles of Liberation in this sense would ensure a leader does not undermine these differences in people. Evidence: #51, #30

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

58. Student will demonstrate personal application of the “Configuration of Power” (Franklin)

59. Student will demonstrate knowledge of racial identity development via the Cross & Helms models

HDF 492

BOND Retreat

In Helm’s Racial Identity Model, there are six stages and two phases. The two phases are abandonment of racism and defining a non-‐‑racist identity. This will become clearer as we define the stages in the model. The first stage is contact. In this stage people are oblivious to racism, they do not see it in their society nor do they understand what it is all about. The next stage is “Disintegration.” Here it is


observed that one believes they are not racist, yet struggles with certain moral dilemmas, which, in actuality, would be deemed as racist although not necessarily admitted by the person. The third stage is reintegration. Here, the person admittedly becomes racist. They idolize their own racial identity and are not accepting of others. The fourth stage is pseudo-‐‑independence. In this stage a person begins to recognize more than just skin color in others, and starts the process of becoming tolerant of their differences. The fifth stage in the model is called immersion. In this stage a person analyzes racism and begins to come to their own conclusions about its existence. A person will also begin to combat racism in this stage. The sixth and final stage is called autonomy. In this stage, a person is completely knowledgeable of white privilege and begins to form their own identity as a non-‐‑racist white person. Evidence: #59, 34

60. Student will demonstrate personal application of Cross and/or Helms models

61. Students will demonstrate knowledge of McIntosh’s theory of privilege and its relationship to leadership

HDF 417 In Peggy McIntosh’s article “White Privilege: Unpacking the Invisible Backpack,” she unearths the topic of privilege as it relates to many aspects of society. McIntosh comes from a background of Women’s Studies and began to realize the concept of privilege as it relates to men having gender privilege over women. However, she does not stop there and correlates this topic to race, religion, sexual identity, etc. She explains how many privileged people are, in fact, ignorant over the fact they have power. She also explains how this born privilege also grants these people with unearned power. This, McIntosh argues, is completely unfair to those who are not granted this privilege and that this must change. The way to do so is by addressing these issues openly, and only this way will people begin to realize the harm they are doing by favoring a specific type of gender or race. As a leader it is your job not to feed into these superiority complexes. You must give everyone an equal chance and disregard the prejudices that exist in our society. In doing so, you will create a more functional and diverse group. In the end, following these steps will make one a much better leader and will allow society to begin to take the necessary steps toward change. Evidence: #52

62. Student will demonstrate personal application of McIntosh’s theory

HDF 417 Interning with SOLC put me in a position of leadership nearly every class. In order to be the best possible leader I could, I had to draw knowledge from the theory of privilege. The class I worked with was diverse in almost everyway imaginable. If I was to feed into the superiority complexes associated with privilege, then I wouldn’t be a successful leader in this setting. Instead I looked at all of my peers as equals, and did not place judgment on anyone of them. After all, they are all very different


and in order to harness the most out of the group I had to draw positive energy from every single one of them. Giving into prejudice would not have allowed me to do this in the least. Evidence: #52, #49

63. Student will describe the differences and similarities of individual and institutional oppression and relationships to leadership

HDF 414

SOLC Experience Volunteering Experience

Individual and institutional oppression are two factors that are disturbingly prevalent in today’s society. Oppression can occur because of someone’s race, religion, sexual preferences, and even their gender identity. Today the world acts as if these issues have been resolved, but this couldn’t be farther from the truth. Individually, people can be oppressed by common occurrences such as lacking friends, or being excluded from groups. On the other hand, institutional oppression deals more with oppression coming from academic institutions, workplaces, or even from governments. Even though there are differences between institutional and individual oppression, in the end they are both equally as detrimental to the victim. It is not right to be excluded or underprivileged, especially when it is out of your control. As leaders it is our job to prevent such occurrences by accepting people for who they are, and not letting any petty biases get in the way. A true leader holds no prejudices and treats everyone equally, as it should have been from the beginning. Evidence: #60, 61, 30, 49, 67, 68

64. Student will show knowledge of effective leadership as it relates to change agency

HDF 417 Taking HDF 417 and interning with SOLC made me reassess my knowledge of leadership as it relates to change agency. I had to draw upon my materials from HDF 190 to find a handout Robert Vincent handed out briefing us on the topic. What I found in my evidence was a green sheet that provided both a table and a cyclical model. The table was entitled “Values of the Social Change Model of Leadership Development (The Seven C’s of Change).” In this included: Change, Citizenship, Common Purpose, Collaboration, Controversy with Civility, Consciousness of Self, Congruence, and Commitment. Each of these “C’s” included its own little description of what they meant. The model essentially tied all of this together. The center of the model denoted “Change” and surrounding it were three circles with arrows pointing to each other marking a cycle. These circles were entitled “Group Values” which included: Collaboration, Common Purpose, and Controversy with Civility. The next circle was “Society/Community Values” and in this included: Citizenship. The final circle was called Individual Values and this included: Consciousness of Self, Congruence, and Commitment. Together all 7 C’s were clearly denoted. This represents the steps to becoming a successful change agent as you must reach all of the 7 C’s if you wish to create real social change. I was very grateful to have found this in my inventory because it


allowed me to work with my peers in a much more effective manner as it relates to being change agents. Evidence: #11

65. Student will describe personal examples of being a change agent

HDF 190 HDF 413 HDF 417

Social Change Assessment, Social Change Model

In order to assess the classes’ (HDF 190) knowledge, we were asked to find an organization, which embodies the Social Change Model by being a change agent. The example I found was an organization called Save the Bay. Chances are you’ve probably heard of it, as it is a national organization with many different cells all working toward one common goal, saving the bay. I chose to focus one specific cell of this organization; this is the ongoing battle between Cargill Inc. and Redwood City, CA. Cargill Inc., which is the largest privately held company in the United States, is trying to develop salt ponds, which serves as a habitat for the local ecosystem and a scenic park for the residents here. Two residents of Redwood City took charge against Cargill; this is Matt and Gail. The duo released a video to YouTube, and it became apparent that they truly followed the Social Change Model. Each of the 8 C’s were visible in their struggle, and after 6 years of protest the pair is still going. If this does not exemplify an effective change agent, I don’t know what does. Evidence: Social Change Model (Evidence #11) Revision: As a member of SOLC I was able to experience being a change agent first-‐‑hand while working with other student organizations on campus. When a student organization seeks out SOLC, usually they are facing some sort of problem whether it is internal or external; and it is our job to help fix it. Allow me to use the BOND retreat as an example of how we help groups solve their own problems. BOND was experiencing internal communication issues between the members, and the organization didn’t seem to know why. So as facilitators, we created an agenda of activities that would help them start to work out these problems. At the end of the retreat during the debrief, the organization got to the root of the problem and it all came down to holding each other more accountable for their actions. You see, before the retreat the group just thought they were having communication problems but during their retreat they dug deeper and found the root of the problem. This then allowed them to make the necessary changes to fix this. Evidence #35, #36


Revision: HDF 417 granted me the opportunity to intern with SOLC. This time around I was able to assess being a change agent not only in the lens of a facilitator, but now as a trainer of facilitators. This required me to have a good grasp on what it really meant to be a successful change agent because I was training future change agents. I utilized the Social Change Model as well as tips and tricks learned in the HDF 413 class I took two semesters ago. Overall, I feel like I did a good job in accomplishing my task because all of the peers that I helped coach did an excellent job during their first time facilitating a student organization on campus. Evidence: #42, #43, #47

66. Student will create a personal code of inclusive leadership

HDF 492

Phi Gamma Delta Philanthropy Chair

Food Recovery Network Service Bikes Not Bombs Service

I hold no prejudices and no biases based on anyone that I am working with. Every human on this Earth is made equal, and as a leader I need to put this to practice. All too often in this world there are people being oppressed because of factors they usually have no control over. Well, I want this to end. When I practice my leadership abilities nobody I am leading is better than everyone else. Playing favorites as a leader immediately would create controversy within your group and would ultimately diminish your credibility as a leader. Evidence: #60, 61, 30, 67, 68, 69

67. Student will demonstrate knowledge of the “Model of Intercultural Sensitivity” by Bennett and its uses in leadership

HDF 492

Travelling Abroad

There are six stages in Bennett’s model of Intercultural Sensitivity. The first is “Denial of Difference” this is the beginning stage where a lot of people are completely ignorant of any cultural differences. Those in this stage may believe that the entire world acts in a similar fashion as they do, and if they observe people that do not act in this way they may believe it is because of a lack of intelligence. The next stage is “Defense Against Difference.” This stage is characterized by those who may admit cultural differences, but also attach a negative stigma or stereotype to the behaviors different than theirs. This is usually accompanied by a sense of social hierarchy, where some cultures are better than others. The third stage is “Minimization of Difference.” In this stage, people are cognizant of other cultures and accept them for what they are. There are no cultural biases associated with this stage. People are expected to be who they are. The fourth stage is “Acceptance of Difference.” In this stage, there is acceptance of different cultures, and it is understood that things are normal only in the context of the culture one resides in. There is also a sense of curiosity of other cultures associated with this stage. The fourth stage is “Adaptation to Difference.” Here we see an effort for people to change their behaviors to better suit whatever culture they are interacting with. There is no inauthenticity by those in this stage, rather there is a sense of deep understanding. The sixth and final stage is “Integration of Difference.” Here it is observed that one is not associated with one culture at all, rather they are multicultural. This occurs when someone makes a full-‐‑hearted effort to understand


different cultures, and they are fully integrated in each of them. As a leader it is very important to be cognizant of different cultures and how they act in order to maximize your effectiveness as a leader. Evidence: #61, 62, 65

68. Students will demonstrate personal application of the “Model of Intercultural Sensitivity” by Bennett

Outcome Category: Critical Thinking

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice 69. Student will show knowledge of principles of

critical thinking (logic is used in this minor) HDF 414 Program Mapping The ability to critical think is one that every true leader should have. When a leader

practices critical thinking they are able to assess situations by looking at the entire picture. This enables them to make very sensible choices at any given time. It was used extensively during my HDF 414 presentation. There are several key principals of critical thinking that are required to make the best rational choices. You should only interpret complete information because if the information is only partially true, or leaves a key factor out you will be unable to assess all possible outcomes. Second, you should always question the method/conclusions. This is because it is possible that just because it is the way you’re doing it does not mean that it is the best way. Third and finally, you should also take into consideration any bias you may have entering the situation. This is essential because if you have any preexisting bias it could skew your decision. (Evidence #31)

70. Student will demonstrate proficiency of critical thinking

HDF 414 HDF 413

Program Mapping I utilized critical thinking nearly every step of the way in completing my research project for HDF 414. We were required to first select a cause and then we had to narrow our cause down into a more finite target group. After selecting this target group we had to organize some type of strategy to gain advocacy and support for our cause. This included agenda setting, organizing contact lists, and extensively researching our cause. If I didn’t critically think through each one of those decisions then my project would prove to be ineffective. Instead I weighed out my options each step of the way, and can say in confidence that my project would succeed. (Evidence #31, #28, #26)


Revision: There is no questioning the fact that it takes a great deal of critical thinking when setting an agenda for a retreat for SOLC. When a student organization approaches us, we ask them a few basic questions such as: How many members? What areas does your organization need to work on? Would you like to be served lunch on the retreat? How long do you want your retreat to be? Etc. From this point on, it is our job as facilitators to put all of the pieces together and create a great retreat. This is the part that takes a lot of critical thinking considering we have to allocate specific amounts of time throughout the day and we have to choose activities that will be beneficial to the group. Evidence #34, #46

71. Student will show knowledge of at least five decision making methods

HDF 492

Phi Gamma Delta Executive Board

The Evergreen State College had published a series of methods of decision-‐‑making. This outcome will outline five of the methods in this publication. The first is “defining the problem.” In order to make any decision you must first understand what it exactly it is you are making the decision about. The next method is “determining the requirements.” Here, we are thinking about what we need to accomplish our decision. This is important to think about because you must make always make a practical decision. Then you can “establish goals.” This is a method in which you are defining the goals of said decision you are considering, essentially weighing out its effectiveness. The fourth method is “identifying alternatives.” This is an important method considering you should always consider other options. Finally, there is “defining the criteria.” In this stage it is critical to outline your decision considering its pros and cons. Evidence: #63, 66

72. Student will describe personal examples of having used five decision making methods

73. Student will show knowledge of at least five problem solving / conflict management methods, as well as understanding the roots of conflicts

HDF 492

Phi Gamma Delta Executive Board Phi Gamma Delta Resident Advisor

The first method in problem solving is defining the problem. Without clearly defining the problem, any solutions you decide to implement might deem useless. The next method in problem solving is analyzing the problem. Here you are dissecting the problem, meaning finding out what is causing it, who is involved, etc. The next method to implement is developing possibilities. This is the method in which you are brainstorming possible solutions to said problem. Another method of problem solving is selecting the best solution for the different options you have conceptualized. The last method of problem solving is to implement whatever decision you deem to be the best. In doing so, you are carrying out what is hopefully a well thought out decision. Evidence: #64, 66

74. Student will describe personal examples of


having used five problem solving / conflict management methods (if student has been trained in mediation, that information goes here)

75. Student will describe what it means to analyze, criticize, synthesize and utilize information as a leader

HDF 414 HDF 413

Research for Project As a leader it is a common occurrence to be fed information. From this point on it is up to the leader what they want to do with the information. Some will information be discarded and others will be utilized. How do leaders do this? Well it all rests in their ability to analyze, criticize, synthesize and utilize. During HDF 414 we had to do extensive research about our cause. It was my job to figure out which information was useful in each source and what wasn’t. If I was not able to analyze, criticize, synthesize, or utilize then I would have no idea what to do with all of my research and I would just be left with a bunch of facts. (Evidence #32) Revision: The ability to analyze information is key to any leader. This means you are able to draw conclusions with the information that is given. Leaders must also criticize information, after all not all information is true or useful. Finally a leaders ability to synthesize and utilize information is very important. This allows them to draw conclusions and to make the most rational choices in any situation. Evidence #45, #46

76. Student will demonstrate knowledge of leadership that is used in crisis

HDF 492

Phi Gamma Delta Executive

Board Phi Gamma Delta Resident

Advisor

As it had been written in The Leadership Challenge, there are five steps outlined that should be applied to leadership in crisis situations. The first and foremost is to model the way. What this means as a leader is you must ensure you are acting exactly the way you wish others would act in this situation. After all, who would want to follow someone not conducting him or herself in a professional manner especially when faced with a crisis. The next practice is inspiring a shared vision. As a leader you want everyone in the group to have common goals and visions. The last thing you want is a bunch of different people all doing their own things with no common purpose. Following this a leader placed in a crisis scenario may want to challenge the process. In this stage, as a leader you must be willing to adapt with the organization even if they are highly dysfunctional. Then you want to enable others to act. This means you want everyone you are leading to be inspired to do their part in helping everyone achieve their goal. You also want to encourage the heart, you don’t only want people to be involved you want them to want to do their part for the greater good. Inspire them to want to help. These steps are very useful when in a crisis situation, and if followed properly you should thrive as a leader in these situations. Evidence: #66


77. Student will describe examples of leadership in crisis situations

HDF 492

Phi Gamma Delta Resident

Advisor Phi Gamma Delta Executive

Board

While serving in my term on Phi Gamma Delta’s Executive Board, I was faced with an abrupt crisis situation. Essentially what had happened is someone slipped and fell on the ice while intoxicated leaving our property. Truthfully, the victim is lucky to be alive. The University immediately implemented disciplinary sanctions upon our fraternity. All the while here I am in control and responsible for the situation. There’s no doubt I was nervous. However, if it wasn’t for the skills I had learned in the leadership minor I wouldn’t have known where to start. After all, the University wanted to kick us off campus so every move we made had to be calculated to a T. As the situation unraveled, we proved to come out on top and not get kicked off campus. This is one important instance where my leadership skills were put to the test in this crisis situation. Evidence: #66

78. Student will describe how power applies to leadership (Franklin)

HDF 492

SOLC Internship

Phi Gamma Delta Resident Advisor

Phi Gamma Delta Executive Board

Food Recovery Network President

In accordance with Franklin, people ultimately have the power to choose. I understand this phrase is a bit vague, but allow me to elaborate. As a leader you want people to follow and respect you, but this result would not come from someone running around telling others what to do. People need to want to work alongside you, and be inspired with the goal you are trying to collaboratively attain. In the end, people don’t “have” to listen to you or follow your command. The power of your leadership abilities rests in the groups hands, because as I said earlier, they have the power to choose. Evidence: #66, 68, 49

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target class

Additional Experiences Descriptive notes regarding learning and practice

79. Student will demonstrate knowledge of active listening techniques

HDF 190 Servant Leadership Theory Active listening in more general terms is defined as a communication technique that requires the listener to feed back what they hear to the speaker, by way of re-‐‑stating or paraphrasing what they have heard in their own words in order to build understanding between the two speakers. There are three primary elements of active listening: comprehending, retaining, and responding. Comprehending is the first step in the listening process, it just simply means to ‘understand’ what the person is saying to you. Retaining follows comprehending,


and it can be described as remembering what it is the person you are talking to said. Finally comes responding, this is when the listener responds to the speaker through the use of nonverbal cues to ensure the speaker that the listener is listening. Active listening is a crucial component to any leader’s skillset, you can even find listening to be a component to the “Servant Leadership” theory. Evidence: Servant Leadership Theory (Evidence #22)

80. Student will describe examples of using active listening skills

HDF 190 Time Spent in Class From the first day of class till the end, whether it be a lecture or recitation, I utilize active listening techniques each and every class. Any avid student would say the same, because all that really means is I truly listen to what the professor is saying so I can understand and absorb it to the best of my ability. I see it time and time again, where someone will fail a class and not know why they did so poorly. Well, it usually turns out that their attendance was dwindling. This example was to stress the benefits of active listening. It really isn’t hard to simply pay attention, especially when you consider the benefits of what focusing a little more can do. Evidence: First Day Class Namecard (Evidence #2)

81. Student will show knowledge of techniques regarding giving and accepting of feedback

HDF 492 COM 100 HDF 190

SOLC Internship HDF 492 Portfolio

Presentation COM 100 Speech Outline

The first technique of giving and accepting feedback that I would like to discuss is don’t focus on feedback as positive or negative. This goes for either giving or accepting feedback, because you should never feel that someone is being mean when they offer you feedback because ultimately whatever they have to say is usually for your benefit. The next technique in giving feedback is to be specific in your judgment. If you speak in broad terms then the person might not know exactly how to accept your feedback, and it might result in them disregarding whatever it is you had to say. Going along with this, it is also important to give your feedback quickly. If you wait to long to approach someone about your feedback, then it may lose its effectiveness. Finally, it is also important when giving and accepting feedback that you ensure your message was received and that as the accepter of the feedback you need to ensure that you understand what the person is tying to tell you. Feedback is a very valuable thing when given and accepted correctly. Evidence: #49, 18

82. Student will describe examples of giving and accepting feedback.

HDF 190 COM 100

COM 100 Speech

Both in COM 100 and HDF 190 I was familiarized with the concept of feedback. In COM we were informed of the importance of feedback. When someone gives you constructive criticism, it gives you an opportunity to grow. The choice to take the advice or shrug it off differs from person to person, but not utilizing this advice only hurts you in the long run. Professor Wales, my COM 100 teacher, gave us feedback after two group presentations. The presentations themselves were about sustainability at the


University of Rhode Island. After my group presented she gave us individual feedback, in a conversational setting. By doing so, I was really able to connect with her criticisms; rather than just reading them on a rubric. This experience demonstrated the usefulness of receiving feedback. Evidence: Persuasive Speech Outline (Evidence #18)

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

HDF 413 When facilitating and de-‐‑briefing a group of people it is very important to know what you are doing. First and foremost, it is very important to stay enthusiastic and positive throughout the entire retreat. This is crucial because if you seem like you don’t want to be there, then the group that you are facilitating will not want to be there either, and it will make your retreat a lot less successful. Other than knowing that you have to remain in a certain mood for the whole retreat, there is a loose template that will ensure you successfully facilitate a group. The first necessary step when facilitating an activity is the warm-‐‑up. During the warm-‐‑up you are expected to concisely introduce the activity, while making sure you are prepared to execute it. Next, you are expected to carry out the exercise. In this phase, you should double check with the participants that they know what they are doing to avoid potential problems further along. It is also important to note that when you are carrying out the activity the participants stay on target. Once the activity ends, it is now time to debrief it. At this point, you are expected to ask the group questions about the activity allowing them to draw their own conclusions from the activity you facilitated. We were instructed that you should go through five phases during debriefing: experience phase, sharing phase, interpreting phase, generalizing phase, and finally the application phase. The experience phase is when you ask the group their reactions from the activity. After this, in the sharing phase you should share your own thoughts and observations. Now in the interpreting phase you should be pushing the students to build on their own comments. This will lead them into the generalizing phase, where you and the students draw their own conclusions. Finally, in the application phase you relate these conclusions to the activity, essentially putting all the pieces together. Evidence #42, #43, #45

84. Student will demonstrate proficiency of facilitation and de-briefing techniques

HDF 413 HDF 417

While shadowing my first retreat with BOND I was able to experience debriefing at its absolute finest. The activity the facilitators worked the group through was called the “Amazing Maze.” In this activity participants are expected to step through a matrix of squares, but the catch is they can only step on certain squares that you determine prior. Caitlin Carter, the retreat leader had asked if I could help in facilitating this activity, and I gladly agreed. We started by describing to the participants the general instructions, but then added


in a twist of our own. The freshmen in BOND were blindfolded, and the upperclassmen were instructed to verbally guide them through the maze. Once this had been completed, we blindfolded the upperclassmen and then had the freshmen verbally guide them through the maze. The activity created some frustration between members, which created a perfect environment to debrief it. Caitlin led the beginning of the debriefing, by first asking how the group enjoyed the activity. We heard responses such as, “aggravating” and “challenging.” It was now time for us to share our thoughts in order to provoke more conversation about the deeper meaning of the activity. One of the facilitators asked the freshmen, “How did it feel to have your success depend on the upperclassmen?” then asked the upperclassmen the same about having their success depend on the freshmen. This led to some interesting conversation, and at that point we had reached the interpreting phase. Once this was discussed, we went to the generalizing phase explaining to them that the freshmen are the members that are going to take over when the upperclassmen graduated, so in a way they are dependent on them. This created more discussion and concluded in the application phase where everyone realized what was exactly going on. At the end of the retreat I felt as though we had done our job very well. In the beginning of the retreat we knew that they needed to work on communication between members, and holding each other accountable. After debriefing the activity the members made substantial progress in working out these issues. Evidence #34 Revision: As a student in HDF 417, I was required to intern with a group deemed sufficient through the Center for Student Leadership Development. My internship of choice was with SOLC, a student-‐‑led organization on campus dedicated to facilitating and debriefing other student groups on campus through a wide variety of challenges they might be facing. I have been involved with SOLC for two full semesters now, and as an intern it was my job to coach new members of this organization to be successful facilitators. This required me to have the utmost knowledge of what it meant to be a facilitator in SOLC. Our lessons in class ranged from leadership styles/techniques to debriefing techniques to leadership theories and the list keeps going on. As a student in the class two semesters ago, I was brand new to most of this information. Now I am placed in the front seat and am the one coaching these skills to others. By the end of the semester all of my peers that I was coaching were required to facilitate a retreat on their own, and all of them proved to be excellent facilitators. This leads me to believe I did a good job coaching them with my knowledge of facilitating and debriefing.


Evidence: #42, #43

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

HDF 413 SOLC Retreat Planning Agenda

Robert’s Rules of Order

When organizing and leading meetings it is very useful to have a template to follow. Many organizations choose to follow Robert’s Rules of Order because it allows everyone to be heard, and guarantees the ability to make group decisions without any confusion. The structure is outlined like so: Call to Order, Roll Call, Reading of Last Weeks Minutes, Officer Reports, Committee Reports, Old Business, New Business, Announcements, and Adjournment. When planning a meeting using an organized structure like the one described above allows for you to lead the meeting easily as well. Similar to organizing and leading meetings it is also very useful to follow a template when setting an agenda. This is important because you have to be sure you allocate enough time for each section, while also ensuring you are well equipped come time to implement the agenda. If you do not structure the agenda properly, the entire event could potentially be ruined, so it is very important to be very thorough. Evidence #41

86. Student will describe personal examples of organizing meetings / setting agendas / leading meetings

HDF 413 Phi Gamma Delta In HDF 413 we were taught techniques of how to organize, plan, and lead meetings. Prior to assisting my fellow facilitators in setting the agenda for the AZD retreat, I had never done this before. Luckily, I was able to use the SOLC Retreat Agenda Template to use as a reference. As we continued to plan the retreat it began to come almost naturally. We started by planning on beginning the retreat with an icebreaker, and then split the 110-‐‑member group into sub-‐‑groups randomly. After this we planned on having each group rotate to different facilitators to complete a different activity. Each facilitator was paired with another, and they were responsible for facilitating their own activity. We then scheduled a lunch break, followed by an energizer, and then concluded with bring the large group all together and ending with debriefing. As far as organizing and leading meetings go, I have plenty of experience from my position on the executive board of my fraternity, Phi Gamma Delta. During our weekly chapter meetings we follow Robert’s Rules of Order, and as Corresponding Secretary it is my duty to know each committee report before the meeting and plan each accordingly. I then lead discussion of the meeting asking each committee chair to give their report. Evidence #41, #44

87. Student will show knowledge of Parliamentary Procedure

HDF 413 Many organizations have adopted Parliamentary Procedure (aka Robert’s Rules of Order) because it ensures that the meeting is well organized, and that everyone has an equal opportunity to speak. The structure of the meeting will be outlined in the following paragraph.


The meeting begins with a call to order, and is immediately followed by a roll call which notes which members are present. Typically after roll call, the minutes of last meetings minutes are read to the audience. The audience then decides if there are any necessary changes that need to be made to the minutes, then there is a vote to approve the minutes. Once the minutes are approved, the officer’s give their reports followed by the committee chairs that give their reports. Immediately after the reports are given, the meeting leader advances into old business. Old business is the point in time where issues from previous meetings are discussed and voting could takes place. After old business, the meeting moves to regular business. Regular business is when everything on the agenda is discussed and voted upon. When regular business is completed, the meeting goes into new business. New business is when new topics are brought up and potentially voted upon. Once business has been taken care of, announcements are made. There is no voting in announcements, and this is the time for the general members to vocalize their thoughts/ideas/considerations. When announcements have finished, the meeting is adjourned. Evidence #41

88. Student will show knowledge of techniques for working with difficult people

HDF 417 Working with difficult people is always a daunting task. As an intern with Student Organization Leadership Consultants, it is my job to make sure I am a knowledgeable facilitator and that includes knowing how to work with difficult groups. One technique to use as a facilitator when working with a group who isn’t fully attentive is breaking “social cliques” of friends up. This way you will be gently forcing these people out of their comfort zones and giving them the opportunity to work with new people who they might not have necessarily chosen to work with before. Another technique to use is to always remain energetic and not to let a group get you down. After all, you are the person they are looking to in the end; and if you are acting like you don’t want to be there either than I can guarantee they will withdraw themselves even further. If a group isn’t responding well to a certain activity, you must also be adaptive and work around the apparent shortcomings in the activity. One way to do this is to add “twists” in the rules that make it so everyone must be involved if the group hopes to complete the activity. Finally, as a facilitator it is your job to make sure all of your participants respect you. This does not mean you have to yell or scream at your participants to get them to listen, rather show them respect and you will get respect in return. These are some of the techniques I taught my peers during my internship experience. Evidence: #42, #43

89. Student will describe personal examples of using techniques to work effectively with difficult people

HDF 190 COM 100 HDF 413 HDF 417

Groupwork BOND Retreat

It seems everyone can relate to the experience of having a bad group member at one point in time. This person can be considered a “difficult” group member for a multitude reasons some of which can include lack of attendance, lack of interest, rude behavior, over controlling, etc. Whatever this person does, the group must find


a way to work effectively with this person. I will now share with you an experience I had in a group project for COM 100. The class was divided into groups of 5, and was instructed to prepare a presentation highlighting possible ideas for the University of Rhode Island could consider regarding the “Green Movement.” To my dismay there was one member of my group who had very spotty attendance, and when he was in class he did not participate in anything. To deal with this I tried to include him in every decision, and constantly ask what his thoughts were. By making him feel included it motivated him to fulfill his requirements in the group full heatedly. I found my method of dealing with this group member very effective considering the circumstances. Revision: Although the BOND retreat was an overall successful experience there were a few instances where the facilitators had to intervene with some difficult participants. One of the more prominent issues at hand was the tardiness issue. At the beginning of the retreat we had planned to be working with 40 participants, instead only 12 showed up. This was a little disheartening at first, because we had allocated specific amounts of time to cater to this larger group. We did not let this bring us down though, and we worked through it. As the retreat continued members would trickle in, and we just went with the flow and stayed calm, cool, and collected. Evidence: COM 100 Group Outline (Evidence #18), #34 Revision: One of the retreats I facilitated this past semester was with the Campus Rec staff. This was a challenging retreat because it took place very late at night. To put it in perspective, it ended around 10-‐‑11pm on a Thursday night; therefore it was very challenging to get the entire group engaged in the activities I was facilitating. On top of all of this I had several of my peers, which I was coaching, shadow this retreat. So it was on my shoulders to lead by example and show them how to work with a difficult group such as this. I primarily used two techniques to try to gain the groups attention. First off, I remained enthusiastic and highly energetic the entire retreat. Second, I tried to keep the entire group engaged in the activity by making sure everyone had a chance to participate in the activity and debriefing. The combination of utilizing these two techniques kept the group attentive and awake despite the timing. During this retreat, I felt as if I served as a good example to my peers in which I was coaching. Evidence: #53


90. Student will show knowledge of the stages of group development (Tuckman, Bennis or others)

HDF 413 In Tuckman’s Theory of Group Development, he states that all organizations go through a series of five stages: forming, storming, norming, performing, and adjourning. In the forming stage a group is still considered to be new, members start to get to know each other, and the organizations values are processed. Following this stage is the storming phase. This is when a group is experiencing a lot of inner conflict, and many individual opinions are discussed; at this point in time the organization is essentially working out all the kinks. Once the group resolves these problems, comes the norming stage. In the norming stage there is less conflict and the members begin to cooperate with one another. Once the group is comfortable enough in this stage they advance into the performing stage. This is when the group is interdependent, and also when the group can face more difficult tasks. Once the group finishes the performing stage, they have completed their mission and enter the adjourning phase. This stage marks the point in time when the goal was accomplished and the group disperses. Evidence #39

91. Student will describe personal examples of group development in use.

HDF 414 Program Mapping The HDF 414 research project was centered upon the student’s job to organize an effective group. In order to accomplish this goal I was required to be knowledgeable of group development. My research project was called the “Do You” Campaign, and it is an educational program that aims to stop bullying caused by ones sexual/gender identity. In order to complete my project effectively I had to brainstorm what type of volunteers to recruit and what they should do in the organization. I came to the conclusion that if I wished to implement the program I would need a video director/recorder, people who have faced bullying/discrimination because of their sexual/gender identity, and some intellectuals that could compile the resulting data to draw conclusions. All of these positions in my group are key, and without them my program would not be able to exist. Evidence #26

92. Student will show knowledge of group dynamics and group roles

HDF 414 Program Mapping In a group environment it is no doubt that everybody has their own given strengths and weaknesses. This is why a leader should have knowledge of group dynamics and group roles. Meaning that, a leader should always be conscience of the roles each group member plays. If a member is struggling in his/her given position then the leader should reassess the persons strengths and to see if they would be a better fit somewhere else. The leader should always keep in mind that just because someone is not great at a certain task doesn’t mean they are useless to the group. As a leader you must remain open-‐‑minded and flexible.


(Evidence #26) 93. Student will describe personal examples of

group dynamics and group roles HDF 414 HDF 413

Program Mapping When assigning group roles and dynamics in HDF 414 I had to remain conscientious of my given strengths and weaknesses. Because I am a good planner and executer I knew I would have to seek out people with good relational strengths. This is because although I can plan something on paper doesn’t mean I have the necessary resources to bring it to life. This is a great example of how effective certain strengths in a group can be so effective. You could have a group of all different kinds of people, but when you work together it all flows smoothly. This is because the overall dynamic of the group is so diverse you are able to weigh out all options, and one person’s strength will negate another’s weakness. Revision: While setting agendas for retreats in HDF 413, all of the facilitators were required to be contentious of their own strengths and weaknesses, as well as others. This is because in order for us to execute a successful retreat, we want to work together as a group catering toward each other’s strengths and weaknesses. I was really able to experience this during the BOND retreat, when one of the facilitators clearly excelled at explaining to the organization the rules of each activity, but did not seem to enjoy debriefing all too much. So when setting the agenda for the retreat, we took this into account and did not assign that person to a debriefing role. Evidence #26, #34

94. Student will show knowledge of effective memberships skills in groups

HDF 492

General Member SOLC

Member Bikes Not Bombs Member Food Recovery Network

Member Phi Gamma Delta

There are a surprising amount of skills that contribute to successful group membership. First and foremost, it is very important to be open to your group. Hiding things from them will do nothing but harm the greater group. This means you must trust your group if you wish to be successful. A very important membership skill is to always support your group with hopes that they, too, will support you in return. Another effective skill in membership is to always offer constructive feedback, because you always want your group to function to the best of its ability. Finally, it is also very important that the participants in the group know the roles in which they are responsible for. Evidence: #68, 67, 66, 37

95. Student will describe personal examples of membership skills in use

HDF 190 When considering personal membership skills, the first two things that come to my mind are my Strengths and VIA. The Strength and VIA assessment results are not limited to just your abilities as a leader; but they encompass your entire personality. Therefore they may also be applied to your strengths as a member too. My Top 5 Strengths are: Achiever, Competition, Input, Responsibility, and Context.


Collaboratively, all of these strengths work together to describe me as an effective group member. I am an achiever because I am never afraid to back down from a challenge. As a member, I am willing to go to any extent as long as it is productive and that it brings us one-‐‑step closer to excellence. Competition as a member is important because I use my competitiveness as motivation to strive to do my absolute best. Input and context describe myself as a member because as an Economics and Political Science major I believe that history repeats itself. Therefore, one should always learn from their mistakes. Finally, I AM responsibility because I have always cared for the well-‐‑being of others. My top 5 VIA Character Strengths are: Humor, Social Intelligence, Bravery, Honesty, and Hope. All of these character strengths collectively define myself as an individual. Humor is my top strength. Laughter gives people happiness, and happiness is one of the fruits of life. I find nothing more fulfilling than putting a smile on someone’s face. When I find myself in a social environment the first thing I do is analyze the situation. Meaning, I am conscious of the fact there is a time and place for conducting yourself in certain manners. With this being said, I do not change my overall character when I meet different people. This is where my third and fourth strengths come into play, bravery and honesty. I am true to who I am and what I believe in. Therefore, I am not afraid to speak my mind when I see fit. Finally, my fifth strength, hope, is something that drives my motivation. I set goals for myself, and do not let anything obstruct my vision of attaining them. Evidence: VIA (Evidence #9)

96. Student will show knowledge of the Challenge and Support theory by Sanford, and its relationship to organizations

HDF 413 Sanford’s theory of Knowledge and Support is very easy to understand. The premise of the theory states that in order for an individual to successfully grow they need a balance of challenge and support. Allow me to provide an example, imagine trying to learn Calculus III without any background in Algebra or Calculus. It is obvious that you will have great difficulty in trying to grasp the concepts therefore you will not grow. Now imagine you are trying to learn Calculus III, and your roommate does all of the homework, classwork, and notes for you. By doing this, your roommate is preventing you from learning the concepts introduced in Calculus III because they are giving you too much support. This is why it is essential to always balance your challenge and support in order to successfully grow as an individual. Evidence #40

97. Student will describe personal examples of using the theory of Challenge and Support

HDF 413 HDF 417

ECN 375 Challenge & Support Theory

When reflecting on my college career thus far, I can count many examples when I utilized Sanford’s Challenge & Support Theory. However, there is one instance that really stands out among the rest; this is when I took ECN 375 with Prof. Carol Miller. The reason why I can relate this class to the Challenge & Support Theory is because throughout the entire semester Prof. Miller really wanted to challenge us.


She did not want to challenge us in a sense that she wanted any of us to fail, however, she really wanted us to understand the curriculum. Now although she wanted to challenge us, she was also very approachable and if you had any questions on an assignment and attended her office hours, then she was happy to help. This is where the balance of Challenge & Support comes into play, and by the end of the semester I had passed her class and had definitely become a much better economist. Evidence #40, #38 Revision: When coaching my peers in SOLC for HDF 417, I utilized challenge and support more than I thought I would. I was in the position, as a coach, to give them the tools they needed to become successful facilitators; but in the end it was up to them on how they used them. After all, there is no cut and dry method to becoming a successful facilitator because everyone has different strengths and they use them in different ways. At the end of the semester all of my peers that I was coaching needed to facilitate at least one retreat on their own. During this retreat, they must utilize all of the tools given to them over the course of the semester to successfully facilitate the group. After assessing the review sheets given to the group after the retreat finished, I knew all of my peers succeeded in the challenge and were excellent facilitators. Evidence: #49, #45, #42, #43

98. Student will show knowledge of the construction / elements of informative and persuasive speeches

HDF 190 COM 100

Persuasive Speech Writing In COM 100 a chapter of our textbook was dedicated to familiarizing us with the art o persuasive speech writing. We learned that the purpose of a persuasive speech is to convince your audience to agree with an idea or opinion that you express. First you must to select a side on a controversial or argumentative topic, then you will write a speech to explain your side-‐‑and convince the audience to agree with you. You can produce an effective persuasive speech if you structure your argument as a solution to a problem. As a speaker, your main goal is to convince your audience that a particular problem is important to them, and then you must convince them that that you have the solution to make things better. The typical outline format is an introductory paragraph followed by three paragraphs all expressing a separate point (otherwise known as the body) and finally comes a conclusion that is meant to tie everything together. Evidence: Persuasive Speech Outline (Evidence #18)

99. Student will demonstrate proficiency in HDF 190 COM 100 Persuasive Speech As for our main “project,” if you will, in COM 100 we were asked to construct and


informative and persuasive public speaking COM 100 HDF 413

Inclusion Presentation present a persuasive group speech regarding URI “Going Green.” This task was not only challenging in the fact that we had to effectively persuade a room full of spectators, but we also had to do it collectively as a group. In order to accomplish this task our group assigned “benchmarks” over the course of the semester for each of us to follow. Essentially all we did was just set due dates for ourselves, so we’d all be at the same stage of progress the entire way. Along with this my group met outside of the classroom on a few occasions to organize our presentation and collect our thoughts. In summary it was a very beneficial experience. By the time it was our turn to present we were all confident, because we knew we had a solid foundation for our argument. The teacher ended up congratulating us for a job well done, and her criticisms were not content-‐‑based; meaning that her only remarks to us were posture and not amplifying our voices enough to cover the entire room. Revision: As part of the curriculum in HDF 413 we were assigned a partner, and were instructed to present the inclusive leadership theory. My partner and I had prepared an outline and several activities that would allow the audience to fully understand the concepts introduced. Once it was time for us to present, my partner and I delivered a very informative lesson to the audience. When the class had the chance to give us feedback we received very positive remarks, and the general consensus was that we had completed the task at hand. Evidence: Persuasive Speech Outline (Evidence #18), #35

100. Student will show knowledge of planning and conducting interviews (as the interviewer)

HDF 414 Contact Card Being in the position as the interviewer is one that requires great thought and planning. If one was to just “wing it” then they will be left with inconclusive answers, as well as a failure to complete what was asked. In order to create successful questions for an interview you must first realize what goals you are trying to accomplish y interviewing this person. Once you have laid out your objective you must think to yourself, “What questions can I ask that will provide the most definitive answers for what I am seeking?” Once you have asked yourself this question, it now comes the point to write the questions down and ask them to yourself. This is to ensure all of the questions flow smoothly and make sense. Come time for the interview make sure you have your questions in hand, you are dressed professionally, and you conduct yourself in a professional matter. Note that you also must make your interviewee comfortable with the environment you have provided. Questions must be asked promptly, and the interviewee’s answers may be further discussed if you see fit. Once the interview is over and the data is collected


you are now free to interpret your answers. (Evidence #24)

101. Student will describe personal examples of planning and conducting interviews (as the interviewer)

HDF 414 Contact Card As a requirement to successfully complete HDF 414 we were asked to conduct several interviews to aid us in our projects. The reasoning behind this is because it would provide us with additional perspective in our projects, as well as, inform us of facts we didn’t know before. Out of the three interviews we were required to conduct I will elaborate on one specifically. This was a telephone interview with Joachim Krueger. Krueger is a Prof. of Psychology at Brown University; more specifically he focuses on social environments and the implications that arise from them. In order to learn more about the psychological dangers of bullying or discrimination I figured that he would be a great resource to have. Our interview was conducted over the phone and I asked him questions relating to bullying and came to some grave realizations when he told me to look up certain statistics. (Evidence #24)

102. Student will show knowledge of preparing for and effective answers in interviews (as the interviewee)

HDF 492

Harbormaster Interviews

In order to ensure the uttermost success at an interview preparation is key. One of the first things one should do prior to an interview is to research the organization. This means learning about what they do, who they deal with, and how they do it. While researching it is advised to comprise a list of questions as well. Then the person preparing for the interview should practice answering sample interview questions given online. Many times the questions asked during an interview can be quite generic, so practicing with a sample sheet would be very useful. Along with this one should also practice telling their personal story. You want this to be concise and to the point. The next step is plan, plan, plan. You should have an outfit picked out for the occasion, as well as everything you need to bring already packed up prior to your departure. After all, you don’t want to be scrambling last minute before your interview, or forget something essential. This is your chance to impress your potential employer and you want to make sure you are prepped to the best of your ability. Evidence: #70

103. Student will describe personal examples of preparing for and being interviewed

HDF 492

Harbormaster Interviews

Truthfully, my experience with being interviewed was practically non-‐‑existent until the Spring semester of my junior year as I was on the prowl for securing an internship for this summer. The area of study that I find myself very interested in is marine law, more specifically coastal law. So it would only make sense to intern with a Rhode Island Harbormaster. Unfortunately, these internships are highly competitive especially with no prior background of marine affairs considering I am a student of Economics and Political Science. After a lot of perseverance I was able to secure two very lucrative interviews with both the Block Island Harbormaster as


well as the Narragansett Harbormaster. This was my chance to show them that I am the best possible intern candidate they could have. So I spent my time researching anything I could find relating to the duties of a Harbormaster, as well as the history of the field. Like I said, I have no prior experience in marine affairs, so it was very important for me to learn as much as I could and furthermore tie it into my dream of becoming a marine attorney. By the time of my interviews, I was extremely well prepared and it must have showed to them as well, because I ended up getting both internships. This goes to show preparing for internships really is key if you hope to do well. Evidence: #70

104. Student will show knowledge of effective collaboration / coalition building

HDF 190 FLITE, Relational Leadership Model

Effectively building a collaboration/coalition is a delicate task to say the least. Not to say that one must tiptoe around their team members to make them happy; but they must also know how to react in certain situations in order to keep the peace. The first thing that came to mind when reading this outcome was when we learned about the Relational Leadership Model. The reasoning behind this is each of the components of the model reflect how one should act if they wish to successfully lead their collaboration/coalition. Let me explain this in a little further detail. The Relational Leadership Model consists of 5 different components; each of which explains a different characteristic of an effective leader. First, is inclusive which simply means to involve everyone in the group. You must believe that “the difference between people is valuable; “therefore you must always listen to what others have to say. The second component is empowering; meaning that everyone in your coalition/collaboration feels compelled to include his or her input in the activity. Third, is purposeful; this means all group members have a commitment to attaining the end goal. In order for this to be done properly a person must truly believe that individuals, groups and organizations can make a difference. Fourth, is ethical; this is the ‘good’ that drives any group. Two major aspects of this component is that the group must be responsible and reliable; most importantly behaving congruently. The final component is process-‐‑oriented, or the way in which the group goes about accomplishing the task at hand. The group must see the process as being an important outcome as well as a high quality job being highly encouraged. One that has the ability to understand and apply the components of the Relational Leadership Model would also have all of the skills necessary to build an effective collaboration/coalition. Evidence: Relational Leadership Model (Evidence #13)

105. Student will describe personal examples of working in collaboratives/coalitions

HDF 190 String Exercise When working in collaboration/coalition with other people, you are dependent on


HDF 417 your fellow group members for success. This is a foreboding task, considering your reliance on others is necessary. An example of this was in class when we were asked to partner up with a peer and were instructed to tie a bow with a single piece of yarn. The trick to the exercise was neither person was allowed to speak to the other, and everyone was only allowed to use one hand. Both my partner and I were equally responsible in reaching our end goal. It took patience and teamwork, but eventually we were able to finally tie the bow. It was this exercise that really explained working in collaboration is a group effort and not one person can simply “do it all.” Evidence: String (Evidence #16) Revision: SOLC, as a whole, is a group that could easily be considered a collaborative. We are a collective of students whom all serve to better other student groups on campus by facilitating and debriefing activities. This being said, as a fairly large organization we all have different skillsets and strengths. Therefore we all must collaborate if we wish to succeed in our goal of aiding other student groups. I feel as if this is what working in a coalition is all about; working in regard to each other’s strengths for the betterment of the end goal. This is something that I feel SOLC excels at. Evidence: #36

106. Student will show knowledge of Intercultural communication considerations

HDF 492

Travelling Abroad

Successfully communicating in an intercultural setting is no easy feat. This is because there are major differences between some cultures and these differences extend to different meanings of body language, verbal language, and etiquette many of which the common person is completely oblivious of. To ensure that you are not offending someone, here are a few steps that can help alleviate the stress of insulting someone with a different cultural background. The first thing to avoid is using slang terminology, which is quite common in the English language. Not only could this confuse someone attempting to translate your English, but it also might insult them. For example, if you were say “Dude that’s sick.” Someone may literally interpret that at someone has an illness and could completely change the dynamics of the conversation. On the other hand, if someone is talking to you and you don’t quite understand what they are saying don’t be afraid to ask questions. If you truly want to converse with such a person you want to ensure mutual understanding of what each other has to say. Finally, observe body language closely. If everyone is slurping their soup (which is a common tradition in some Asian cultures) you should do the same for the sake of being polite. These are but a few things to consider when immersing oneself into intercultural communication. Evidence: #65, 62


107. Student will demonstrate proficiency in intercultural communication

HDF 492

Travelling Abroad

Intercultural Sensitivity Model

During my years, here at URI, I have been fortunate enough to do quite a bit of travelling outside the United States. I have visited places such as Cuba, Italy, Switzerland, and France, and to make it even more intimidating I was on my own for the majority of my time spent abroad. Granted, Italy, France, and Switzerland are quite modernized and conscious of American culture so this wasn’t too much of a worry; however Cuba was on the opposite side of the spectrum. Don’t get me wrong; the people in these places were extremely friendly. You just didn’t want to insult them, but saying/doing the wrong things. One of the most common mistakes for an American to make is pronouncing words incorrectly so they have an entirely different meaning. You had to watch out for this because with a few words in particular, you could be insulting the person you are talking to quite badly. Luckily, I was able to overcome this obstacle (despite a few hiccups along the road) and had developed my intercultural communication skills much more effectively. Evidence: #65, 62

108. Student will describe ways to maintain accountability in leadership / member relationships

HDF 414 HDF 417

Program Mapping It is no doubt that accountability is crucial to the role of any leader. Like the saying goes, “If you can’t lead yourself, how can you lead others?” Ways to hold group members accountable is very simple. First and foremost ensure the group to stick to your word. If you say you are going to do something, don’t change your mind. This will ensure that your word means something, and people will be more inclined to listen. Second, if something goes wrong, do not hesitate to take responsibility for your actions. If you simply sit by the wayside and let someone else accept the blame, which is a very poor reflection on your accountability. These characteristics are very important for both, the leader and the group, to have. (Evidence #27) Revision: As an intern through SOLC, my position became much more than just being a facilitator. Serving this position allowed me to understand what it truly meant to be coach leading my peers to success. Part of this included maintaining accountability in leader/member relations with the peers I was coaching. Some of the methods I used utilized were the Servant Leadership Model. I put my peers before myself in an attempt to make the most of their HDF 413 experience. Additionally, I also used the Relational Leadership Model in an attempt to build strong working-‐‑relationships with my peers. Evidence: #49

109. Student will describe personal examples related to maintaining accountability as a leader

HDF 414 HDF 417

Program Mapping In order to successfully implement my advocacy project I had to hold myself to a high standard of accountability. If I truly wanted to make changes in bullying or discrimination in schools/workplace I had to stand by my word and stick with my


proposed method. If I were to seem on the fence about the idea, it would show others that I am not truly committed to what I am trying to accomplish. If others were under the impression that I was not fully committed then why would they ever want to read into the problem that I am trying to fix? (Evidence #27) Revision: My internship for HDF 417 through SOLC proved to be very beneficial to me on a variety of levels. One of these learned skills was maintaining accountability as a coach with my peers and fellow members of SOLC. When beginning the semester as an intern I felt like this was going to be a very challenging task, in the sense that I was younger than most of the peers I was coaching, yet I still needed the respect any coach should have. As the semester progressed I fine-‐‑tuned my skills of accountability. I accomplished this by always remaining on task and coming to class prepared. In this essence, I led by example, which is key in maintaining accountability. Furthermore, I drew upon characteristics of the Servant & Relational Leadership Models to coach my peers. Both of these leadership theories aided me, and allowed me to become a more effective leader with the ability to maintain accountability. Evidence: #47, #49

110. Student will describe ways to build relationships between leaders and members

HDF 190 HDF 417

Relational Leadership Model, Becoming a Positive Leader Through Development and Involvement Chart

In class we learned the ‘Relational Leadership’ model by Komives McMahon & Lucas is a model describing the process in which leaders build relationships with others. The theory is organized into 5 separate areas to accomplish this: inclusiveness, process-‐‑oriented, ethical, empowering and purposeful. First, is inclusive which is including everyone involved in the group. You must believe that the difference between people is valuable; therefore you must always listen. Second, is empowering; this simply means that everyone in the group feels compelled to include their input in the activity. This is accomplished through sharing information because “the contributions of others are necessary and important. Third, is purposeful; this means everyone has a commitment working toward the end goal. In order for this to be done properly you must truly believe that individuals, groups and organizations can make a difference. Fourth, is ethical; this is the ‘good’ that drives any group. For this to be accomplished everyone must be responsible and reliable; most importantly everyone must behave congruently. Finally, there is process-‐‑oriented which is the way in which the group goes about accomplishing the task at hand. The group must see the process as being an important outcome as well as a high quality job being highly encouraged.


Through these steps a leader has the necessary tools to build relationships with his members, turning into a strong and successful group. Evidence: Relational Leadership Model (Evidence #13) Revision: Putting leadership theories aside, my HDF 417 experience taught me that building relationships is primarily about being yourself and respecting those you are leading. You cannot try to be someone that you are not, because the shortcomings will shine through much more than your new persona. If you are honest with yourself and the one you are leading, you are apt to establish many more healthy relationships based on respect. This is not to say I still did not draw upon aspects of the Relational Leadership Model when coaching my peers, but I simply used them as general guidelines rather than clear-‐‑cut instructions to follow. Evidence: #49

111. Student will describe personal examples of building relationships with members as a leader

HDF 190 HDF 413 HDF 417

Relational Leadership Model, Becoming a Positive Leader Through Development and

Involvement Chart

After learning about the Relational Leadership Model I have realized that the components of the “Relational Leadership Model” by Komives McMahon & Lucas are very practical and relatable. An example of this would be the plays about relational leadership we were asked to present in class. We had to display first, a group not using our assigned component, and then a group using our component. When groups used the component they were much more successful, and it was very easy to see why. Now this in itself served as a successful representation of the ‘Relational Leadership’ model. However, the real exercise was after this when we had to analyze our specific group making the skit; and pick to out components we displayed of the ‘Relational Leadership’ theory. Our group was able to fill out every category, which shows me that ‘Relational Leadership’ isn’t just an occasional situation. It occurs whenever you are involved in a group. Evidence: Play pictures (Evidence #9) Revision: All throughout taking HDF 413, I was building relationships with my peers. The class in itself is unique in the sense that it is a combination of an organization and a class, and all of the students enrolled are very friendly with one another. When first attending the class it was very intimidating that everyone seemed to know each other and was friends. I felt as if I was left out in a sense, but this feeling did not last long because as I came to find out they accepted me with open arms. It did not take


long until I was able to call every member in the organization my friend, and eventually our friendship even went past the classroom. By the end of the semester, I was invited to multiple events that were outside the classroom, all because of my newly made relationships. Evidence #37 Revision: My HDF 417 internship through SOLC required me to establish relationships with the peers I was coaching. I shouldn’t necessarily designate this as a requirement, but in order to succeed in coaching my peers to become facilitators in the organization; these relationships were crucial to making the most of their experience in HDF 413. As touched upon in the previous outcome, I drew upon several leadership theories to use as guidelines to building these relationships; such as the Relational and Servant Leadership Models. However, all I really did was be myself and lead by example. By the end of the semester this proved to be enough to build strong relationships with my peers, and it gained me the respect as a leader needed to successfully coach them as well. Evidence: #49

112. Student will describe how credibility applies to leadership, as well as the characteristics and skills of a credible leader

HDF 417 Quote, Greek Life “If I am not able to lead myself, how can I lead others?” This quote applies quite well with the given outcome. It is fairly self-‐‑explanatory in the sense that nobody can lead if they are not credible for the job. Said person could try, but he/she lacks the proper knowledge to build an effective team. Credibility of a leader is dependent on a variety of factors, and it can change in different circumstances; but there are some key characteristics, which are essential. First off, a true leader must have intrapersonal communication skills that are developed over time with experience and practice. These skills include those of patience, gratitude, management of emotions, group communication skills, public speaking skills, etc. Not only should a credible leader possess these skills, but they also must have organizational skills, and a vocational background if the group task is subject intensive. It is no doubt that credibility is crucial in order to lead a group. For without credibility your group, the people you are attempting to help guide, would have no trust in your abilities. This would make it nearly impossible to lead. This just stresses the importance of credibility in a leadership scenario. Evidence: #4, #47, #49

113. Student will describe personal examples of building, maintaining, and repairing his/her

Beginning my term as Resident Advisor for Phi Gamma Delta, was no easy task. The


own credibility as a leader HDF 492 Phi Gamma Delta Resident Advisor

fraternity is on disciplinary probation for two years following an incident that occurred during my sophomore year. So if we were to get in trouble by the University then we would get kicked off campus; no questions asked. In my position as Resident Advisor, it is my job to keep something like this from happening. Which is much easier said than done. After all, I am a brother of this fraternity like everyone else that resides here. And at the beginning of my position, a lot of them thought, “ who are you to tell me what I could and couldn’t do?” Well I had to build trust with them that I was not simply bossing people around, I was looking in everyone’s best interest to keep our chapter on campus. Eventually everyone trusted my decision-‐‑making and I was able to fulfill my job’s requirements easily. In order to maintain this newfound credibility I had to ensure that I was being fair all the while doing my job, and I’m happy to say so far so good. As for repairing my credibility as a leader, I fortunately haven’t had to experience this in my position as R.A. and hopefully I will never need to. Evidence: #66

114. Student will describe principles of effective mentoring, as well as problems particular to the mentoring relationship

HDF 417

SOLC Internship

In order to maximize your effectiveness as a mentor there are many things that you must take into consideration. The first thing one must remember is in order to be a good mentor to your mentee, is this relationship, like any other, has its foundation in trust and respect. The next thing one must remember is there must be clearly established goals that are agreed upon by both the mentor and the mentee. After all, if the person you are trying to mentor doesn’t know why they are there, how could they possibly learn? And vice-‐‑versa. Finally, the mentor-‐‑mentee relationship is successfully completed if and only when the mentee is able to function independently. Until then, the mentor must continue to operate under the servant-‐‑leadership model until the objective is completed. Not only are there many things to take into consideration when trying to build a successful mentor-‐‑mentee relationship, but there are also many problems that can arise as well. Some examples of these are the mentor may lead the mentee in the improper direction, which impedes on the mentee’s growth. There is also the problem of neglection of the mentor (or even the mentee) this, too, would muddle the relationship attempting to be established. Along with neglection of the mentee, if a mentor takes too much advantage of his power this would also challenge the relationship. Finally, if the mentor or the mentee break each other’s trust at any point in time, this could prove to be disastrous to the relationship. Evidence: #37, 49

115. Student will describe personal examples of mentoring and being mentored

HDF 417 My internship experience for HDF 417 through SOLC entitled being a mentor/coach to my peers in order for them to become successful facilitators. Much of the knowledge I had received on the topic was two semesters ago when I took HDF 413 with Lydia and Raven as my SOLC mentors. They proved to be excellent mentors,


and taught me how to facilitate and debrief retreats for student organizations. This time around for my internship the roles were switched and now I was the one mentoring others. Undoubtedly, I drew upon skills Lydia and Raven taught me; but also utilized some of my own methodology. After all there is not a one size fits all for leadership in practice. Everyone has their own strengths and must act accordingly. In the end, all of the peers I coached facilitated retreats on their own; and they all did a spectacular job. I must attribute most of the credit for this success to Allie, Lydia, and Raven for teaching me the skills needed to coach peers into becoming the type of facilitator SOLC needs. Evidence: #37, #49

116. Student will describe principles of effective peer leadership, as well as problems particular to peer leadership

HDF 492

ROTC Involvement Freshman

Year

During my time involved with URI’s ROTC program, I was quickly explained the importance of peer leadership as it relates to being an officer-‐‑in-‐‑training for the United States Army. Although the characteristics they give can be applied to any peer leadership situation. The first principle they taught us was to demonstrate technical and tactical proficiency. What this means is that as a leader you know your strengths, as well as the strengths as others around you. Additionally, it means that you are able to analyze, synthesize, and criticize information in a way that is beneficial to you and your followers. The second principle they touched upon was that a good peer leader must also know when to follow. This is important of any leader, because sometimes it is more beneficial for the group to have someone else take the reigns. Being a leader is about following, just as much as it is about leading. Finally, you must learn to know all of your peers, be open with them, and respect them. These three factors ensure a strong relationship that serves as a great premise to begin your peer leadership journey. Evidence: # 71

117. Student will describe personal examples related to being a peer leader and being led by peers

HDF 492

Brother of Phi Gamma Delta

My experience in my fraternity, Phi Gamma Delta, allowed me know what it was like to be led by peers, as well as being a peer leader. My relationship with Phi Gamma Delta began first semester freshman year, when I decided to pledge. I learned a lot about myself during pledging, and more importantly I learned how much teamwork meant with the rest of my pledge brothers. We were a pledge class of one, and our success collaboratively depended on all of our efforts to appease the brothers we were trying so hard to impress. Eventually, after being led by the older brothers through pledging I finally became a brother. I learned that the house was governed by a group of five of my peers, called the Executive Board. I went through my time as a freshman into sophomore year, willfully following their command and respecting their every word. Then upon second semester of my sophomore year, I felt like it was time for me to try out a position on the Executive Board, so I ran for election and got the position. I then spent a year dictating what the chapter could and couldn’t do and


brainstorming what we should and shouldn’t do. This was a huge learning experience for me because I was responsible for a house of 40 of my peers. Then my term came to an end and I then returned back to being led by my peers for a semester. Come the beginning of my junior year, I was hired as Resident Advisor of the house and reassumed a leadership role in the midst of my peers. I am still serving this position and it is going quite well. I now do not deal with a lot of the fraternal aspects of decision-‐‑making, but rather keeping everyone’s behavior under control. Nevertheless it is undoubtedly a very important leadership position in the house. Evidence: #66

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