Lucinda Gonzales Inventory-2017

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

Date Enrolled: 2014
Date of Graduation: 2018
Leadership Inventory Revised 8/30/2013 1

*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)
Center for Student Leadership Development Information
Minor Information
Developmental Model
ADVISING INFORMATION (students will include own documentation)

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

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT
Office: Memorial Union Room 210 Phone: (401) 874-2726 Fax: (401) 874-5317
CSLD Mission Statement
To enhance the mission of the University of Rhode Island, The Center for Student Leadership Development aims to:
Provide developmental opportunities for all students to become informed, inclusive, effective, and ethical leaders in the global marketplace through the implementation of
learner-centered academic, experiential, and co-curricular programming.
Engage in research, assessment, and advancement in order to positively impact the expanding field of leadership studies.
CSLD Vision Statement

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

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

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

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Womens Studies MSL 201: Military Skills and History of Warfare

COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Womens Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Womens Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: FirstYear Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, MultiEthnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
Time management
Organization
1. Know Yourself
Self care
Lead Others Self discipline
Strengths
Perseverance
Weaknesses
PROGRESS Develop and maintain family,
Values
interpersonal, and intimate relationships
P Needs
Academic, social, personal goals and
R Styles
objectives
O Learning
G Teaching P
Personality R
R
Membership O
E RE-EVALUATE
Leadership G
S former stages as you
S progress R
E
4. Develop and Refine S
Skills S
Leadership theory and

practice 3. Broaden Your Perspectives
Communication Understand others
Group Development
Inclusion Hierarchy of needs
Citizen Activist Skills PROGRESS Racial, cultural, gender, sexual orientation,
Critical Thinking religious, class, ability, etc. diversity and
Teaching and Programming commonalities
Power, privilege, oppression, liberation;
individual and institutional discrimination
OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words goals or curriculum areas may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the additional experiences
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the descriptive notes
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence
that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation lettersanything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your evidence to
include in your Portfolio.
Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a -HDF 417 -URI 101 Mentor Team 2017 During my first year as a member of the Mentor Team, I was very unsure about how I should do my job
minimized need for approval -Rose Butler Brown Mentoring as member of the interview section. I had never run a program before, much less conducted large
Program scale group and individual interviews. Because of that, I not only had to rely on my interview member,
but also, I relied a lot on my supervisor, Sean, as well. I didn't feel that I was skilled enough to be an
autonomous leader, and I felt that Sean should approve of my actions, that I couldn't make decisions
without receiving his approval. I didn't feel comfortable making decisions for the group. However,
coming back onto the team my second year, I knew what my job would entail, and I working with Sean
for a year, I was able to learn his supervising style, and that he was comfortable with me making
decisions because he trusted my instincts enough. I also felt more confident in my skills and abilities as
well, and I trusted the skills I'd learned through other experiences to demonstrate myself as a capable
leader taking responsibility for my own decisions, and minimizing my need for Sean's approval as my
supervisor. This also translated very well into my role as a Peer Mentor for Melissa Camba-Kelsay's
HDF 291 Class. When I was in her class, I often was uncertain about sharing my personal stories in
class, and I felt often felt that it would be better to be less autonomous in class, that I didn't want to
silence other voices or opinions because of growing up in a different environment then a lot of my other
classmates. When I was chosen to become a Peer Mentor, I understood that my experiences as a
woman of color didn't need to be 'approved' by other women of color. Each of us have different
experiences based on our agent and target identities, and being confident in that allowed me to speak
Evidence- URI 101 Mentor Team Bumper in the classroom, and not feel like everything I shared in the class needed to be approved by Camba
Sticker/RBB dinner picture with Camba and my co-Peer Mentor, Selena.
2. Student will demonstrate personal, -HDF 190 -URI 101 Mentor Team 2017 HDF 190- Though by nature, Im not a very organized person, there are several places I do make a
organizational, and academic examples -HDF 417 -Rose Butler Brown Mentoring conscious effort to stay organized. The first I organized was my Google Drive. I actually organized my
of self-discipline Program personal Drive first, because I needed a way to keep all my writings in track, but when I moved to
college and got another Gmail account, I organized my account by year, then semester, then class. I
also purchased a small white board calendar so that I could write down not only my work schedule, but
the major assignments due as well. I also connected the Gmail calendar to both my phone and my
tablet that also had my school schedule, so I could easily schedule any appointments or work shifts at
a moments notice.
HDF 417- Coming into my junior year, while my previous examples of organization was proving
effective to manage my classes, I was having trouble turning assignments in on-time, as well as
managing my time for larger projects and studying for tests. Because of this, I decided to reflect on
what I might be able to do to better organize myself and be more on time with my assignments. I tried
to put reminders on my google calendar, but I found it was more effective to just keep my work
schedule, school schedule, and appointments on my personal calendar. I chose to create a specific
schedule for my assignments, with just my assignments. This allowed me to have a focus on my
assignments, and it also gave me a visual of all the assignments due throughout my semester, and this
was very helpful to me, because I am a visual learner. It also allowed me to plan for large semester
projects and papers by knowing when I would be heavy on assignments. When I started my spring
semester, I also knew that I would be consulting more with SOLC, and that I would be more involved
with my URI 101 Mentor Team as a lead Coordinator. To help my visual learned side, I added when I
would be on an SOLC retreat and when the deadlines for URI 101 would be so that I could effectively
schedule my time without committing to something and then having to back out because I had double-
booked my time. This was very effective because it allowed me to be very involved in SOLC and to be
able to turn my assignments in on time. It also made me an effective Peer Leader because then I could
also devote time to one-on-one sessions with my students, and to helping my instructor and co-Peer
Leader as needed. One final example is coming into my senior year, I also recognized that I would
need a job with more stable hours, ones that I could schedule around in order to have more
Evidence- Google Folder, Google organization in my schedule and to be able to commit fully to my organizations. So even though I had
Calendar, White board learned so much in URI Catering, I made the decisions to move to first the Alumni Center and then to
Evidence- Calendar word docs the Office of Student Life so that I could balance the work load while still maintaining a job on campus.
3. Student will demonstrate the ability to -HDF 190 -URI 101 Mentor Team HDF 190- While I was working to complete my learning contract, I was also helping my mother and
manage emotions -HDF 413 -Rose Butler Brown Mentoring Aunts and Uncles care for my grandfather as he began to transition into death. I had to sell a product to
-HDF 417 Program many visitors who were just as emotional as I was. In order to make a sale, I couldnt be crying or
depressed. Instead I focused on helping my grandfather when I could, and helping to make sales
through conversation and relating, but not to the point where my emotions turned off the sale. Even
through this hard time, I was able to make close to $800 dollars in sales.
HDF 413- When in a leadership role, especially in leading peers whom are close to myself, sometimes
I have to choose being fair to promoting my friends, especially if they are not ready. One example was
one my friends applied to be a URI 101 Mentor for the fall of 2016. I first of all did my best to ensure
that I didnt interview her, and that I tried to keep away from her application, so that my friendship
wouldnt cause me to overlook any problems she might have in her application. I also made sure that
she didnt book an individual interview that was with myself. When it came time to make decisions
about Mentors, we decided on our criteria for accepting mentors, and when the final decisions were
made, my friend didnt make the cut. I was asked to send out the NO emails during practice when we
were both there, and I had to watch as she was sad that she didnt get the job. Though I did feel bad, I
was confident in mine and my teams decisions, and though it was tough to the see the rejection first-
hand, it allowed to me work on controlling my emotions and become a better leader.
HDF 417- This semester, Spring 2017, has been a year of both intense change and amazing
opportunity for growth through many different opportunities, and each opportunity has affected and
shaped my experience as Peer Leader for the HDF 291 class and both taught and tested my ability to
manage my emotions. This semester my living situation has changed drastically with my mother
moving across the country. This new living arrangement often left me alone in the house, and I knew
that if I wasnt proactive, I would be prone to feel lonely and disconnected from my peers and friends at
school, so to manage my emotions so that I didnt fall behind in work or affect my ability with a peer
leader, I proactively used several techniques to manage my loneliness. The first was to build a
schedule for myself. I always left the house early and made sure I was busy during the day so I
wouldnt go home early. I also volunteered for SOLC retreats as often as I could, so that way I could
also spend time on the weekends on campus as well. I balanced this by also scheduling my practices
with my acapella group, and made sure that each week, I did something I considered fun or relaxing.
Examples of this included going to movies, inviting my friends over for dinner, or making sure I had
time to write for personal reasons. By creating a better schedule, I was able to manage my emotions
from a very drastic change in my living situation this semester and make sure that I was present and
available for my students to be an effective peer leader in HDF 291.
When I was Peer Leader, I also had to manage my emotions in the classroom, so that I could not only
be inclusive to all our students, but also so that I could be instructive and give them the room they
needed to grow. One example where I needed to manage my emotions were when I shared my
personal story. I am a very private person by nature, and I find it difficult to share personal stories with
people I dont always know very well. The idea of sharing personal stories was a high point of anxiety
for me, and I knew that in order to be an effect peer leader, I should follow the expectation my
instructor followed in the class if we dont share out stories, how can we expect you as students to do
Evidence- learning contract the same. I order to manage this anxiety, I spent time getting to know each of my students by reading
Evidence- Musically Inclined Picture their first paper and also getting to my fellow Peer Leader, Selena. This was effective because it built
Evidence- Photo before mom left/email trust and a sense community and I was able to use those feelings to manage my emotion of anxiety
from Camba about My Story and be able to share my story to better reciprocate that initial show of trust.
4. Student will demonstrate knowledge of -HDF 190 There are several techniques I used while in California. The first was tuning into my body. Despite all
stress management methods the stress that was going on, I knew I needed to take care of myself. That meant taking showers,
eating three meals a say, sleeping eight hours and taking naps when I needed. I knew that if I didnt
take care of my body, I wouldnt be able to handle the stress helping to take care of my grandfather
caused. The second technique I used was taking care of my mind. I took time to myself if I was feeling
anxious or stressed. I did activities that I found relaxing, like writing, reading, or going to a movie and
Evidence- program made sure to it every single day to keep my stress managed as well as my emotions.
5. Student will demonstrate the ability to -HDF 190 During the day of discovery for HDF 190, we did an activity called Inclusion Town. In this activity I was
manage stress placed in the third group, the one who had the most disadvantages and the least supplies. After a few
minutes of being ignored by the policemen and mayors, many of my fellow members became frustrated
with the treatment. I also was frustrated, but instead of getting angry at those running the game, I
chose to continue to work through the rules, even though I got almost nothing accomplished. I chose to
play by the rules and continue to be polite and courteous instead of getting frustrated like some of my
Evidence- day of discovery packet members did.
6. Student will express a personal code of -HDF 190 -Leadership Institute During Leadership Institute, we worked on what Leadership meant us as individual leaders. My
leadership / membership ethics personal code of ethics when it comes to leadership is to lead is to serve. I firmly believe that in order
to lead someone you have to know them, and the best way to know them is to serve them. I believe
that when you lead someone you are serving them and their best interest as well as everyone you are
Evidence- My house of Values leading. If you dont consider them, then you arent a leader.
7. Student will demonstrate practice of the -HDF 190 In class, we participated in the Four Corners assignment, and we were asked various questions, not
personal code of ethics -HDF 413 only about Leadership, but what agreed or didnt agree on for certain ideas about Leadership. We were
asked to decide on what we believed about the statement, or what our ethics were. In this exercise we
had to practice our ethics by decided whether or not we agreed with that statement. Then we were
required to talk about why chose to disagree or agree and speaking our ethical code.
I chose my foundation as Love of Learning, because I believe that in very opportunity is a learning
experience, and we are never, at any point finished learning. There is always more to learn, and ways
to better ourselves as Leaders. For the strengths that I chose to support my foundation, I put
Appreciation of Excellence and Beauty and Social Intelligence. I put these because I believe that the
best way to learn from the environment around me is appreciate the beauty in everything I see, and to
always look for something special and excellent about people. In order to learn from people, I need
Social Intelligence, not only to communicate effectively, but to also to persuade others and build my
social capital to have opportunities to learn. When I looked out the window, I see Kindness, because I
believe that in order to help people, it is always best to be kind. I also believe in changing the world, in
Evidence- My house of values providing equal opportunity for all, which is why I believe that Fairness is also important, to provide
Evidence- VIA Strengths equity and fight for Diversity.
8. Student will express a personal values -HDF 190 HDF 190- I have a love of learning, and I always love to appreciate the beauty and excellence in life. I
statement -HDF 291 always try to adapt to any situation, and individualize each person and their life. My priority is to serve. I
-HDF 417 always try to serve people. It is also my priority to serve the community and help change it for the
better. As a professional I believe I will always be learning about new skills and trades, but that I should
always work and try my hardest. I believe firmly in integrity and work let my actions speak for the
values I hold, and the impact I wish to make.
HDF 291- As a woman color, I believe I have a responsibility to learn all that I can about society and
work to make it better for those that will come after me. As privileged women of color, I believe it is also
my responsibility to use my social intelligence to expand my social network and influence others in
order to help give fellow women of color chances to advance themselves further in our society. As a
human, I believe it is a gift to be able to appreciate the beauty and excellence of an individual, and
work to help them thrive in life. And as a leader, I believe it is my duty to be to kind to those who look to
me for guidance, but also to be fair first and foremost, and not let my personal feelings affect my ability
to lead.
HDF 417- As a Peer Leader and Mentor in HDF 291, I have a responsibility to use my value strength,
Appreciation of Excellence and Beauty, to appreciate each of my students stories, identities, and
strengths so that I can form bonds of community so that I can use my value strength Social Intelligence
to connect them with a support system of mentors and knowledge to help them grow as women of
color at URI. In the classroom, to better promote inclusion and equal opportunity for growth, I have to
use my value strength of Fairness to insure everyone is included in class discussion and has equal
opportunity to be heard and equal opportunity for growth. I also recognize, that as a class with students
of historically disenfranchised identities, that I must use my value strength of Kindness in balance with
Fairness so that my students always know that I see them as person and that I can still connect with
Evidence- My house of Values my students. Finally, even as a Peer Leader, I know that every experience and discussion I have in the
Evidence- VIA Strengths Profile classroom is an experience for me to learn and grow as Leader. My learning is never done, and as a
Evidence- Self-Syllabus Peer Leader, my most important value is strength is my Love of Learning,
9. Student will demonstrate practice of the -HDF 291 -URI 101 Mentor HDF 291- Being a URI 101 Mentor is a powerful position. As a URI 101 Mentor, you receive a unique
personal values statement -HDF 413 -SOLC Consulting opportunity to meet and help first year students through their first semester at URI. In many cases, a
-HDF 417 URI 101 Mentor is the first student leader they experience outside of their RAs and Orientation
Leaders. I was very privileged to have the chance to be on the URI 101 Mentor Team, whose job is to
recruit, interview, and train the URI 101 Mentors for Fall 2016. When I was interviewing for the position,
I spoke a lot about the need for more diversity within the URI 101 program, that it was paramount that
we show diversity in this important group. When I was hired as part of the URI 101 Team, I advocated
heavily for focusing on diversity in the URI 101 Mentors and in URI 101 Mentor Training, so that more
minorities could have the chance to be in a position of leadership, and we could help make other URI
101 Mentors aware of the need for tolerance and openness in their classrooms. This related to my VIA
value of fairness. Not only did I believe that every should have an opportunity in leadership and being a
URI 101 Mentor, but that that fairness, equity, and commitment to diversity should be one of our main
priorities. This recognition of one of values also interested me in the HDF 291, which specifically talked
about women of color in leadership, and teaching us about the past to better prepare for our future. My
other VIA strength, Loving of Learning is also why Ive been able to grow so much as facilitator through
SOLC Consulting and through HDF 413.
HDF 417- In the second week of class, I facilitated a retreat for my HDF 291 class to promote the
building of community and comfortability amongst the class, and to prepare for the in-depth discussions
in the classroom. In order to effectively use my value strength of Appreciation of Excellence and
Beauty, I set a goal for myself to have everyones name memorized by the end of the retreat, and to
also know more about their experiences based on their discussions during activities throughout the
retreat. This was to inform me of each of my students individual strengths and to build a profile of
each of my students so that I could get to know them as people and learn what was beautiful and
unique about them and appreciate their strengths and stories. In classroom, I wanted to make sure that
everyone was included in discussions and their voice was heard. I used my Fairness by calling on
people in class when I saw their hands raised, and made sure that everyone who wanted a chance to
speak had a chance to speak. I implemented this practice after I had several one-on-one conversations
and heard that some students didnt feel heard in the class. By listening to their concerns and adjusting
my behavior in class, I was being kind to my students and their concerns, and using my Social
Intelligence to determine when I needed to use that facilitation technique in class. Finally, every time I
walked into the classroom, I took a few minutes to center myself into my Peer Leader lens so that I
could give my full attention to the class. I also listened to everyones perspectives class, because
Evidence- URI 101 Mentor training everyone in the class has different experiences from me, and with every story they shared, it allowed
agenda me to learn about them, and appreciate them more, but also to grow my own perspectives. This sense
Evidence- SOLC Photo of reflection was useful when I was asked to write a paper for another class, and I was able to reflect
Evidence- HDF 291 Retreat Agenda/ on how one of my student made me think about a concept in a different way, and I what I was able to
microaggressions reflection learn from that experience.
10 Student will demonstrate the ability to -HDF 190 -ENG 243 HDF 190- In my ENG 243 Short Story class, early on we were split into groups and over the course of
. lead a project from start to finish (follow- -HDF 417 -COM 100H the semester, each group was to pick two short stories and lead a class discussion for each story. In
through) -URI 101 Mentor Team 2017 my group we had a range of different talents, but no one to really set down any outlines and
checkpoints to make sure everything was done on time. I stepped up and filled that role. I gathered
emails from everyone in the group and set up a Google Drive folder. I really didnt appoint myself
leader, but others in my group began to ask questions during the course of planning for both the group
discussions. Because everyone was in agreement, I took on that role, and also led both group
discussions, but I also made sure everyones ideas were heard, and that everyone earned their grade
and did their part.
HDF 417- Coming back to the Mentor Team in 2017, as one of only three others who had been on the
team last year, myself and three others were chosen to be Leader Coordinators of a focus area,
Recruitment, Interview, or Training. I chose Training as my focus area, and was given a team of two
other members to complete group and individual interviews for the URI 101 Mentor Program. This was
a very large job for me, overseeing all of the interviewing process, and it was daunting at first, but I was
able to break down the lead areas into sections and start working with my other team members to take
point on the other areas of training. I created a master list for interview so that we all knew what to do
throughout each phase, and I also had us meet weekly so that were on top of everything each week
and wouldnt fall behind. Because of this organization, we completed group, individual interviews and
Evidence- screen shots of assessment finished sign-up day, completing my focus area requirements as URI 101 Mentor Team Leader
Evidence- Mentor Team bumper-sticker Coordinator for Interviews.
11. Student will describe goals and objective -HDF 417 -NUFP Fellow My intended careers is student affairs and higher education. I recognize that in the field of student
statements regarding personal issues, affairs, working with the community is key. A university should work to better the community around it,
career issues, and community issues and the community should also work with the institution as well. Students are as much a part of the
community as the permanent residents. As a student affairs professional administrator, it is necessary
to facilitate discussions between students and the surrounding community, to work together to serve
students and the institution, and to give back to the community as well. As a student affairs
professional, it would be my goal to build strong community bonds, and listen to community concerns
with students and the institution, while still working to better the community as whole and promote an
inclusive environment. As a woman of color, it would be my goal to work to bring other professionals of
diverse identities and experiences, so that professionals working to better students will be able to
represent the population, both the majority identities of the institution and the minorities of the
institution as well. As a student affairs professional, it is a goal to continue to diversify perspectives to
not only represent students, but also to promote inclusion and equity in the field to continue moving
forward as a profession. NASPA, the National Association of Student Personal Administrators,
continues to redefine its goals and mission statements. One such program is the NUFP Fellows
program, which helps students of historically disenfranchised identities find student affairs mentors and
learn about the profession. Though it a great program, it is not as well used in some regions. A
personal and professional goal of mine would be to bring awareness to this program, and continue to
Evidence-NUFP Fellow packet advocate for similar programs to introduce diverse identities into our field.
12 Student will show evidence of goals and -HDF 417 -NUFP Fellow This March I had the opportunity to attend the NASPA national conference as a NUFP Fellow. This is a
objectives that were planned and very large conference, and before I left, I sat down with my mentor, Melissa, and we decided to come
. achieved up with a few goals and objectives, so that I would be able to get the most out my first official
conference. The first goal was to start considering graduate schools and programs. Though we didn't
have a set number, Melissa wanted to speak with a couple of university representatives about their
programs and start looking at what programs will be best for me, and how I should begin to prepare. To
that, I had several that I chose to complete it. The first was that in a large exhibit hall and talk with
some of the professionals who were advocating for their Graduate programs. I also attended a session
on preparing for Graduate School and what I should look for in programs. Finally, I was able to connect
with several professionals at institutions like San Diego State to ask questions about how my current
majors and activities might be able to translate to my Graduate school experience, and most
importantly, how I can continue to grow my skills.
Evidence-NASPA conference nametag
13 Student will show knowledge of the -HDF 417 In Maslows Hierarchy of Needs, the base of the pyramid, or which the rest of the model stands is our
Hierarchy of Needs theory by Maslow Physiological needs. These needs, like food, water, warmth, and rest, are essential for our bodies to
. survive. Without them, most likely we would not even be alive. The second layer is Safety needs.
These needs are based around security, and specific examples include personal security, financial
security, health and well-being, and safety nets against un-foreseen changes. The third layer is
Belongingness and love needs, which include our intimate relationships, friends, and social
connections. The next layer on top of that is our Esteem. This is our need to feel respected and valued
by others, while at the same time accepting themselves for who they are. The top of the pyramid is
Self-actualization. This final layer of the pyramid is to achieve ones full potential, and moves from
surviving with our basic needs, to thriving at the top of pyramid. Maslow states that for people to be
able to reach the top of pyramid, each successive stage of needs must be met. For example, if
someone wants to thrive and feel accomplishment in their work and selves, they must first be
comfortable in their surroundings and meet their safety needs, and for a person to be safe, they must
first meet their basic needs of shelter and survival. However, even with this theory, the hierarchy of
needs can change and alter their cultural socializations in society. For examples, and individualistic
society would put emphasis on being the best self as at the top of the pyramid, similar to how Maslow
originally layered the needs, but a society that is more collectivist might put more emphasis on
Belongingness and love needs, focusing more on community instead of self. When applying this
hierarchy of needs to other cultures, be sure to also consider family and culture values, however, even
with this change toward the tip of the pyramid, both Physiological needs and safety needs will rarely, if
ever, move positions.
Evidence- Maslows Hierarchy of needs McLeod, S. (2016, September 16). Maslow's Hierarchy of Needs. Retrieved April 26, 2017, from
chart https://www.simplypsychology.org/maslow.html
14 Student will show application of Maslows -HDF 417 -Rose Butler Brown Mentoring In HDF 291, much of the basis of our in-class discussion was on readings assigned, and the sharing of
theory to own life Program personal stories and experiences, whether it be the Peer Leaders, the instructors, other women of
. color, or the students own personal experiences. Because of the very in-depth nature of the these
conversations, both my instructor, Melissa Camba-Kelsay and my co-Peer Leader, Selena were all very
cognicent that order for everyone to feel comfortable, their basic needs needed to be met so that we
could effectively build community and provide a safe environment for everyone. First, we focused on
the base level. Even though we couldnt accurately determine if someones basic needs were always
met, we encouraged students to bring in food or snacks to class so that if they needed to eat, they
wouldnt be hungry if needed. We also discussed in class how if someone was not feeling well, then
they shouldnt come to class, but instead rest themselves. Through these we satisfied the first level
through our policies. For the second level, the first day of class, we as a whole group set down our
personal group contract about the guild lines we all wanted to follow in class. This allowed the group to
make the class discussions a safe space for them to speak freely and to grow as well, thus addressing
the second layer. For the third layer, Belongingness and love needs, we the instruction team, knew that
the best way to promote this layer was to build a community amongst the class, so that we could foster
belonging and friendship among the group. In order to fulfill this layer, we planned for a retreat in the
second week of class to foster this this community, and to also create friendships and a sense of
belongingness. For the fourth layer, esteem, we chose to fulfill it through grading of their work, and to
allow them time to reflect and share their grades and work as they wanted to throughout the class. We
also targeted this layer through the encouragement of the sharing of stories that also gave them pride,
not just the ones dealing with hardships as a person of color, or other salient identities. The final level,
Self-Actualization we worked on throughout the class, through the personal reflections required of each
student throughout the class. With the idea of best self it is difficult to determine if we were ever able
to complete this objective entirely with every student, but we, as the instruction team, still made an
effort to tailor assignments and discussions geared toward awareness of self and others so that they
could continue to work toward their fullest potential.
Evidence- RBB Dinner picture
15 Student will describe personal leadership -HDF 190 StrengthQuest In HDF 190, I took the Strengthquest test. My top five strengths are Input, Context, Ideation,
style and/or personality style including VIA Adaptability and Individualization. One example is when I was co-director of a play for the Madrigal
. strengths and weaknesses and examples Type Focus Dinners at my old high school. The day after we cast our roles, my lead backed out of the play. I had to
of application (Sources = Leadership style ask my friend Phoebe to do the part. I had to use my strengths in order to help Phoebe learn her part,
inventories, the L.P.I., StrengthsQuest, which was not only the opposite of her character, but very engaging with the audience as well. I to ue
Type Focus (MBTI), LAMP, and other my adaptability in order to adapt the play to my new lead. I also had to use context and
career inventories, etc.) individualization to help Phoebe really get into the role. It helped that I knew her, and I knew what she
could do, and I really was able to look at her as an individual and relate this role to her strengths.
Evidence- StrengthQuest
16 Student will show knowledge of the theory
of Superleadership by Manz & Sims
.
17 Student will show application of Manz &
Sims theory to own life
.
Outcome Category: Leadership Theories
18 Student will show knowledge of the
Authority and Bureaucracy theory of
. leadership Weber
19 Student will describe personal application
of the above theory (Weber)
.
Scientific Management theory of
. leadership by Taylor
of the above theory (Taylor)
.
Management by Objectives theory of
. leadership by Drucker
of the above theory (Drucker)
.
24 Student will show knowledge of Theory
X and Theory Y theory of leadership by
. MacGregor
of the above theory (MacGregor)
.
26 Student will show knowledge of the -HDF 190 HDF 190- Out of the ten characteristics Greenleaf coined, I think the ones that are the closest to my
Servant Leadership theory of leadership -HDF 413 strengths and values are Commitment to the Growth of People and Building Community. My strengths,
. by Greenleaf -HDF 417 Input, Ideation and Individualization are designed to help people, find their strengths, to help them grow
not just as individuals but also with the community as a whole. I believe that it is my goal as a servant
leader to nurture those whom I lead and serve. I also believe in teaching people to return these ideals
in their personal community, so that change my start with one person, but it doesnt end there.
I believe the characteristics that I most need to work on are Conceptualization and Foresight. I think
that for Conceptualization, I can image things super far in the future, or day-to-day, but its harder to
see the near future or how that might relate to my current project. I think this is because Im working on
the discipline and practice necessary to think in this particular way. While I think that Foresight relates
to my strength as Context, I also think it is a very hard skill to learn and requires a lot of cultivation.
Two characteristics that I believe Ive grown and sustained well over my years in the Leadership Minor
are Building Community and Commitment to the Growth of People. I believe that in order to build a
community of Servant Leaders, I must be committed to continuing to to grow and empower others to
succeed, that my ultimate goal is to create a community that works to empower others to grow in their
strengths and improve their weaknesses. My goal is always to turn around what Ive learned about
myself, as offer my advice and experience so that others can learn from me and grow on their own
path to be a Servant Leader.
HDF 417- Servant Leadership is comprised of ten characteristics, all surrounding a deceptively simple
philosophy, coined by Greenleaf. The servant-leader is servant first. It begins with the natural feeling
that one wants to serve. Then conscious choice brings one to aspire to lead. Each characteristic, is a
conscious choice, and a constant balance of each to effectively serve others. The first characteristic is
Listening. This characteristic is important to a Servant Leader because it is not only listening to the
verbal communication, but also to what is being communicated non-verbally. Listening is not only about
listening to the people, but also to the situation as the whole, and is a conscious effort. The second
characteristic is Empathy. Empathy is a powerful tool, because it allows a servant to relate and
heighten their ability to listen effectively. The third characteristic, Healing, is a two-fold process,
involving both the servant and the individual they are serving. Servant Leader can often be a way to
heal a servant as much as a Servant has the ability to recognize those they serve in need of healing.
The fourth characteristic is Awareness. Awareness, like Healing, is also a two-fold process, because in
order to be able to heal and be empathic toward others, we must first have what Greenleaf calls an
inner Serenity or acceptance of self. The fifth characteristic, Persuasion, is a powerful leadership tool
because it allows for a Servant Leader to use this characteristic to effect change without always having
to compromise the belief of service first. The sixth characteristic, Conceptualization and the seventh
characteristic, Foresight, work together we because Conceptualization looks ahead to the future, and
plans for the future, and Foresight works to understand the most-likely outcome of future situations,
and works to better inform the Servant Leader to plan for the future. The eighth characteristic is
Stewardship. This is the commitment to the service of others. The ninth characteristic, Commitment to
the Growth of People, is the deep commitment to the growth of individuals they are serving, and the
commitment to serve them to the best of their ability. The final characteristic is Building Community.
This characteristic is the final commitment of the Servant Leader. It is the ultimate goal to build a
community, a safe space for all those they serve to grow to their greatest potential and be motivated in
return to give back to other communities that have served them. It is through this final characteristic
Evidence- Servant Leadership that the others come together and continue to grow through the power of Servant Leadership.
assessment
Evidence- URI 101 Mentor Application What is Servant Leadership? - Greenleaf Center for Servant Leadership. (n.d.). Retrieved December
Evidence- Rainville Grading Rubric 05, 2016, from https://www.greenleaf.org/what-is-servant-leadership/
27 Student will describe personal application -HDF 190 -URI Catering Services For my Catering job, I am serving people everyday, literally and figuratively. In my job, I have to listen
of the above theory (Greenleaf) -HDF 413 -NUFP Program and be aware first and foremost. I have to listen when my supervisor gives me direction, or when a
. -HDF 417 -Rainville Servant Leader Committee client or when a guest asks for a specific request on their meal because if I dont get it right, people
could get sick. I also have to be aware of those around, my and the other jobs my co-worker has been
given. When were all setting up for a banquet, if my job of setting up the tables has to come before
they can place the water and plates, I have to be aware of that and to get my job done quickly. Also
when were serving two hundred people, it has to be as seamless as possible, and often its up to us to
get it done quickly. Sometimes I have to lead, to tell others what to do in the interest of getting the
plates down quicker, but doing it in a way that doesnt seem like Im trying to over-exert my authority.
This requires me to be not only aware of them, but to be empathetic as well.
What I want to continue to work on most is the idea of empowering others to become servants as well.
I believe firmly that the final step in the cycle is using my abilities and a servant and my influence as a
leader to help others, especially those with historically disenfranchised identities. This why I chose to
apply to the NUFP program for NASPA, because I wanted to learn more about Student Affairs and
being to empower others on my campus. It also has connected me to other students of color across the
country so I can learn more about how leadership looks on other campuses and that when I do go to
graduate school, I can learn how best to serve my graduate school and continue my growth as a
Servant Leader.
This spring, I was offered an opportunity to serve on a Rainville committee to help select the 2017
recipient of the Servant Leader award. I was able to read about and interview so many amazing
leaders, and listen to their stories and drive to better serve the URI community, and their personal
communities as well. After listening to each of them tell their stories and their reasons for believing in
servant leadership. I began to examine my own ideas of service and servant leadership, not because I
felt like I was less of a leader, but because listening to them made me think about why I identified as a
Servant Leader and why it called so strongly to me, but also why, on some occasions, I felt like I
couldnt always check all the boxes of Servant Leadership. In reflecting on my identity as a Servant
Leader, I found that I couldnt dissociate with one other very salient identity: my identity as a woman of
color. As a woman of color, serving others comes naturally to me. In my family, both my mother, my
grandmother, and my aunts always deeply ingrained the idea of serving others before oneself. I was
taught to ask of others needs before my own, and to my extended relatives, family, or mi familia always
came first. In my home with my mother, she took this idea and evolved it, tapping into my natural
empathy and caring nature to understand that in service, I could help others by understanding them. To
me, it doesnt matter what role I play in the community, or if someone is older or younger than me. It is
my natural instinct to ask, how can I help?. For me, volunteering my time isnt even a conscious
thought, its only so that I can help make someones else task easier, help carry their burden, and
ensure that others can accomplish the tasks theyve set out. For me, credit is nice, but its not why I
choose to help, why I choose to serve others.
But also, as an educated woman of color, I also know the deep-seated inequalities I face, not just as a
person of color but also as a woman as well. While it is not my goal to be recognized, Ive have seen
others take credit all-too-often for work done by marginalized people, and the dismissal of many of our
wants and wishes to serve as us conforming to the inequality of our roles. I also feel that as a woman
of color, especially one that is educated and privileged like myself, I have a duty to my community to
work to create a better system to help raise others up, and promote inclusion as well as diversity, but to
do this, I must often work inside the system, the very same system that doesnt always recognize the
servant-first model, but one that also puts higher influence on traditional leadership roles. As a woman
of color who wants to serve the community that has given me so much, and supported me, I recognize
that despite my belief in service first in order to greater serve my community, sometimes will require
me to place emphasis on those traditional roles, to ask for more influence so that I can better serve
others. In this way, I recognize that I will have to evolve my idea of service, but that I do not need to
compromise the values I hold to dear. That I can still Listen to those I serve, and demonstrate empathy
to those who dont always believe the same as me, help to heal those who have been hurt by a
hierarchal leadership system of inequality. I can be aware of influence I may have, and be aware that
even with a title and greater influence my goal is first-and-foremost is service. I can use my Persuasion
to help change the minds of those with greater influence, and use Conceptualization and Foresight to
ensure that those I serve will always benefit and grow with me. I will Stewardship as my guide to both
Commitment to the Growth of all, and the drive to build a Community that is inclusive of all, and that
Evidence- URI Catering photo works to serve each other. I cannot be simply a Servant Leader, because in order to honor those who
Evidence- NUFP Application have fought so hard for the privileges I now have, I must also accept that my drive for service and my
Evidence- Family Picture responsibilities to the community I serve will always be intertwined.
Principle Centered Leadership theory
. by Covey
of the above theory (Covey)
.
30 Student will show knowledge of the 14
Points / TQM theory of leadership by
. Deming
of the above theory (Deming)
.
Visionary Leadership (now often cited
. as Transformational Leadership) theory
by Sashkin
of the above theory (Sashkin)
.
Individuals in Organizations leadership
. theory by Argyris
of the above theory (Argyris)
.
36 Students will demonstrate knowledge of -HDF 190 One of the many theories we learned in HDF 190 is this 4-V Model of Ethical Leadership. The model is
the 4 Vs theory of leadership by Grace based on the idea that people who want to become leaders making a commitment of inner integrity and
. (Center for Ethical Leadership) outer to the common good. This model focuses on the two parts, the inner integrity first, and the
commitment of living and behaving second. The endgame of this theory is to shape a leader as
someone who is visionary, inclusive, and someone that enables everyone to be the best they can be.
The 4-Vs stand for Values, Vision, Voice and Virtue. Values ties into the ethics idea of this model, and
vision is the big picture thinking that needs to happen for a true commitment of serving the community.
Voice is training ones voice to help other understand what their visions are, and Virtue is a
commitment to stick to ethics of Leadership.
Three additional elements to this theory are Service, which connects Vision and Values, Polis, which
helps one give voice to ones vision in light of a public act, and Renewal, which also connects Voice to
Values which helps one take a step back and consider if ones actions are the same as their values and
vision.
Center for Ethical Leadership. (n.d.). Ethical Leadership. Retrieved from

Evidence- 4 Vs worksheet http://ethicalleadership.org/about-us/philosophies-definitions/ethical-leadership
37 Student will describe personal application -HDF 417 -URI 101 Mentor Team 2017 Coming back onto the Mentor Team after 2016, I really wanted to re-evaluate why I wanted to continue
of the above theory (Grace) with the team so that I could lead my focus area effectively. I looked first at my top five values, which
. are Love of Learning, Appreciation of Excellence and Beauty, Social Intelligence, Fairness, and
Kindness. When deciding how I wanted to proceed with the Mentor Team, I decided that on the Mentor
Team, my most important values were Fairness, Kindness, and Love of Learning. I knew that in the
process of interviewing applicants, I wanted to be as fair to all the applicants as possible, and to try and
find the best possible candidates to be URI 101 Mentors. I also wanted to be kind, by making the
application process as accessible as possible creating interview processes that would assess different
types of strengths. I wanted to use my Love of Learning to better prepare me for Graduate School, to
learn more about programing so that I could decide if I wanted to continue in First-Year Student
programming, or apply in assistanceships that were difference from my previous experiences. Once I
knew how my values related to my work, I framed my goals for the interview team based on those
values. I made sure that not were the interviews designed fairly, and the criteria for each applicant
moving on was done fairly, but also that decisions made in the Interview Team were made by the whole
Interview Team, that everyone had a chance to voice their ideas. When facilitating both group and
individual interviews, we all made sure that everyone received the same information that matched with
the vision we all agreed on as a Mentor Team. We used our weekly meetings to connect with each
Evidence- VIA sheet other, and to make sure our values as a team also matched our vision and voice.
Situational Leadership theory by Hersey
. & Blanchard
of the above theory (Hersey & Blanchard)
.
40 Student will show knowledge of the -HDF 190 During HDF 190, another model we learned about was this Relational Leadership model. This model
Relational Leadership model by emphasizes the importance of relationships in a group for the process of purposeful change. In order to
. Komives, McMahon & Lucas do that according to this model, developing and maintaining healthy and honest relationships is key,
and it starts with knowledge of self and an openness to appreciate and respect others. Leaders are
encouraged and expected to be inclusive, empowering, purposeful, ethical, and process-oriented. The
three basic principles of this model is knowing about yourself, how change occurs, and that other
people view things differently. The second thing is being ethical, principled, open, caring, and inclusive.
Evidence- Relational Leadership The third thing is doing and leading in such a way that is socially responsible ways, consistently and
Worksheet congruently, not only as a participate in a community, but also on ones commitment and passions.
of the above theory (Komives et al)
.
42 Student will show knowledge of the -HDF 190 HDF 190- Also in HDF 190 we learned about this concept of constructivism. This is a theory based on
concept of constructivism -HDF 291 observation and scientific study that is about how people learn. Through this method, it is thought that
. people construct their own understanding and knowledge of the world through both experiencing and
reflecting on those experiences. The main idea is that when one has the opportunity to learn something
new, they process it through the context of what one already knows. This means that as one learns
new things, it changes the way one thinks about those things. Therefore, learning requires us to ask
questions, explore, research, and continually re-assess what one knows.
HDF 291- The concept of constructivism is a theory that as a person learns new things, they filter them
through lenses and information they already know. Therefore, we construct our world understanding by
what we already understand, so truly learning new things, and changing our perspective requires
conscious work within ourselves. I believe that this is a great way understanding how societal racism
continues to occur, even in people who have been educated in why racism exists in the first place. Like
in constructivism, when a person who is already been subconsciously indoctrinated by society and
other parental-like figures to believe the idea that other races are inferior to them, simply learning about
racism in school without challenging their pre-convinced notions about race, then they cant truly learn
and subscribe to constructivism.
Evidence- constructivism sheet (white) Constructivism - Learning Theories. (2016). Retrieved December 04, 2016, from https://www.learning-
Evidence- constructivism sheet (purple) theories.com/constructivism.html
43 Students will describe personal examples -HDF 291 -HDF 190 HDF 291- A personal example of construct is actually how I originally defined constructivism in my first
of implementing constructivism -HDF 413 -HPR 316 Leadership class, HDF 190. When I first read about constructivism, to me it was simply a model about
. -HDF 417 how about someone learns. It had always made sense to me, because how could you truly learn
something new, if you couldnt relate to something you had already learned. Considering its how we
learn as children, it would be logical to assume its how we learn as adults. I also objectively
understood that there could be problems with this way of thinking, because if we always related what
was new to what wed already learned, then wed never truly expand our perspective. However, I never
really thought of how constructivism might apply to societal problems like rape culture, gender
stereotypes and racism. I was thinking of constructivism in an academic mindset, instead of applying to
society as well. The case of racism, especially whats considered modern racism, its often hard for
those not of marginalized identities to learn and accept that racism happens to others. Its hard for us
as humans to understand something weve never experienced. This is why its so easy to fall into
Cognitive Dissonance and a bubble of information. By only listening to one point of view and discarding
all others, it makes it hard for someone to reflect on new information and not automatically reject the
new ideas. That is why constructivism is so important, because it allows students to frame the
information within their own experience, while still valuing the information as important, regardless of
agreement. It allows for dialogue and conversations within the classroom, and the ability to work
through the information in a variety of different ways.
HDF 417- Throughout my college career, Ive had the opportunity to take several classes designed to
challenge the way we think about society. Classes like these are designed to challenge the learners
previously constructed notions of society and themselves. This can be hard, especially for those
learners who havent challenged their ideas of their own privileged and marginalized identities. In
classes like these, Ive seen the idea of constructivism come firsthand in both myself and others. One
example of this was in my HPR 316 Honors class. It was about Diversity and Inclusion, and throughout
the class we had many discussions that even challenged my own thinking and perspectives. My
instructor continuously asked us to reflect on our own thoughts and ask ourselves why we did things
the way we did, why we socially constructed things the way we did. How much did society our own
perceptions of self? In class, we were talking about the concept of men and the construction of
masculinity, and several of the women in the class were giving, in detail how men had often
disrespected them. After a while, one of the male students in the class interrupted them, saying that he
felt that they were generalizing all men. He also posed a question to the lass about the idea of being e
gentleman. He asked how he was supposed to be respectful to women when he understood that the
gentlemans code had been created as a way of objectifying and demeaning women, but at the same
time, those expectations of being a gentleman were highly expected of him by female members? He
was having trouble coming to terms on how to be an ally and how to be respectful of women when the
only way hed learned to be respectful was one of the very systems that kept women from being equal
citizens. This was clearly him working through this new knowledge through the lens of what hed been
Evidence- Rose Butler Brown Program taught as child. I recognized him working how to process the conflicting information. I spoke up, in
Evidence- Rose Butler Brown Program class then, and talked about the difficulty of finding a way to effectively support women. I tried to help
Evidence- Meaning of Difference book him frame the information in a way that I understood it through my lens and experiences so that maybe
cover he could understand where the rest of the women were coming from as well.
44 Student will demonstrate knowledge of -HDF 413 In Kolbs Model of Experiential Learning, as conceptualized by the diagram (Kolbs Learning Styles,
experiential learning in leadership adaptation and design Alan Chapman 2005-06), separates Kolbs learning styles into four separate
. development (Kolb) parts which are Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active
Experimentation. The first step, Concrete Experience, is the initial accomplishment of the task, only the
physical act of completing whatever goal or experience they intend to learn from. The second step,
Reflective Observation, is about consciously looking back on the physical, prior activity. This is the step
where someone reflects on the actions that were taking during the activity. The third step, Abstract
Conceptualization, is when one attempts to conceptualize the lessons learned during the second step
and relate them to ones life, or experiences outside of the activity previously completed. This step is
designed to help one take lessons learned in the activity and give them context in our daily lives. The
fourth step, Active Experimentation, is the plan and testing of how to apply said lessons and theories
learned from the activity, reflection, and the conceptualization of the previous steps. This model is
designed as a circle because learning itself will always come back to the completion of a physical task,
the reflection of that task, the relation to outside life, the experimentation of lessons learned, and then
subsequent completion of activity at the end of experimentation.
In the model, there also is several types of learning styles within the steps. They are Diverging,
Assimilating, Converging, Accommodating. The Diverging learning style learns best by observing
others alone, and they often connect with the Reflection Observation step the most. The Assimilating
learning style learns best through theory and relation of that theory, and they often connect best with
the Abstract Conceptualization. The Converging learning style learn best through applying the
knowledge practically, and they connect best with the Active Experimentation step. The final learning
style, Accommodating, are hands on learners who learn best through visual means, and they connect
best with the Concrete Experience step. This model is helpful because it breaks down the learning
process into manageable sections that allow facilitators to follow the learning processes of others. This
is especially important in my HDF 413 class because it helps me to be an effective facilitator.
Experiential Learning (Kolb) - Learning Theories. (2016). Retrieved December 04, 2016, from
Evidence- Kolbs Learning Styles https://www.learning-theories.com/experiential-learning-kolb.html
handout
45 Student will describe personal application -HDF 413 -URI 101 Mentor During my first year as a URI 101 Mentor, I was asked and expected to do a lot of thing I had never
of experiential learning in leadership -SOLC Consulting done before, not only as a mentor, but also as a teacher as well. Throughout my semester as a URI
. development (Kolb) 101 Mentor, I was often the hardball, making sure students got their assignments in on time, trying to
prepare them for the often-unforgiving landscape of the university. It was judgement that they needed a
bit of tough love. For myself, getting them through the semester was a concrete task, and I felt I would
be able to reflect once it was over. It wasnt until after the semester was over, I did begin to reflect on
my experience as a URI 101 Mentor, that I asked myself what I could do better. When I heard about
how many of my fellow mentors were still in contact with their former students, and none of mine had a
close relationship with me, especially in such a small group of nine students. I started to reflect on
experiences outside being a mentor, how I had connected to people outside my normal peer group, it
was using a friendlier disposition, and I came to the realization that I could be more friendly and open
to my students while still maintaining the proper mentoring relationship. I experimented with that idea
while I was speaking to first-year students during Orientation about the Leadership Minor, and had
mostly perfected it by the time came for my first class with my new students. During the first class, I
was concerned that my different approach to being a mentor might not quite work, but now I am happy
and excited to say that this class is much closer than it had been before, and I am confident that I am
continuing to create a community on campus and guiding my students to the resources they need to
succeed at URI. I was able to continue to refine these skills while working as SOLC Consultant and
Evidence- URI 101 blog posts reflecting on it in HDF 413.
46 Student will show knowledge of the -HDF 190 Another Model we learned in HDF 190 is this Social Change Model, which examines leadership
Social Change Model of Leadership development from three levels: the individual, the group, and the community/society. There are 7 cs of
. Development by Astin et al Social change: Consciousness of Self, Congruence, Commitment, Collaboration, Common Purpose,
Controversy with Civility, and Citizenship. One of the 7 Cs I identify most with is a common purpose. I
think that I find is most important because it has the ability to unite so many people, and oftentimes that
is necessary for social change. Another part of this model was being a change agent, or a person or
persons who have the understanding, motivation, and skills to create positive change.
Astin, Helen S. and Alexander W. Astin. (1996) A Social Change Model of Leadership Development
Evidence- Social Change Worksheet Guidebook Version III. The National Clearinghouse of Leadership Programs.
47 Student will describe personal application -HDF 190 HDF 190- Because of my age, Ive had few opportunities to be a part of social change, but one
of the above theory (Astin et al) opportunity I had was this past November, after a grand jury decided not to indict the officer who shot
. Michael brown the previous August. The day after the decision was announced, several minority
groups staged a protest in front of the Memorial Union. I participated in this protest. I used the social
change model not because I helped organize the event, but because an individual I chose to
participate, and then some of my other friends (group) chose to protest with me because of my choice.
And while the URI protest was relatively small, hundreds of other protests when on the same day, and
Evidence- protest photo the days to follow.
48 Students will demonstrate knowledge of -HDF 190 The six steps characterize the leadership identity development model are Awareness,
the Leadership Identity Development Exploration/Engagement, Leader Identified, Leader differentiated, Generativity, and
. Model by Komives et al Integration/Synthesis. Each step is designed to develop and enrich a leader while also changing others
view of them while also broadening their view of leadership and what it meant to lead. This model is
first designed to help a leader become aware of their abilities as leader, and their motivation to impact
the community. After that, they can begin to explore ways to use their strengths and engage others in
the community. Its through this exploration of their newly developed skills that they identify themselves
as the leader and a part of the community. After that a leader is able to take their role in the groups and
community with confidence, or a leader differentiated. This confidence also allows them to believe in
their abilities and use them to their greatest potential. In the generativity stage is when the leader has
to deep their self-awareness and learns to take their strengths and is constantly able to put them into
action. The whole goal of these steps is to allow for the leader to become the best possible version of
themselves they can be, so they can Integrate their past successes together.
Komives, Susan R.; Mainella, Felicia C.; Longerbeam, Susan D.; Osteen, Laura; Owen, Julie E.
Evidence- Leadership model Journal of College Student Development, v47 n4 p401-418 Jul-Aug 2006
49 Students will describe personal -HDF 417 -HDF 291 In the spring of 2016, when I took HDF 291 as a student it was an amazing experience that had
application of the above theory. (Komives -SOLC Consulting allowed me to grow not only as a woman of color, but also as a leader as well. In this class, I was able
. et al) -Rose Butler Brown Mentoring to broaden my views of women of color, and also to broaden my views of how I could lead as a woman
Program of color, and someone with both privileged and marginalized identities. I wanted to give back to the
RBB community, to impart the lessons Id learned as a student, but also to continue to learn and grow
in the RBB community. I was motivated to help impact the community that had given so much to me. In
using my skills as a URI 101 Mentor, I offered to be a Peer Leader for her next spring class. Melissa
Camba-Kelsay was excited to have me work with her, but she also wanted to help me grow my
facilitation skills, so she asked if I would be able to join SOLC. She wanted me to expand my skills so
that I would be more comfortable handling deep in-class discussions and so that she could know that I
had the necessary skills to teach I class. SOLC allowed me to grow my strengths of Adaptability by
having me facilitate retreat activities for new group, adjusting my style as needed to fit the groups
functioning level and group stage. I also was able to grow my strength of Context by reading and
assessing groups based on goals and other experiences of the group. Both of the strengths I also used
heavily class in order to properly facilitate discussions that would help the students both feel supported
and challenge themselves to grow. Throughout the class, even though I was a Peer Leader and part of
the instruction team, I came into every class ready to use my value strength of Love of Learning. I
knew that I could learn new perspectives, even as a member of the instruction team, especially as a
member of the instruction team. Every conversation with my students, listening to their stories and
perspectives, it was a real sense of self-reflection, not just on my marginalized identities, but also my
privileged identities as well. Completing the cycle from student to Peer Leader has continually evolved
my leadership style and grown my strengths. I look forward to the next opportunity to continually grow
Evidence- RBB Dinner Picture 2016/2017 through the Leadership Identity Development Model
50 Students will demonstrate knowledge of
the Strengths-Development Model by
. Hulme et al
of the above theory (Hulme et al)
.
52 Student will demonstrate knowledge of
behavior theories of leadership from
. Michigan and Ohio State
of the above theories (Michigan & Ohio
. State)
Charismatic leadership
.
of the above theory
.
contingency approach to leadership by
. Fiedler
of the above theory (Fiedler)
.
Path-Goal theory by House
.
of the above theory (House)
.
Leader Member Exchange (LMX) theory
.
of the above theory
.
Leadership Substitutes Theory
.
of the above theory
.
Models of leader emergence
.
65 Student will describe the impact of traits
on leadership emergence and
. performance
Chaos approach to leadership by
. Wheatley
of the above theory (Wheatley)
.
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
68 Student will demonstrate how cultural
anthropology / paradigms relate to
. leadership
69 Student will describe personal example
of using cultural anthropology /
. paradigms as a leader
70 Student will demonstrate knowledge of -HDF 291
the Cycles of Socialization (Harro)
. theory and its uses in leadership
HDF 291- The Cycles of Socialization discusses identities and how they fit into the fabric of society. It
discusses how oppression, racism, and disadvantage is continually nurtured throughout the
generations, despite the advancements made in modern times. The first step in this cycle before were
even born. Were born into certain groups, Agent groups being the privilege, and Target groups being
the disenfranchised. The second step is after were born, and we are indoctrinated into the beliefs and
groups of our parents. This step is designed to assimilate and normalize us to the oppression in
society. Another important part of this step is that it dehumanizes the Target group to the Agent in order
to fit them into the necessary identities. The next step in the cycle the enforcement of the cultural
socialization outside of our parents influence. This is designed to teach us as children to adhere to
society, and that we are rewarded for following our prescribed identities. The next step is enforcement,
where it is our turn as new members of society to enforce these socialized rules. Those who choose to
reject these rules are outcasts, and those of Target groups who accept the lesser position will feel
anger and resentment. The next step is the results of these enforcements, where we begin to see
these adverse policies harm everyone. The final step is action, whether we can break free from this
cycle and begin to chance the society that has created it.
Evidence- Cycles of Socialization
reading
B. Harro (1982). Referenced in Adams, et al. 1997 Teaching for Diversity and Social Justice
71 Students will demonstrate personal -HDF 291 HDF 291- For my HDF 291 class, one of our assignments was to focus on a theory of model we had
application of the Cycles of -HDF 413 learned about in class and write a paper relating it to our lives. I chose to write about the Cycles of
. Socialization (Harro) Socialization because I felt like the resonated strongly with me personally and mirrored my younger
years very closely. I spoke about my individual identities, specifically which ones were considered
Target identities, and which ones were considered Agent identities. My Target identities included being
a woman, being a minority, overweight and currently working through a mental illness. My Agent
groups were that I was straight, a middle-class citizen, and Christian. When I was born, I was
indoctrinated into my parents beliefs of being Christian and in the middle class. This was the First
Socialization. Through my time in North Dakota, I was also introduced into the Institutional and
Cultural Socializations, where I learned that many people only saw me for the color of my skin, and I
placed in my Target group of being a minority. My peers routinely chose Enforcement of this cultural
norm, choosing to set me apart from them in their friend groups. The Results of this conditioning was
that for many years, I chose not to speak out about my identities, which ended up suffocating my
identities as a result. The final step is Action. When I finally got to college I was able to branch out, and
through the help of others I was able to build my identities and learn how to fight the Cycle of
Socialization.
The biggest difference I discussed was with the second step, where parents often unconsciously teach
their children to adhere to certain societal rules. My mother was very different in regards to this step,
because she tried to be very conscious about teaching me from a young age to be opened minded.
She wanted me to be able to recognize societal rules and regulations, and give me the tools to push
Evidence- Theory paper against them without suffering the consequences that many outsiders normally do when breaking the
Evidence- Rose Butler Brown Picture system.
the Cycles of Liberation (Harro) theory
. and its uses in leadership
73 Student will demonstrate personal
application of the Cycles of Liberation
. (Harro)
the Configuration of Power (Franklin)
. and its relationship to leadership
application of the Configuration of
. Power (Franklin)
76 Student will demonstrate knowledge of -HDF 291 HDF 291- The Ferdman and Gallegos Model of Latino Identity development focuses mainly on the
racial identity development via the Cross, idea that being a Latina or a Latina can be many different things, from style to culture to a wide variety
. Helms or other models (Ferdman & of physical attributes. The identity of being a Latina or Latino varies greatly from person to person. This
Gallegos; Kim; Horse; Wijeyesinghe etc.) model tries to give common orientations that Latinas or Latinos may choose to ascribe to. The first
orientation is Latino-integrated. This orientation understands racial constructs in the United States and
is willing to challenge racism. They also have fully integrated their Latino identity with their other
identities. The Latino-identified orientation is different in the aspect that they do not necessarily see the
differences of ethnicity or country of origin but instead see being Latina or Latino as a single
encompassing race. The Subgroup-identified orientation identifies almost exclusively with their ethnic
origin instead of seeing Latina and Latino as an over-arching race. However, this orientation is still
willing to challenge racism. The Latino as other orientation only partially identifies themselves Latina or
Latino because of heritage or physical characteristics. This orientation does not place themselves in
specific categories or ethnicities. The Undifferentiated/denial orientation adopts a color-blind ideology,
saying that race doesnt matter, and ignoring racism as a whole and attributing it to individual cases
rather than a societal problem. The final orientation, white identified, will adopt a white racial identity
and see themselves as white. This orientation will also often adopt the ideal that other races, like Latina
and Latino are less in society.
Evidence- Racial Identity Model Wijeyesinghe, C., & Jackson, B. W. (2001). New perspectives on racial identity development: A
worksheet theoretical and practical anthology. New York: New York University Press.
77 Student will demonstrate personal -HDF 291 HDF 291- For our first assignment in HDF 291, we were asked to write a story of our lives and how our
application of model(s) of racial identity -HDF 413 identities as women of color had grown over the years. In my story, I talked about several instances in
. development above my life where I adhered to a certain orientation described in the Model of Latino Identity. When I was
living in Dickinson, ND, I often identified as the Undifferentiated/denial orientation because I lived in a
predominantly white area, and my skin was light enough that I could pass for white in certain circles.
For myself, it became a kind of camouflage. I had been bullied so often for having darker skin, and had
seen what it meant to be called a Native American in North Dakota. I wanted to distance myself as
much as possible from being different from white, because I was afraid of the consequences.
It wasnt until I moved away and went to college that I started to accept my ethnicity as a Latina and be
proud of my minority status. I now identify in the Latino-identified orientation. It really was college, when
I started seeing others of different identities wearing them proudly on their sleeve did I start to think of
my Latina heritage as an asset instead of as a liability. It was really HDF 291 that helped return to me
be Latino-identified, because I was finally in a class that looked like me, that was in all shapes and
Evidence- My Story paper sizes and different colors. I was finally able to see something other than white, to know that I could be
Evidence- Rose Butler Brown Picture reflected in others, and that it was okay to call myself a Latina even though I didnt speak Spanish.
78 Students will demonstrate knowledge of
McIntoshs theory of privilege and its
. relationship to leadership
application of McIntoshs theory
.
80 Student will describe the differences and
similarities of individual and institutional
. oppression and relationships to
leadership
81 Student will show knowledge of effective -HDF 190 HDF 190- While learning about the Social Change Model, we also learned about change agents,
leadership as it relates to change agency -HDF 417 whose duty it is to lead the process towards change. Change Agents are also able to relate to the 7 Cs
. in the Model and that is how they become effectively strong leaders within social change. Change
agents know that change and growth from that change requires effective agents. Change agents must
also understand that some people will always resist change, and that has to be accepted. Change
Agents should strategize ways to overcome any resistance they may face. As a change agent, one
should have confidence in the change they are sewing. These agents set the pace and feeling for a
campaign of change. They have to accept the risk and the responsibility if something goes wrong or a
mistake is made. They should always try to make the first move unless it is unwise for them to do so for
the campaign. Change tends to be a long process, and a Change Agent needs to understand that.
Change Agents work to be strong leaders that learn to influence and lead towards change.
HDF 417- When considering the idea of social change, one should be considerate of not only the
environment but also how effectively change can be implemented in the situation the change agent is
presented with. But before a change agent can effective implement change, regardless of
circumstances, a change agent must first effectively relate to the 7 Cs of change so that they can
frame their work as leaders in this model provide the most opportunity for change. The first C is
Consciousness of self. Similar to the involvement model show at the beginning of this inventory speaks
about, before an individual can effect change in others, they must first work to lead themselves, to
understand their strengths and what drives them to effect change. The second C is Congruence. When
wanting to effectively work change in an organization, the individual must remain authentic to their
drives as a change agent, they must be consistent with the reflections of the Consciousness of Self.
The third C is Commitment. Change is hard, and often the road to change is even more so. In order to
be able to continue through and complete the goal of effecting change, you have to have passion and
drive that connects to your authentic beliefs. This is commitment. The fourth C is Collaboration. When
working in a group, everyone works best when they can use their unique strengths to their advantage,
and change is made most lasting when everyone can empower themselves and others to commit the
cause and be their authentic self, comfortable sharing in the group and working together. The fifth C is
Common Purpose. When collaborating as a group, change agents also work more effectively when the
goals of the group, or the goals of the self and organization, are the same. The sixth C is Controversy
with Civility. Even when a groups goals are the same, individuals may disagree on the approach to
effect change. It is important as a change agent to recognize and respect other perspectives, and that
the most effective change is a Collaboration of many, not just simply the vision of a few. A change
agent is to create universal design, or change that makes things better for everyone, regardless of their
statuses and identities. The final C is Citizenship. An important aspect of the future of change is
commitment to the community. Through Citizenship, the change agent should recognize themselves as
part of the community they are changing, that for every action and attempt to change, it affects all, not
just the change agent their immediate community. The final component of the whole model id working
toward the goal, which is change, not simply for the individual, but working to make a better society for
ourselves and others.
Evidence- Social change worksheet Higher Education Research Institute (1996) Social Change Model of Leadership (3rd ed) Los Angeles:
Evidence- Social change PDF Higher Education Research Institute, UCLA
82 Student will describe personal examples -HDF 417 -URI 101 Mentor Team 2016 As a URI 101 Mentor, I was show the amazing impact this program has on first-year students and the
of being a change agent amazing opportunities and responsibility URI 101 Mentors had to first year students. It was this reason,
. and my desire to change and evolve the URI 101 Mentor program that led me to apply to the URI 101
Mentor Team. The URI 101 Mentor Team is a group of students volunteering their time to recruit,
interview, and train the mentors for the following fall. Even though I had loved my experience as a URI
101 Mentor, I had listened to other in the URI community who were concerned that the process for
selecting URI 101 Mentors had not evolved enough to be effective in selecting mentors who had the
most potential to effect change, and were the best fit for the program with their current skills and
strengths. When I was selected to be on the URI 101 Mentor Team for 2016, I immediately decided that
based on the feedback from the community that I wanted to give back to and serve, I wanted to help
my supervisor reform training into an effective and fair interview process. Through the process, I used
the 7 Cs of change to effect change in the URI community and the URI 101 Mentor Program. I used
my Consciousness of Self to reflect on my reasons why I wanted to change the program, and I used
my love of the URI 101 Mentor program as my Commitment. I used Congruence by being honest with
m supervisors about the feedback Id heard from others, and by being authentic, my supervisor trusted
me to be able to effectively create a new interview process. Even though I was a big part of working on
the process, I used our weekly meetings with the whole team to help keep them up-to-speed on the
details of the changes, and to insure everyone had an opportunity to have an equal voice in the
changes, so that everyone could Collaborate and feel like they were contributing to the Common
Purpose of the change. Some of my team-members didnt always agree with the changes that I wanted
to make, so we left time for discussions and questions, and I always answered them honestly and
completely, and was always welcome to change my approach because we always respected each
other and our own opinions. Through the entire process of re-inventing the interview process, I always
made sure that the process would be fair to the applicants, and that it would, to the best of our abilities,
be able to ensure that the URI 101 Mentors for the Fall of 2016 would help the first-years grow our URI
Evidence- 2016 Group Process proposal community and make it better for all.
83 Student will create a personal code of -HDF 417 As a woman of color, I understand the power of inclusion. Inclusion is more than just a diversity, or the
inclusive leadership presence of different identities and ideas, its the mixing of those identities and belied. Its more than
. just give opportunity, but also insuring that those opportunities are given of equal value, conscious of
other disadvantages that individuals might have. Inclusion is not about altering the person to fit the
system, but working to alter the system to better include everyone. It is also very important in inclusion
to work to include other identities, but not to overwhelm and empower them. Like the notes in a chord,
together they make a beautiful sound, but only when each note is equal and distinctive in each pitch.
As a singer, its easier to project higher notes than it is lower notes, but when singing in multiple parts,
even with that common knowledge, ay every given moment, all signers must be aware of each others
volumes and general pitch levels so that one pitch doesnt rise above the rest. When being an inclusive
leader, one must also always be aware as aware as one possibly can be of both be aware of the
privileges and marginalizations both in the group they are a part of, and the larger inequalities as a
whole. When working to make an environment of universal design, the process requires constant
Evidence- chord picture balance.
84 Student will demonstrate knowledge of -HDF 417 The Model of Intercultural Sensitivity is designed to explain and dissect the stages of intercultural
the Model of Intercultural Sensitivity by sensitivity and how each can be support and challenged to grow the individual and promote greater
. Bennett and its uses in leadership intercultural sensitivity regardless of identity. The first stage is Denial of Difference. In the stage,
individuals are in denial about cultural difference. They do not consider how their own culture may
impact others lives and will often ask nave questions about other cultures and will also often assume
that others with different behaviors than them are not as smart or lack personality. To help support the
learner, leaders and instructors should introduce them to culture through various mediums like the arts,
talk about specific cultural histories, and promote and inclusive and non-blaming climate. To help
challenge the learner, leaders and instructors should promote positive cultural interactions, arouse
curiosity, and facilitate structured contact through variety of mediums.
In the second stage, Defense Against Difference, individuals experience cultural differences in a very
polarized us and them lens. Often, they will feel threatened by different cultures. They will also be
more likely to believe and perpetuate negative stereotypes of the other culture and assume that their
culture is the superior one. To help support the learner, teachers and leaders should avoid intercultural
contrasts, allow structured opportunities to shar concerns, addressing in-group/out-group distinction. In
order to challenge to the learner, teachers and leaders should give historical context to other cultures,
introduce commonality between in-groups and out-groups, and promote cooperative activities.
In the third stage, Minimization of Difference, this is the arrival of being at intercultural sensitivity. In
this stage, individuals alter the heavy polarization of the previous step to recognition of the common
humanity connecting everyone. Their cultural view can remain intact because they believe deep down,
everyone is the same. Often will use qualifying phrases like we are all children of God emphasizing
similarity in humanity over differences in culture. In order to support the learner, teachers and leaders
should emphasize minor cultural differences in nonverbal behavior and communication styles, but
avoid excessive stress on cultural contrasts, and expand on curiosity about their culture to other
cultures as well. In order to challenge the learner, teachers and leaders should look at the privilege of
dominant groups, structure opportunities for difference seeking and focus on cultural self-awareness.
The fourth stage is Acceptance of Difference. In this stage individuals will experience cultural
differences in the context that all and values, especially their own, exist in their own cultural context.
They will understand that acceptance doesnt necessarily mean agreement or preference of those
alternate values, but acceptance of the difference world views. In order to support the learner, teachers
and leaders should include more complex subjective cultural differences and make cultural differences
the focus while continuing cultural self-awareness. To challenge the learner, teachers and leaders
should encourage appropriate use of cultural communication styles, build on enthusiasm for difference
seeking, and provide guided experiential learning opportunities.
In the fifth stage, Adaptation to Difference, it is a consciously shifting perspective, one that is fluid
enough to be altered when faced with making a mistake. It is a constant balance of coming across
cultural differences and needing alter their mindset to communicate effectively. This produces this idea
of intercultural empathy, or the ability to empathize with another viewpoint that allows for behavior to
flow naturally and prevents the individual from seeming fake or inauthentic. In order to support the
learner, teachers and leader should shares models of cultural shock and cultural adaptation, facilitate
opportunities for learners to practice behaviors, and prepare learners to learn and adapt autonomously.
To better challenge the learner, teachers and leaders should promote looking into cultural identity
models, provide opportunities to interact with still un-explored cultural contexts, and address deeper
anxiety issues such as internal shock and identity conflicts.
The final stage is Integration of Difference. This is less of a stage and more of an experience unique to
an individual who is not necessarily defined by the terms of any one culture. This is typically someone
who is bi-racial or multi-racial, but can include someone physically of another culture, but socially
raised in another culture. This stage is often difficult, as the individual may struggle to accurately learn
and honor two different distinct cultures. Individuals who commonly identify with stage have a wider
breath than most of cultural experiences and cultural empathy as well. In order to support the learner in
this final stage, teachers and leaders should introduce theoretical and experiential frameworks for
building and maintaining multicultural identities. To challenge the learner, teachers and leaders should
discuss strategies for cultural identity construction.
As a leader is it always important to be aware of cultural differences in groups and organizations, and it
is the leaders responsibility to balance cultural differences throughout the group and maintain a
healthy balance of diversity and inclusion. As leader, it is also important to understand that intercultural
sensitivity, like everything else is on a spectrum, and that every individual is at a different stage in this
model based on their previous experiences. It is important for leaders to recognize the different stages
and work with others individual to both support and challenge them throughout their growth to help gain
and grow a necessary skill for all leaders.
Bennett, Milton J. (1986, 1993, 2002, 2005, 2011) Towards a developmental model of intercultural
sensitivity In R. Michael Paige, ed. Education for the Intercultural Experience. Yarmouth, ME:
Evidence-Intercultural Sensitivity Packet Intercultural Press.
85 Students will demonstrate personal -HDF 417 -Rose Butler Brown Mentoring In HDF 291, we always have a variety of students with different identities and cultural expectations,
application of the Model of Intercultural Program and even though many are multi-racial, like this model precludes, it doesnt always affect intercultural
. Sensitivity by Bennett -HPR 316 sensitivity positively. Other salient identities and dominant cultures each person is a part of affects
cultural sensitivity. This means that even in a class designed for women of color by women of color,
students and instructors can be in any stage on the spectrum of cultural sensitivity at any time. One
such example of different level of cultural sensitivity played very poignantly in a class discussion we
were facilitating on women of color at URI. In the class, two of my students were discussing the values
of studying abroad and that most opportunities were to Europe. Student A made a comment about how
their needed to be more abroad opportunities to third world countries. At her reference, another
student, Student B became very agitated at the phrase and we as an instruction team felt it necessary
to step in and correct the offensive language. After further reflection in a paper about microaggressions
that I was required to write for another class, I spoke about the lack of cultural sensitivity shown by
Student A to Student Bs culture, experiences, and beliefs. Even though she was a good student, one
who had shown remarkable ability to understand concepts and ideas surrounding privilege and such,
she lacked the necessary cultural empathy to recognize those words had another cultural meaning to
student B. It also was a lesson for myself in my growth in intercultural sensitivity because I came to the
startling realization that in Student Aa position I might have said the same thing without thinking it
through. Witnessing the experience second-hand, and not as the aggressor or the victim of this micro-
insult was an eye-opening experience because I saw Student Bs reaction to the words, and was able
to relate to the emotions based on my previous experiences of having to work with those who had less
cultural sensitivity than I did. Through this experience, it has better prepared me for working with other
identities with cultures more divergent that my own, but also to be more aware f the impact my words
Evidence- Microaggressions Paper can have of those with a different culture.
the ally Action Continuum by Griffin &
. Harro
application of the Action Continuum by
. Griffin & Harro
Outcome Category: Critical Thinking
88 Student will show knowledge of principles
of critical thinking (logic is used in this
. minor)
89 Student will demonstrate proficiency of
critical thinking
.
90 Student will show knowledge of
metaphorical analysis to critically analyze
. self and leadership situations
metaphorical analysis to critically analyze
. self and leadership situations
92 Student will show knowledge of at least five -HDF 190 There a many different methods and steps of good decision-making. One method is The Single
decision making methods Feature Model. If a problem has too many variables, this method lets someone highlight a single
. important variable and making a decision from there. This method is best when a decision is simple
and one doesnt have much time. Another method is The Additive Feature Model. This is where you
take into account all of the variables of the choice and then eliminating each option based one those
variables. This is a better method for more complex decision, but it does require more time. Another
method is The Elimination by Aspects Model. The method has a person evaluate each option one
variable at a time beginning with whatever one believes is most important. If it fails to meet ones
standards one crosses it off the list until you have one left. When one is trying to make decisions in the
face of uncertainty, there are two models, availability heuristic and representativeness heuristic.
Availability heuristic is when someone tries to determine how likely something is, and so one often
uses the past to determine an answer. Representativeness heuristic is where one compares a current
Evidence- decision making grid situation the prototype of an event or behavior
93 Student will describe personal examples of
having used five decision making methods
.
94 Student will show knowledge of at least five
problem solving / conflict management
. methods, as well as understanding the
roots of conflicts
having used five problem solving / conflict
. management methods (if student has been
trained in mediation, that information goes
here)
96 Student will describe what it means to
analyze, criticize, synthesize and utilize
. information as a leader
leadership that is used in crisis
.
98 Student will describe examples of
leadership in crisis situations
.
Outcome Category: Interpersonal and Organizational Concepts & Skills
99. Student will demonstrate knowledge of -HDF 190 -Day of Discovery Active Listening was one of the many techniques we learned in HDF 190 to help us be better leaders
active listening techniques -URI Catering Services and better students. Active Listening is an important skill because how well one listens can have a
major importance on how well one does in their job and in their daily life as well. The difference
between listening and active is making a conscious effort to not only hear but understand words
someone says. To enhance ones listening skills, there are several steps one can take to practice
active listening. The first is to make sure the person knows they are being listened to, like repeating a
condensed version of what they have just said, or asking specific questions. Also, showing signs that
one is listening, like nodding and making nonverbal ques. This wont make one proficient in Active
Listening right away, but making a conscious effort to practice Active Listening often will not only
improve listening, but make Active Listening easier as well.
2011-2017, (. C. (n.d.). Active Listening. Retrieved April 27, 2017, from

Evidence- Active listening worksheet https://www.skillsyouneed.com/ips/active-listening.html
100 Student will describe examples of using -HDF 190 -Day of discovery In Catering, we also have to work the suites in Ryan Center, but most of our supplies is on the first floor
active listening skills -URI Catering Services in the Catering Kitchen. At each game, there are a different number of suites that are in use, often with
. different food, and we dont always have the slip, so it is my supervisors who tell us what we have, and
we have to practice Active Listening in order to make sure we get the right utensils and that the suites
are prepared for the game ahead. If I am also a suite attendant, I have to practice Active Listening
when I am working with the suite, getting them anything they need, and also asking my supervisor if it
requires them to be billed or not because I am often times the only line of communication between my
supervisors and the guests in the suites, and that requires me to be an active listener, or at least strive
Evidence- URI Catering Photo to be.
functions of group communication by
. Hirokawa
of functions of group communication
. (Hirokawa)
103 Student will show knowledge of techniques -HDF 190 -HDF 190 At the beginning of Leadership Institute, we learned about the Four Agreements, and they talk say to
regarding giving and accepting of feedback -Leadership Institute be impeccable with your word, dont take anything personally, dont make assumptions, and always do
. your best. These are excellent rules when receiving and giving feedback. When giving feedback, you
have to be impeccable with your words means that you have to mean what you say. You have to be
direct, but also have to say it in way other people will listen. When receiving feedback, you cant it
personally; you have to take the feedback with a grain of salt. You also cant make assumptions, not
just about the feedback, but also about the people trying to give it. Regardless of whether you are
Evidence- Four Agreements rubric giving feedback or receiving it, you have to do your best.
104 Student will describe examples of giving -HDF 190 -WRT 104: Peer editing In my freshmen fall semester, I took Writing 104, and we had several writing projects that we had to
and accepting feedback. -Leadership Institute submit drafts for, and then we were required to peer edit each others projects and then revise them
. according to the comments. As I read through my peers work, it became clear that my peers werent
as well developed in writing areas as I was. I had to still give them honest feedback, but at the same, I
also give them feedback that would help them make their paper better. When receiving their
comments, I also had to listen to the feedback and apply it, but I also needed to listen to my writing
technique and style and still make my paper the best it could be.
Evidence- Snapshots of Comments
105 Student will demonstrate knowledge of -HDF 413 -SOLC Consulting When facilitating a retreat or activity, according to the GRABBSS assessment tool, there are seven
facilitation and de-briefing techniques groups to consider when planning, facilitating, and the de-briefing. The first is the goals of the group,
. what they want to accomplish during the retreat and activity. If a group wants to establish trust, then the
facilitator has to keep in mind that goal when choosing the activity, and when facilitating and debriefing
it. When debriefing the activity, choosing an activity that highlights the goals of the group is important,
not only so that the facilitator can effectively debrief the group, but also so that the group can ultimately
complete their goal through physical learning and introspection. An example of effective debrief to
determine how the group is feeling it the Thumb-o-mometer to how the group is generally feeling after
the activity. The second is the readiness of the group. If facilitator deems that the group is not taking
the proper caution when completing the activities, then the facilitator must be able to alter or change
the activity not only to make it safe for the participants, but also to create an activity from which the
participants will learn. The third is affect of the group. If a group is struggling with their empathy and
understanding of each other, then creating a debriefing activity that taps into their understanding of
each other and helps them connect and complete their goals. A good debriefing activity to encourage
empathy is the feeling cards debrief, so that others can share their feelings in an open space and
order. The fourth is behavior. How the group acts in an activity can also tell the facilitator more than just
the goals of the group, but also unspoken areas of tension that might be in the group, things that the
facilitator might be able to bring up in debrief and give a chance to be discussed. The fifth is body.
When completing activities, as a facilitator, they must consider the physical ability of the group so that
they can challenge the group without putting them in serious harm or risk. The sixth is stage. When
challenging the group, its necessary to consider the developmental stage of learning the group is at,
because again, a facilitator doesnt want to give the group much challenge it doesnt learn. The seventh
is setting. Setting is important because it brings together not only the factors of the physical
environment, but also of the climate of the group and surrounding them as well. Its important to a
facilitator to be able to read this climate, especially during de-briefing, so that the facilitators can guide
the de-briefing to address any issues.
Schoel, J., & Maizell, R. S. (2002). Exploring islands of healing: New perspectives on adventure based
Evidence- GRABBSS Assessment tool counseling. Beverly, MA: Project Adventure.
106 Student will demonstrate proficiency of -HDF 413 -SOLC Consulting For my first shadowing retreat, my lead wanted to push me out of my comfort zone, and so she asked
facilitation and de-briefing techniques me to facilitate an initiative-style activity for the Girls Lacrosse group. It was called Poseidons
. Adventure, and it the most basic terms it was like stepping stones, but with more moving props, parts,
and rules for them to follow. Because the Lacrosse seemed particularly high functioning, we as the
facilitators thought it was good to give them a little more of a challenge. I wrote up the activity and used
a story to frame the rules. Not only did I want the activity to be fun, but I also wanted the group to really
get them into the game. The story frame worked well, and after they finished the task, we as facilitators
thought that they could use more of a challenge, so I altered the frame to challenge the group a little
more. In the middle of the activity, I used the Thumb-o-mometer to see how challenged the group was
feeling, and how supported the group was. When the activity was over, we split them into two groups
and let them talk amongst themselves. We chose the questions debrief so that the facilitators could see
what things they wanted to talk about, and facilitate from there. In the beginning, we used the what,
when, where, how questions to get the ball rolling. We also used the talking chicken, because there
were some members of the group that were talking out of turn. We also used the one-word feeling
Evidence- Shadowing paper round so that way everyone got a change to speak and be heard, at least once in the conversation.
framing and breaking the frame
.
framing and breaking the frame
.
109 Student will show knowledge of organizing -HDF 413 In HDF 413, we took a class to talk about what should go into a retreat and why we would use certain
meetings / setting agendas / and leading activities in certain situations based on our assessment of the participants and the goals they provide.
. meetings One thing we said was super important was having some kind of full-value contract because it allowed
for us as facilitators to learn more about the group, and for the group to come up with goals that they
could work together as a group to accomplish. It helps to put them into a group mindset so that way
they can begin to work together as a unit. We also determined that it was important to have name
games in the beginning, not just to get the group going, but also so that the facilitators could learn the
names of the group and help them more effectively. Energizers are also important because after lunch,
it really helps to get them back into the retreat, and it also works if theres just been a heavy discussion.
Its a good mood lifter, especially ones like Big-Booty and YeeHaw. Initiatives are also extremely
Evidence- Unity through Brotherhood important, especially if the group is looking to grow and learn to work together and increase their
worksheet communication skills.
110. Student will describe personal examples of -HDF 413 In HDF 413, one of activities we worked through as a group was receiving the goals of an imaginary
organizing meetings / setting agendas / group and our goal was to assess the group through the GRABBSS tool and create a retreat agenda
leading meetings based on the groups need and goals. For our group, it was called Unity through Brotherhood. It was
about a fraternity on-campus that used to be a larger brotherhood that had recently gotten smaller and
there was a disagreement between new members and older members about how to increase retention.
There was also some conflict between E-board members. In my group, we decided that we would work
to bring conflict to the forefront and work through debriefing to give them effective methods to
communicate with each other and build community between themselves and increase their fraternity
size and membership. For this we created the following retreat: We determined it would four hours
long. We wanted to start out with snowball so that we could allow them to get out some aggression in a
healthier way. Then we wanted to move to stepping stones because we wanted them to breakdown in
communication so that we could come in with the rope debrief and help them establish effective
communication. We were prepared for the group to break down and not complete the task because of
their storming stage in the group development. Then we would move into trolleys to help them work on
communicating as group. Then we would debrief with feeling cards to help everyone have a voice
during the debrief. Then we would break for lunch so that they would have some time to break and talk
amongst themselves. Then, after lunch we would energize them with captains coming, and then give
them another challenging activity, which was snakes. We hoped that they would finish the activity but at
the same time we also knew it would be beneficial for them to break down, so we could come back with
the Questions debrief and help them work through their potential communication issues and then end
Evidence- Unity through Brotherhood with Chain Gang so that we could give them a physical representation of their community and the
worksheet pulse of their organization.
111. Student will show knowledge of
Parliamentary Procedure
112. Student will show knowledge of techniques -HDF 417 -COM 422 As a Communication Studies Major, I have opportunity to focus my study of communication based on
for working with difficult people the classes that I take. One such class I thought would be very helpful was to take COM 422: Conflict
Resolution. In our readings and discussion, we defined two methods of Negotiation, Positional
Bargaining, and Principled Negotiation (Getting to Yes citation). Positional Bargaining is defined as
"focusing on the differences between other people's goals and their own... the focus is to win..." and
Principled Negotiation is defined as "separating people from the problem, finding common ground, and
insuring both parties walk away satisfied with the outcome...." In our discussion of moving away from
Positional Bargaining, which is not effective, to Principled Negotiation, which is ideal, we discussed
expanding our tool-kit negotiators to work with people who may choose to deal with conflict
destructively, or engage in Positional Bargaining. The three major themes were Perception, Emotion,
and Communication, and how to successfully apply those themes and Principled Negotiation. Part of
our goal was to come up with helpful phrases to effectively separate people from the problem, find a
common ground, and have both parties walk away satisfied. Some of these phrases were directly
addressing the three themes stated above. Some phrases addressed putting oneself in the other's
shoes, giving them a stake in the outcome by making sure they participate in the process, recognizing
and understanding emotions, paying attention to 'core' concerns, and using actively listening skills to
listen to understand the other side, not to respond to the argument.
Fisher, R., Ury, W., & Patton, B. (2011). Getting to yes: Negotiating agreement without giving in, (3rd
Evidence- Getting to Yes photo cover ed.). New York, NY: Penguin Books.
113. Student will describe personal examples of -HDF 417 -URI 101 Mentor Team 2017 On the URI 101 Mentor Team, we always try to ensure that the group of former mentors coordinating
using techniques to work effectively with the process have different backgrounds and experiences to better serve the students we're assessing
difficult people and to also insure that our program is always evolving to meet student needs. Sometimes that means
that we at the mentor team can come from different perspectives, and we may not always agree on the
same approach and/or course of action. Because of my previous experience of SOLC, I wanted to take
training as my contact area, so that we could better expand training and move toward training mentors
with facilitation techniques. I also wanted to add other training like Safe Zone training and Title IX, so
that our mentors can work better with all students. One of my team members wanted to focus on other
areas for training, and didn't put much merit into Safe Zone training. When I asked why, he became
defensive, and it was clear to me we had a difference of opinion on what should and shouldn't be
required of URI 101 Mentors. He became very difficult to work with, feeling that I had not given him
adequate room to explain his vision, and I was concerned that our conflict would escalate and affect
the whole. Using my experiences and lessons from my Conflict Resolution classes, I chose to remove
my emotions from the problem, and ask myself what was best for the team. After some introspection, I
asked my team member if he really wanted training, to which he said he might quit if he didn't get it as
his content area. After that conversation, I determined it would in the best interest of the team for him to
Evidence- URI 101 Mentor Agenda take Training and I would return to Interviews as my content areas.
114. Student will show knowledge of the stages -HDF 190 -SOLC Consulting This mode is comprised of five stages. These stages of group development are meant to help groups
of group development (Tuckman, Bennis or -HDF 413 understand the initial stages of meshing and how to best move past them and optimize as a team.
others) The first stage is forming. This is the first meeting, where most members are polite and dont often
know exactly what theyre supposed to be doing. This stage will last until group members began to get
together and know each others operating styles. The second stage is storming. This stage happens
after the stage as established a norm, and then a conflict disrupts that norm. This can be a critical
stage in the sense that if the conflict is not resolved, the group itself can dissolve. The third stage is
norming. After a conflict is resolved, the group meshes into a true norm, where all members accept
and progress can be made through open acceptance of group members ideas. The fourth stage is
preforming. This is the optimal stage, where the team works without friction, and its easy to take a
step back as a leader and let the team function properly. The fifth stage is adjourning. This is the stage
where the groups project or class ends, and the group naturally dissolves.
Tuckmans Theory of Group Development (Tuckman, 1965) is generally set into five stages, which
usually precede one another, but not always. The first stage is Forming. This is the creation of the
group, where formal and societal norms are usually kept. Everybody introduces themselves, talks
about themselves a little bit, and takes in the group around them. The second phase is Storming. This
is when group friction begins to happen. There will be disagreements between the group, and some will
vie for power or leadership positions. If a topic needs to be decided, members will try to sway others
and argue against other topics. The third stage is Norming. This is when the groups conflicts settle,
and though the group is not at its most productive, they are beginning to move forward with the project
or task with little to no resistance. The fourth stage is Performing. This is when the group is performing
at its optimal level, and the group is almost entirely focused on their end goal. The final stage is
Adjourning. This is the stage of reflection, in which the group assesses the goals it made and what they
accomplished. Its usually done after the completion of the project.
While this is generally the path that most groups follow, it is noted that groups dont always follow this
path. Sometimes a group will jump straight from forming to norming, then jump back to storming when
a conflict arises. Groups may go through multiple adjourning if they have several projects to work on
over the course of the semester. This, while a guideline, is by no means a set schedule for groups to
follow.
Tuckman, Bruce (1965). "Developmental sequence in small groups". Psychological Bulletin. 63 (6):
Evidence- Snapshots 38499. doi:10.1037/h0022100. PMID 14314073. Retrieved 2008-11-10. Reprinted with permission in
Evidence- Tuckmans Model photo Group Facilitation, Spring 2001
115. Student will describe personal examples of -HDF 190 During our group project in HDF 190, we had to write a group analysis paper and talk about the
group development in use (Tuckman, -HDF 413 Tuckman model in relation to our group and how we worked together in the relation to the model. We
Bennis or others). took each step and as a group, wrote how we felt we handled each step of the process.
In HDF 413, we were asked to do several projects that requires the work of the whole class to
complete. The first was the Consulting Materials Resource, which required all of us to gather to
activities and materials for a retreat, as well stating the mission and goals of SOLC for future
consultants. In our group process, we jumped very quickly from forming to preforming and could
complete the consultant materials on time for a great score. We had little time to adjourn though, before
we had to start another project, the Workshop Proposal. This was where our group moved back into
storming, and we fought about how to complete the proposal, and several of us chose to withdraw
instead and work on the project at a later stage, allowing for the group to move back into preforming so
Evidence- picture of group outline that we could complete our goal. Our group process was a prime example of the group process not
Evidence- Workshop Proposal following the normal pattern described in Tuckmans theory.
116. Student will show knowledge of group
dynamics and group roles
117. Student will describe personal examples of
group dynamics and group roles
118. Student will show knowledge of effective
memberships skills in groups
119. Student will describe personal examples of
membership skills in use
120 Student will show knowledge of the -HDF 413 -SOLC Consulting In the Challenge and Support theory (Sanford, 1962) it states that in order for optimum growth, there
Challenge and Support theory by Sanford, must equal challenge and support. If there is too much support and not enough challenge, then there
. and its relationship to organizations will be little room for growth and student will not be in the optimum ratio for learning. If there is too
much challenge and not enough support, then the student will not be able to learn and subsequently
grow as a result. To have optimum growth the challenge and support must grow equally as the student
needs. As a facilitator, you have to be able to assess the group quickly and determine how much of a
challenge they can take without falling apart, while at the same time determined how much support
they will need to accomplish this task. It is a learning process for the facilitator, and it involves
constantly assessing the group and determining if more challenge or support is needed.
Basteris, A. (2008). Fig. 1. Sanfords theory of challenge and support: Balance between... . Retrieved
Evidence- Challenge/Support PowerPoint from https://www.researchgate.net/figure/265470732_fig1_Fig-1-Sanford%27s-theory-of-challenge-
Slide and-support-balance-between-support-and-challenge
121 Student will describe personal examples of -HDF 413 -SOLC Consulting In the Uhuru Sasa retreat, it became clear quite quickly that for the group to begin growth that we
using the theory of Challenge and Support would need to support them more because they were not as a high functioning of a group as we had
. (Sanford) originally thought. We had to begin to alter the original agenda, switching out activities that we believed
would be too much of a challenge for a group of their functioning levels. When it came to the final
activity, stepping stones, it became clear that the group was begin led almost exclusively by E-board,
and that there was little opportunity for input and growth. We determined as facilitators that it would
induce more growth if we gave them too much challenge and took away the support of E-board so that
they would be able to see the lack of support from the entire group as result. In this example, we chose
to make the challenge greater than the level of support because we wanted to show them that they
werent communicating effectively as a group, and couldnt learn as a whole. By letting them fail, we
supported the discussion and let them work through their failure in a supported environment and come
Evidence- Uhuru Sasa Retreat Agenda away with the knowledge of areas of growth that was needed as an organization.
122 Student will show knowledge of the -COM 100H Informative speeches and persuasive speeches are two very different things, though the way to
construction / elements of informative and prepare for them can be very similar. An informative speech is meant to create an accurate mental
. persuasive speeches picture in the mind of the audience about a person, place or thing. It also describes how to perform an
action. Due to the broad idea of informing an audience, there are three major types of informative
speeches: definition speech, demonstration speech, and explanatory speech. A definition speech is
meant to explain the theory or meaning of a specific topic. A demonstration speech is meant to tell
someone how to do something. An explanatory speech is meant to create an image or vision of a topic
or place.
A persuasive speech, while still meant to inform, is also meant to show a certain point of view, and
persuade the audiences point of view. In a way, an informative speechs motive is simply to inform on a
topic, as unbiased as possible, but a persuasive speech is very biased, and meant to show only one
Evidence- Torrens PDF side of an issue, usually what the speaker believes is right.
123 Student will demonstrate proficiency in -COM 100H In my COM 100H, we were required to present two informative speeches. The first informative speech I
informative and persuasive public speaking be to adapt from a persuasive paper Id written the semester before. It wasnt as hard as I thought it
. would be. It was very easy to adapt the facts that I had from the paper, and reuse my sources. The
hardest thing was adapting lines from my paper. I had to switch them around, change them so that I
wasnt trying to persuade my audience but instead simply inform them.
For my second informative speech, I would consider it to be an explanatory speech, because I was
trying to paint a picture of a certain people. It was also much easier for the second informational
Evidence- Informational rubric speech because I started searching for the evidence as purely informational
124 Student will show knowledge of planning -HDF 417 -URI 101 Mentor Team 2017 When planning an interview, it is important to determine what kind of interview you are conducting, and
and conducting interviews (as the it is important to determine what you, as the interviewer are looking for in a candidate. If there are
. interviewer) multiple interviewers, then it is the priority to insure a common understanding of what the interviewers
as group are looking for, as well insuring that an interviewer's individual preferences are acknowledged,
while still being aware of interviewers own potential biases. When planning interviews questions and/or
activities, it's important to consider 'universal design' or try and insure the process is fair for all
applicants, so that there are not certain applicants advantaged by identities or other connections.
Certain ways to try and insure equity is to not have interviewers who know the applicants interview and
assess them, another is to insure activities can allow for others of different strengths to accurately
portray themselves. Another one is to be as inclusive as possible when determining criteria to assess
each candidate by, and again to recognize our own potential biases. It is also important to assess a
candidate's abilities from multiple lens. when planning an interviewing process, especially for large
applicants having multiple layers of interviews will help to assess applicants in multiple situations.
Evidence- Group/Individual Process forms When in a Group Process situation, having different types of activities will also help achieve this goal.
125 Student will describe personal examples of -HDF 417 -URI 101 Mentor Team 2017 As a coordinator on the URI 101 Mentor Team, it is my focus area to plan and coordinate both group
planning and conducting interviews (as the and individual interviews for an applicant pool of 200-300 applicants. In my two years of this process,
. interviewer) we reformed the interview process entirely, keeping mind the idea of creating an inclusive interview
process, and adjusting previous requirements to better diversify the URI 101 Mentor Program to better
mentor first year students. One thing I found essential was creating organized master lists to ensure
that we were effectively communicating with all the applicants, and continually checking to ensure that
all applicants are fairly assessed. This year, we have also re-worked activities and questions based on
Evidence- Group/Individual Process forms feedback from applicants who had gone through the process as well.
126 Student will show knowledge of preparing
for and effective answers in interviews (as
. the interviewee)
preparing for and being interviewed
.
128 Student will show knowledge of effective -HDF 190 One effective collaboration method is having all groups know and learn about the stages of group
collaboration / coalition building development by Tuckman and Bennis. This not only allows for the group to know of the stages and how
. they can affect the group. If groups understand they will all go through these stages, it may make the
meshing of the group more seamless and they can move to preforming that much more quickly, and
Evidence- Puzzle Piece the project will be better.
129 Student will describe personal examples of -HDF 190 In the beginning of the HDF 190 we were put into peer groups and were in these peer groups for the
working in collaboratives/coalitions entire semester. In these groups, we didnt just collaborate on a project, we also talked about the
. models and things we learned in class. It was a place for us to ask questions. While it started as a
Evidence- group contract collaboration, by the end of the semester we were more than just a group.
130 Student will show knowledge of -HDF 190 During my junior year of high school, I hosted an exchange student from Spain for three weeks. During
Intercultural communication considerations that time, I learned a lot about another Spanish culture, especially in the language itself. We talked in
. Spanish, and she had to teach me different words that meant something different than the little Spanish
I had learned in a Mexican household. I also had to be considerate of her, and speak slower and more
clearly so she would understand me and there wouldnt be miscommunication. We also hosted a party
for all the exchange students, and we had to ask about certain foods they ate, and what might be
Evidence- Spanish ribbon acceptable.
131 Student will demonstrate proficiency in -HDF 417 -Rose Butler Brown Mentoring Through the Rose Butler Brown classes, I have had unique opportunities to have in-depth discussions
intercultural communication program with women of color from various backgrounds and identities, including those who grew up in very
. different cultural situations from my own. One women I met, grew up in a very different culture than
mine, and often spoke about the differences in her life here and her life in her home country. It was
fascinating to see how even as women of color, our cultural and societal inductions changed the way
we communicated. For example, she was very firm on the idea of cultural pride, and her view was that
women of color should always seek to learn more about their cultural and 'roots'. My experiences were
quite different from her, and because of them, it was my belief that sometimes that wasn't always
possible or safe to seek out their cultural 'roots'. When we were communicating, I had to be aware of
our different cultural beliefs and ideals. I also had to realize that even though she was very firm on her
ideals, it was not a rejection of my experiences, simply a reflection of her own. I could accept her views
and respect them, and as long I respected her views, and listened to her communication first to
understand, I could communicate successfully with her. I also had to learn to accept the social anxiety
that even though I was aware of these facts, I still might say something that might be disingenuous of
her culture, and that I had to make sure I was willing and able to accept feedback to better
Evidence- RBB Dinner picture communicate with her in the future.
132 Student will describe ways to maintain -HDF 417 -SOLC Consulting When in a traditional leadership role, especially ones that have a hierarchal standard, it is important for
accountability in leadership / member the leader to remain in constant contact with the bulk of the organization, and to be as honest as they
. relationships can be as a leader. In the same token, creating the relationship and community, it is also important to
create an avenue for members to safely voice their concerns, without fear of retaliatory effects. This is
not only for effective feedback for the leadership team, but also so that the leaders of the group can
receive feedback and so that the bulk of the organization knows that their voices can be taken into a
account, that the leadership team is accountable to the organization. Another way to be accountable to
make the process of leadership as open and transparent as possible. With the exception of emergency
matters, keeping everyone up to date on the process of the organization not only promotes
participation in the group but also insures there is not a miscommunication or a lack of communication
by the leadership team. A final way for leaders to maintain accountability is to spend time working with
the rest of the organization on a group contract. This can come in many different forms, but the goal of
the contract is to provide a concrete contract of what is expected of the roles in each group, both the
leadership team and the bulk of the organization, and what each group should expect of the other, and
most importantly, what they can each hold each other accountable. By setting time to do this,
organization leaders also continue the idea of transparency in their expectations and maintain
Evidence- Feedback forms accountability through a system of checks and balances.
133 Student will describe personal examples -HDF 417 -Music Manager: Musically Inclined Throughout my traditional leadership position, I always want to ensure that those who are my peers
related to maintaining accountability as a -Rose Butler Brown Mentoring Class also know and understand that though I hold a traditional leadership role, that I am as accountable as
. leader they are for my actions, and that I cannot lead effectively and serve my community if I do not receive
feedback from my peers and adjust my leadership styles. In each role I have had, I wanted to make
sure to include a system of accountability into my leadership style. For my lens as a Music Manager, I
wanted to create a team under Music Management, not only so that my new President wouldnt have to
do most of the work, but also so that here was a faction of E-board always open to anyone who wanted
to get involved in the leadership of the club. We always dedicated a half-hour of our E-board to Music
Management, and allowed anyone who wanted to be on Music Management to come and share their
ideas to continue expanding the club and make their contributions as well. We also encouraged anyone
who wanted to take future leadership positions in the club to begin shadowing the current holder of that
position, so that we could have a more effective transition of power when the time came. All of these
factored into mine and my presidents vision of taking accountability for our leadership, and ensuring
that other future leaders would do the same. It wasnt until this year, though, that we realized that much
of our current work wasnt written down into specific roles, and that we would be a more effective
leadership team if we had specific jobs and duties written down, and that it would also be more
effective in keeping each other accountable as leaders if we knew all of the expectations of our roles.
As a Peer Leader, one of the very first classes we had, we chose to create a verbal group contract, not
only so that the students could hold each other accountable, but also so that we as the leadership team
could be accountable to each other. Between my instructor, my co-peer leader, and I, we also sat down
each week, not only to discuss the weeks events but also to discuss what each of us would do during
class, and then writing it down on our master list, so that we all would know who was responsible for
which activities and discussions, and be able to hold each other accountable for getting those done on-
time to present or facilitate in class. My co-Peer Leader, Selena and I, also traded contact information
so that we could discuss and work with each other as peer leaders. It also was a great communication
tool to confirm our responsibilities, and also work to hold each other accountable for keeping in touch
and working together in our roles as peer leaders.
Evidence- Feedback forms
134 Student will describe ways to build -HDF 413 -Music Manager: Musically Inclined Just last spring I was elected to E-board ass the Music Manager. I was given control over everything
relationships between leaders and from the concert preparation to fundraising and I was now leading a whole bunch of people I had been
. members equal to previously before. When we had our first E-board meeting, we as E-board members discussed
and wanted to make sure that every new member felt welcome and part of the team. So, we decided
that we would each take a new member to watch over and make sure they were fitting into the group.
Its also a unique situation when it comes to musical groups, especially a cappella groups, because
though were E-board members, as an ensemble, its all of our jobs to blend with each other and
balance our voices so that the audience hear all parts and we do not overwhelm the soloist. By design,
we all have to be equal in the group, so reflecting that into our group dynamics was easy. We usually
let people in in our E-board meetings, and we were always pretty up-front to our members. We also
took time to get to know each other, and only really used our power as E-board members to help
prepare them for the concert. We also chose to schedule a SOLC retreat for the whole group and not
just E-board so that we could all come together as a group and be ready for our concert. A lot of these
Evidence- Musically Inclined Concert skills I learned through leadership, and a lot of the discussions we were able to have as a group I was
(program/photo) able to facilitate with my skills learned from HDF 413 and SOLC shadowing.
135 Student will describe personal examples of -HDF 413 -Music Manager: Musically Inclined During this past semester, my student organization, Musically Inclined, had the chance to attend a
building relationships with members as a retreat designed to make us more cohesive as a group with the new members before our concert.
. leader Going into the retreat, I was very excited to go because I wouldnt be a facilitator and could just enjoy
the retreat. As a member of E-board, I also wanted to make sure that everyone had a good time. I was
pleasantly surprised that everyone came together and was excited to jump into the retreat and really
wanted to work together. Though some of the activities were challenging, everyone, not just E-board,
was also cognoscente of the other members and constantly working together to make sure that
everyone was feeling safe and supported. We all took responsibility for each other, even if some of us
werent technically leaders. We all were equals. I honestly didnt notice because it was normally how
we worked, but Megan, one of our facilitators, took time to note how she couldnt tell who was E-board
and who wasnt, that we worked together so well as a group, and there wasnt a struggle for power or
anyone over-bearing over each other. Through the relationships that we all had worked on as groups,
especially from the E-board to the new members, it was great to hear that affirmation that what we
were doing as a group was working. It was also great, as someone who also was a facilitator from
Evidence- Musically Inclined retreat SOLC and a student in HDF 413 that I had been able to take some of the skills and tools from those
agenda experiences and bring them into my responsibilities.
136 Student will describe how credibility applies -HDF 190 Credibility is very important to a leader. In order to lead others, I believe a leader needs several things:
to leadership, as well as the characteristics empathy, ethics that coincide with those they are leading, trust and credibility. Credibility is important
. and skills of a credible leader because it gives those who are being lead a sense of comfort in their leaders past accomplishments. A
credible leader lets their past experiences speak for themselves. They use a credible reputation as
their resume. They also dont abuse that reputation. When someone has a good reputation, some
people will take favors based on those reputation, and take advantage of others. A truly credible leader
Evidence- The Four Agreements understands their credible reputation is their strongest asset for trust and being able to lead.
137 Student will describe personal examples of -HDF 417 -URI 101 Mentor Team 2017 While credibility is arguably one of the most poignant tools in a leaders tool, it can be difficult to build a
building, maintaining, and repairing his/her credible reputation, and it can be very difficult to build, and very easy to damage, even when a leader
. own credibility as a leader continues to make decisions based on the same beliefs and drives as before. This comes from the idea
of impact vs. intent. When a leader wants to make change, or be a change agent, it is important to
consider an individuals drives to make change, and their values and commitment in serving the
community, sometimes leaders do not consider accurately the impact the change might have on the
community, or do not accurately communicate the need for change in a way that matches the cultural
communication needs of the community. In this way, the intent of the change agent and leader might be
the same as their beliefs, but the impact of their actions is perceived as very different from their
intention. In this way, Leaders can those their credibility. In order to repair that credibility, effort must be
made by the leader to ensure that their impact and message is altered to accurately affect their
intentions.
This similarly happened to my credibility during my time on the Mentor Team 2017. After my initial work
with Chris in December, we never had completely resolved our conflicts. Because of this, there was an
unspoken rift between us. I chose to act professionally toward. Even though I felt we werent friends, I
still respected him as a leader, and wanted to make that clear with working with him. However, due to
my actions, Chris had felt that we had resolved our conflict, and continued to act as such. This situation
finally came to a head at a mini-retreat we had in the spring where I informed Chris that we hadnt
resolved our conflict, but, for the good of the team, I had moved on from our differences. In my
decisions and choices, my intent, which was to do the best for the team and run the program
effectively, was still the same, but in not being completely honest and transparent in my experiences
with Chris to my supervisor, my credibility with my supervisor was damaged, and he spoke to me at
length about how he felt I had mishandled the situation. It wasnt until I sat down and spoke with him at
Evidence- Email chain length about the full situation did I begin to repair my credibility with my supervisor.
138 Student will describe ethical standards in
influence
.
139 Student will describe influence applies to
leadership
.
140 Student will describe principles of effective -HDF 291 -URI 101 Mentor program HDF 291- One main principle of being an effective mentor is connecting with your mentee. While it
mentoring, as well as problems particular really depends on the situation of the mentor/mentee relationships, there is usually one thing that is
. to the mentoring relationship similar that creates a level of trust between the mentor and mentee. Another principle is confidence.
Mentees should be able to have confidence in their mentor to mentor and guide them in a way that
wont harm them. Another is patience. To be a mentor you need to understand that sometimes things
will not go how you intend them to go with your mentee, and sometimes you have to be patient and
understand that your role is to give them advice and it is up to the mentee whether or not they take it or
not. The most important principle for myself personally is adaptability. No matter what the situation with
your mentee, mentors should always be able to adapt to the situation.
Some problems that can occur in a mentoring relationship are a lack of communication. Sometimes,
mentor and mentee dont always have a need to be in constant contact, so there can cause a
disconnect between mentor and mentee. Another problem is a lack of trust. If a mentor and mentee
cannot trust each other, then a mentee wont be able to take advice and guidance to heart. If a mentor
Evidence- URI 101 Mentor Training packet cannot trust a mentee, then the mentor wont be able to advise their mentors properly.
141 Student will describe personal examples of -HDF 291 -URI Catering HDF 291- When I was in high school, I was given the opportunity to direct a one act play for my
mentoring and being mentored schools Madrigal Dinners. One of my main actors was my best friend Phoebe. She was a shy girl that
. was new to acting, so I mentored her through the rehearsals to help grow her skills as an actor, but
also to help her build her confidence in front of others. She ended up doing well in the part, and
became a much more confidant person. For my HDF 291 class, one of our requirements was to identify
a mentee we have had and write a paper about a specific mentor-mentee relationship.
During my first semester at URI I joined the URI Catering staff. One of my supervisors took me under
her wing and helped me through a lot of my first year at URI. She taught me a lot, not only about my
job in Catering, but also about helping myself through my first semester of college. She was a very
good boss to me, and I was sad when she decided to move to Hope Dining Hall. In my HDF 291 class,
one of the requirements was to identify a mentor we had and interview them about their personal
Evidence- Mentor Interview Presentations beliefs and practices as a mentor. It was in that interview I truly recognized Meg as my mentor and the
and Mentoring Project Reflections guidance shed given me as my boss and as my mentor.
142 Student will describe principles of effective -HDF 417 -Rose Butler Brown Mentoring As a peer leader, an important principle is defining the boundaries between being a peer, and being a
peer leadership, as well as problems program leader. As a peer leader, we can uniquely relate and empathize with students and peers, and in some
. particular to peer leadership cases, being able to directly relate to them. On the same coin, it is important to establish boundaries,
not because you're a leader, but especially in situations that require you to grade or assess your
students or mentees, it is important to be able to step into the role of a peer leader. Another important
principle is using your own strengths. It's important to ask two questions as a Peer Leader: 'How I can I
best lead?' and 'How can my students/mentees best learn?' It can be difficult to answer those
questions, especially in the first meetings, to use your strengths to best to guide and mentor students,
and it's important to be confident in your skills as a Peer Leader, and to also use facilitation techniques,
icebreakers, and other activities to help gage your students and mentors strengths, and perhaps even
Evidence- VIA Pathways packet areas of growth.
143 Student will describe personal examples -HDF 417 -URI 101 Mentor As a Freshman at URI, I was required to take URI 101, and my URI 101 Mentor was an
related to being a peer leader and being upperclassman. He was an effective peer leader because he could engage a diverse class of
. led by peers freshman, who honestly didn't always want to be in class. He used his skills to create different activities
to help evaluate our learning styles and how best to help us learn. He was also very personal. Even
though it was a class of about twenty students, he made sure to talk with us all before class, and often
made a point to ask about how our classes were going, and took the time to get to know each of us,
which made us feel connected to him as a peer and as a mentor. Lucio was also very good at being
friendly, but while still maintain his role as a co-instructor. When I became a URI 101 Mentor, I tried to
apply the same ideas to my mentoring style. Through my first experience as a Peer Leader, I learned to
Evidence- URI 101 Mentor 2017 roster trust my skills, and adapt what I'd learned from Lucio to better fit my introspective style.
144 Student will describe the four frames of
organizations by Bolman and Deal
.
of organizational analysis using the four
. frames of organizations (Bolman and Deal)

Lucinda Gonzales Inventory-2017

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LEADERSHIP

Name: Lucinda Gonzales

Leadership Inventory Revised 8/30/2013 1

Assistant Director of the CSLD. CONTENTS

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 8/30/2013 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 8/30/2013 4

Leadership Inventory Revised 8/30/2013 5

Leadership theory and

Center for Ethical Leadership. (n.d.). Ethical Leadership. Retrieved from

2011-2017, (. C. (n.d.). Active Listening. Retrieved April 27, 2017, from

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