Leadership Inventory

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name:
Date Enrolled:
Date of Graduation:
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
Leadership Inventory Revised 8/30/2013 1

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

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

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

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

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

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

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

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

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

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

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a minimized COM402 HDF190, HDF492, Orientation, Tour Autonomy, or the ability to lead and govern oneself or act in an independent fashion, is an
need for approval Guiding, URI Ramettes absolutely necessary quality for a leader to practice and demonstrate. In COM402, Dr.
Leatham discussed the importance of leading oneself. I learned how to meditate, I read
books on how to be more efficient and effective in my time management and in getting things
done, and I even created an entirely new organization system for myself (shown in my
evidence). All of these techniques that Dr. Leatham taught in COM402 helped me further
develop my ability to lead myself. After all, one of the main cornerstones taught in the minor
is the Wilson model, which first requires leaders to know themselves and lead themselves
before they can lead others. Through my experiences in the minor as well as my COM402
class, I have truly learned how to lead myself and act independently of others. I have learned
about my strengths and how I utilize them in everyday life, have learned how to cope with
stress via meditation and organization, and have learned how to time manage using Dr.
Leatham’s tips and my new organization system. I have been able to successfully lead
myself in many aspects of my life, including being a successful student in the PharmD.
program at URI, completing my Leadership Studies minor, leading the URI Ramettes to new
opportunities and new heights such as traveling and sitting on the court, running the URI
Tour Guide program as Program Coordinator, helping run orientation Summer 2018 as
Logistics Coordinator, and many other successes. I believe I demonstrate minimized need for
approval through all this self-leadership by continuously working hard despite what others are
saying and doing. For example, much of my work with orientation and New Student
Programs is in the office and behind-the-scenes. I work on the computers in the office to
ensure all incoming students are able to register for orientation and that the program as a
whole will be able to run. However, most leaders on the team do not understand my role or
what I do. So, they do not praise me for my successes in the job nor do they acknowledge all
of the hard work I am doing. However, I do not get frustrated or upset by this because I know
that my work is important to them, even if they do not realize that right now. I think the ability
to do a job where others do not know what I do and do not understand my impact
demonstrates a minimized need for approval. Similarly, much of my work for tour guiding is
completed behind-the-scenes. I make the schedule, check payroll, and communicate with the
boss, but I do not get to spend much face time with the tour guides. Many of them do not
know the level of commitment my job takes, and therefore do not congratulate me or applaud
me on tasks well done. But again, I find that my success is self-driven and I do not need
others to praise me to know that my work is important and is appreciated by someone or at
least by myself. By learning how to be self-sufficient through the techniques and experiences
described above, I have found myself to act autonomously and do so without needing
recognition and support from others.
2. Student will demonstrate personal, organizational, HDF190 Hart High School Dance Team Self-discipline is an individual’s way of doing something that they believe will ultimately better
and academic examples of self-discipline them as an individual. A time when I demonstrated personal self-discipline was when I went
on the blood type diet. I felt the need to better my health and eating habits so that I could
simply feel and look better as a person. The blood type diet is a very strict diet in which you
eat foods that are specifically beneficial to your blood type. My diet became very restricted,
and I had to demonstrate extreme self-discipline in resisting delicious food and strictly
following the diet in order to better my health and ultimately better myself. Organizational
self-discipline comes into play when I contribute to a group of people’s ability to stay on task
and function well. An organization in which I achieved organizational self-discipline is my high
school dance team. As a team, we often relied on our coach and advisor to organize our
events and to keep us in check and on track with everything we needed to accomplish.
However, I learned very quickly as a senior on the team that we needed to be self-
disciplined, and we needed to be able to focus on our own and be productive and efficient
without being too reliant on our coach and advisor. I began to step up and contribute to the
team becoming more independent of our coach and advisor by first bonding the team so that
we shared a common purpose, and then by setting an example for the team in situations
when we needed to be responsible and self-functioning. I learned in HDF 190 that having a
common purpose is essential when working relationally with others, and I can now recognize
the importance of creating a shared vision when trying to promote organizational self-
discipline. The ability of the team to function on our own became really important when our
coach got pregnant and could not be as present, both physically and mentally, as she
normally was. I felt as though I really stepped up to lead the team, and to help the team lead
itself, which is why I believe this situation demonstrates a time when I used organizational
self-discipline. Lastly, I always try to be disciplined when it comes to my academic life. I am
extremely self-driven (as can be seen in my top strength – Achiever), and aspire to earn
good grades, no matter how much work it takes. I demonstrate academic self-discipline
almost every week here at URI. Many students like to go out on the weekends and be social.
However, if I know that I have a major exam approaching, or a paper due, I always stay back
to study or focus on my assignment. One specific example of a time when I demonstrated
academic self-discipline was during Columbus Day weekend of 2014. I knew I was going to
be traveling home to California the weekend following Columbus Day weekend, so I spent
my entire three day weekend doing homework, reading, completing assignments, and
studying for upcoming exams. Though I wanted to enjoy the three day weekend and hang
out with my friends, I demonstrated academic self-discipline by completing all of my work that
needed to be done before I traveled home for a few days. I knew I was not going to want to
dedicate large amounts of time to homework while I was at home with my friends and family
around, so I completed everything that I needed to ahead of time. I believe this demonstrates
academic self-discipline because I could have decided to enjoy my three day weekend and
not do some of my work, or push my work off until after it should have been done. However, I
placed my academics first and focused solely on school for the entire Columbus Day
weekend, which demonstrates a time when I showed academic self-discipline.
3. Student will demonstrate the ability to manage HDF 190 -Moving to College Being from California, it was very difficult for me to move to Rhode Island for college. I am
emotions -Leadership Institute 2014 now living 3,000 miles away from home, and I am living in a completely different atmosphere.
When completing college applications over a year ago, I was one of those students who had
no interest in college. I only cared about high school, and had no interest in leaving my
perfect high school life, my friends, or my family. With that being said, I was terrified about
moving to school. The entire week before I left home, I cried. I cried every night, I cried when
I hung out with my friends, and I cried saying goodbye to my friends and family. However, I
knew that I could not continue being so emotional when I set foot on URI’s campus. Once I
arrived on campus, I immediately checked my emotions. I was able to go the entire first
semester without crying once, which demonstrates my ability to manage emotions,
considering I could not stop crying before arriving at URI. The way I controlled my emotions
was by being confident in myself, in my abilities, and in my future. When I attended the
Leadership Institute 2014, I aimed to be as outgoing as possible so that I could focus on
being friendly an d brave, as opposed to focus on being sad. I worked to make as many
close friends as I could, and then relied on these friends throughout the rest of my first
semester. I became best friends with both of my roommates so that I could turn to them
whenever I felt homesick, worried, nervous, or whenever I felt any feeling that could
potentially lead to me be excessively emotional. By making friends and being confident in
myself, I was able to manage my emotions. Furthermore, I set numerous goals for myself,
and the tasks that I told myself I would complete ultimately distracted me from my emotions.
Students are most emotional when they sulk in their feelings, and I was aware of this. So, I
kept myself extremely busy. The side effect of making myself busy was becoming involved,
and this ultimately led to me having the greatest possible freshman year. Once I became
involved on campus, I was the happiest girl alive. While I still miss my friends, my family, and
California, I am able to manage my emotions by focusing on all of the positive things I have
here at URI. Although I moved to URI as an emotional wreck, I was immediately able to
manage my emotions by focusing on being self-confident, by making friends who would
support me, and by keeping myself busy and becoming involved. Looking back on this
experience now, I see how I can use the things I learned in HDF 190 to manage my
emotions in the future. As a Relator, I recognize that building close relationships with people
is something I am passionate about and something that helps me manage my emotions.
Additionally, as an Achiever and a Learner, I see that being productive and busy, and striving
to immerse myself in information makes me feel happy and satisfied. So, by recognizing my
strengths and applying them to my daily activities, I am able to manage my emotions.
4. Student will demonstrate knowledge of stress HDF415 As a FLITE Peer Leader, I had a small group of freshmen students that I had the opportunity
management methods to work with and mentor throughout the spring semester of their freshman year. About
midway through the semester, I met one-on-one with each student to see how his/her
experience in HDF190 was going so far, as well as to check in on how his/her college
experience had been going in general. One of my students expressed many concerns to me
during her one-on-one time. She was very stressed because her classes weren’t going as
well as she expected, she was having a difficult time getting involved and making friends,
and she had already changed her major and was still unsure of what she wanted to study.
When she expressed these concerns to me, and talked about how stressed she was, I was
concerned and wanted to give her advice; after all, as her FLITE Peer Leader I wanted to
ensure that she was having the best experience possible. So, I looked up how to manage
stress and read an article entitled “Stress Management: How to Prevent, Reduce, and Cope
with Stress.” College is a milestone in life where individuals typically take on more
responsibilities than they ever have before. Having more responsibilities usually results in
having more stress. However, there are a variety of methods that can be used to alleviate
stress, many of which I have learned from the article, from observing others, and from being
conscious of how I relieve my own stress. One great way to relieve stress is to exercise.
Exercising helps to rid the body and mind of anger, frustration, and tension – three factors
that contribute greatly to the feeling of stress. Another great way to relieve stress is to
practice breathing and meditation exercises. Stress often arises from being overwhelmed
and overworked, and by taking time to breathe and focus on oneself and one’s well being,
one can greatly reduce his/her stress and can gain the clarity needed to overcome the stress.
Furthermore, staying organized can also alleviate stress. Clutter in one’s surroundings, such
as a messy room or a messy desk, has a tendency to lead to clutter in one’s mind, which can
cause more anxiety and strain on an individual. By staying clean and organized, individuals
can feel as though they have more power over the situations they are being faced with, and
therefore they can manage stress better and be more effective in the tasks they are trying to
complete. Another great way to reduce stress is to lead a healthy lifestyle. Exercise was
mentioned previously, but aside from exercise, it is also necessary that individuals eat
healthy foods and sleep regularly (“Stress Management”). When individuals are able to
function at 100% as a result of being healthy, they are less likely to be overwhelmed by
stress, and they are more likely to have the mental and physical capacities to accomplish
everything being asked of them. Lastly, a great way to manage stress is to stay grounded in
one’s abilities. Stress is often caused by work, school, sports, or other activities that the
individual is involved in. Most likely, the individual is passionate about whatever he/she is
doing, and the individual can use his/her love for the activity, as well as his/her strengths, to
alleviate stress. Sometimes, humans forget the privilege of being able to work, play sports, or
learn in school, and by reminding themselves that everything they do is for a reason, they
can alleviate stress by seeing these activities as less burdensome, and as more
opportunistic.
Reference: “Stress Management: How to Reduce, Prevent, and Cope with Stress”
(http://www.helpguide.org/articles/stress/stress-management.htm).
5. Student will demonstrate the ability to manage stress HDF 190 HDF415 The week of April 20, 2015, I had two laboratory finals, two exams, two papers due, and one
presentation to give. Additionally, I had to give three tours of URI’s campus, as well as attend
mandatory training for URI 101 Mentor and attend all club meetings and events that I had
signed up for. This was my busiest week of freshman year, and I was beyond stressed. I did
not know how I was going to get everything done, and I thought I was going to have at least
two to three mental/emotional breakdowns during the week. In order to get through the week,
I spent the weekend before preparing myself. I wrote out a schedule of my week and the
dates that everything that needed to be completed by so that I could feel as though I had an
accurate picture of what needed to be finished. By creating a clear, detailed schedule, I was
able to alleviate some of my stress. Furthermore, I worked to get as much sleep as possible.
Emotions and feelings of stress are greatened when one is not well rested. So, I worked hard
during the day to complete as much work and studying as I could, and aimed to go to bed no
later than midnight every night. By being aware of the fact that I needed rest and by getting
as much sleep as I could reasonably get, I was able to alleviate even more of the stress I
was feeling. Lastly, I managed my stress by relying on my top 3 strengths (as learned by
taking the Gallup Strengths quiz in HDF 190) to get me through the busy week. As an
Achiever, I never let myself settle. Whenever I would feel too stressed and discouraged to
continue studying, I would remind myself of who I am and remind myself that I can
accomplish anything, because that’s just what I do. Also, I reminded myself that I am a
Learner, and learning is what I LOVE to do! Whenever my brain felt too full to continue
studying and I felt burdened by my exams and assignments, I took a step back and
remembered why I am pursuing the career I am pursuing, and why I even came to school in
the first place – I love to learn, and I cannot let stress take this passion away from me. The
last strength that I really rely on when I feel stressed is my strength of Relator. I have built so
many close relationships with others who were also suffering the same stress level as I was,
and I used these relationships to help work with the others to calm all of our nerves. By
conquering the busy week together, we were able to feel more relaxed about everything that
needed to be completed. So, by making schedules, getting enough rest, and relying on my
strengths of Achiever, Learner, and Relator, I am able to manage, if not alleviate, the stress
caused by many situations at school. In addition to conquering personal and academic
stress, I have also had practice conquering other types of less controllable stress. In my
FLITE small group, I was able to work with a student who had a physical disability. When first
beginning the semester, I knew I wanted this student to be in my small group. I wanted to be
able to learn from her, and to work with her so that I could have an impact on her college
career. I had seen her around campus many times before, and I knew that she was someone
I wanted in my life. With that being said, I put her in my small group knowing that working
with her would be a challenge, but that it would be worth it. However, she turned out to be
more of a challenge than I expected. Though I knew of her physical disability, I did not know
of other complications that arose gradually throughout the semester. As these underlying
issues arose, I began to have more difficulty working with her, and began to feel more
responsibility for her well-being. One day, approximately three weeks into the semester, she
had a panic attack during class. I was not expecting the situation, and though I was able to
step up and handle it calmly with the professor and a couple of URI’s Emergency Medical
Technicians, the situation instilled a great amount of stress in me. Every time I came to
FLITE after that, I was stressed and nervous that something would go wrong. I knew that I
did not need to be nervous because taking care of students was not part of my so-called job
description as a FLITE Peer Leader, yet I still felt a huge responsibility for her health, both
mentally and physically. Since stress began to play a big role in my position as a Peer
Leader, I knew I needed to take action to minimize this stress so that I could be the best
mentor possible for my students. One way that I worked to minimize this stress was by
incorporating exercise, and something I am passionate about, into my schedule. Every
Monday and Wednesday nights, I went to the dance studio and dance for three hours. This
helped me to release tension from my body, to take my mind off of FLITE the next day, and
to alleviate my stress in general. By staying active and doing something I love, I was able to
manage some of the stress caused by anticipating FLITE the following day. Another way that
I managed my stress in this situation was by creating an action plan on how to be prepared
should something go wrong. I spoke with the class instructor, and learned what my role in an
emergency situation would be. Further, every Tuesday and Thursday, about one hour before
the start of class, I would find my student in the Memorial Union and see how her day was
going. By knowing how she was feeling and whether it was a good or bad day, I was more
prepared to handle situations in class. By staying prepared and creating a plan for me to
follow every week regarding exercising and class preparation, I was less stressed about the
difficult situation. Lastly, whenever I felt overwhelmed about having this student in my group,
I reminded myself of what a privilege and growth experience it has been for me to work with
her. I know that despite the stress and difficulties I faced this semester, and despite some of
the extra time I had to put into this student in order to make sure she was doing well, I was
able to grow immensely as a leader and a person. I have learned so much from my student,
as well as created a lasting impression on her, and I would not change that for the world. In
one of the final classes of the semester, she was having a bad day, and we stepped outside
of class. She was feeling very overwhelmed, nauseous, and exhausted, and I was trying to
calm her down. After talking for a few minutes, she looked at me and said, “Hannah, what am
I going to do when I don’t get to see you every day next semester?” I told her that I would still
be around and that I was always going to be available to talk to her or help her when she
needed me. I have known since the first time I saw this student that I wanted the opportunity
to work with her, and by having her as a FLITE student, I was able to do just that. I knew that
the stress, the worry, all of the emotions were worth it because I created a leader-student
bond that will last throughout college, and I have improved so much as a person and leader.
In conclusion, by exercising, creating a schedule and plan of action, and reminding myself of
why, I was able to manage stress throughout my time as a FLITE Peer Leader and ultimately
complete the semester successfully.
6. Student will express a personal code of leadership / HDF415 In HDF415, I retook the Values In Action assessment and found my current top 5 values to
membership ethics be Gratitude, Spirituality, Appreciation of Beauty & Excellence, Kindness, and Prudence.
With that being said, my code of leadership/membership ethics revolves greatly around my
values and, of course, around ethical practices. As a leader, I vow to always stay steadfast in
my routes. I vow to lead for God and to lead in a way that God would lead - loving and
accepting all, giving all of myself to others, and dedicating my life to be the best I can be. I
promise to be gracious of everything my followers give to me, whether that is effort, support,
love, encouragement, hard work, or anything beyond. I plan to think deeply about all of my
decisions and actions as a leader, ensuring that everything I do is in the best interest of my
followers, the organization, myself, and the world. I also promise to be kind to others,
especially those I am leading. In addition to leading based on my values, I promise to give
110% in everything I do. I have a great desire to change lives, whether I change one or I
change many. Each day, I will strive to work toward that goal and do everything I can to use
all my knowledge, experiences, abilities, values, passions, and skills to be the best leader I
can be. As a member and follower, I essentially promise the same things. I will be open-
minded and open-hearted, supportive, kind, appreciative, gracious, and prude. I will take care
to contribute when prompted, listen when necessary, and support the leader always, so long
as he/she is upholding his/her code of leadership ethics. In the end, my code of
leadership/membership ethics revolves around my values and who I am as an individual. I
believe in consistency, and I try to keep my values congruent in all situations: leading,
following, and beyond.
7. Student will demonstrate practice of the personal PHC416 I practice my personal code of leadership/membership ethics when I am working in my lab
code of ethics group for PHC416 Integrated Pharmacy Lab. Each semester, we are assigned lab groups of
5-6 pharmacy students and are expected to work with the simulation mannequins as well as
patients and family members (who are actors) to learn how to apply what we are learning in
the classroom. When working with my group and with patients, I always try my best to
exemplify my personal code of ethics. As a fluid leader and member of the group, I must be
ready to practice my code in both aspects. When I am leading the group, I always treat my
group members with kindness, ensuring that each individual feels prepared for the
assignment and ensuring that they all feel supported in their roles in the group. I express my
gratitude and appreciation for all of the work each individual does by thanking them in
person, as well as by following up via our group message later to congratulate everyone on a
job well done. I am a strong believer that everyone has something to bring to the table in
every situation, and I think it is so important to recognize all the hard work each individual
puts in to our group’s success. I also put my full effort into the group, making sure that I am
always prepared and ready to lead or help. When I am acting as a member of the group, I act
in a similar way. I constantly thank those who are taking the lead, and I always give them my
full attention. Everyone I have the opportunity to work with is so knowledgeable and good at
what they do, and I am able to learn so much from each of them. When working with
patients, I try to employ the same code of ethics. I treat the patient and family member with
kindness, as they are already going through enough and do not need their pharmacist to
contribute any more stress, discomfort, or frustration to the situation. Additionally, I will be
more successful at my job if I build relationships with my patients built on trust, kindness, and
respect. By practicing my personal code of ethics, I am able to create solid relationships with
my patients. In conclusion, I practice my personal code as a student in PHC416. I have the
opportunity in this class to act as a fluid member and leader of my group, as well as to work
on patient cases. I love that I am able to practice being consistent in my different roles, and
that I am able to apply each of my values embedded in my code of ethics no matter the
situation I am in.
8. Student will express a personal values statement HDF190 HDF415 In HDF190, I had the opportunity to take the Gallup StrengthsFinder test and learn my top
five strengths. My top five strengths are Achiever, Learner, Relator, Belief, and Discipline. I
also had the opportunity in HDF190, and again in HDF415, to take the VIA (Values In Action)
assessment, which determined my top five values. My top values as determined by the
assessment taken in HDF415 include Gratitude, Spirituality, Appreciation of Beauty and
Excellence, Kindness, and Prudence. Upon learning my top five strengths and my top five
values, I was able to truly solidify my values because my strengths helped me see how I
function as a person and my values helped me determine what ideals are important to me. I
greatly value deep, meaningful relationships with others who can help me grow as an
individual. With Relator being one of my top strengths, I love to learn about others so that I
can better understand who they are. This has definitely influenced my personal value of
aiming to build strong, lasting relationships. This value has been prevalent throughout my life,
but I was unable to describe it in words until I took HDF190/HDF415 and learned more about
myself and what I desire as a person and a leader. I value meaningful relationships, such as
those among family members and friends, because I find that relationships are the key to
success; through relationships, an individual can get an outside perspective of him/herself,
can learn and grow, can offer his/her wisdom to better the other individual, and can create a
more enjoyable, momentous life. Two of my Values In Action, Gratitude and Kindness,
demonstrate the importance of relationships in my life. I believe that “thank you” are two
words that should never be left unsaid, as I value everything that I can learn from others and
I appreciate others’ willingness to contribute to my individual growth. I also believe that
kindness opens many doors in life, and I value the possibilities that blossom from individuals
being kind to one another. Aside from relationships, another major personal value of mine is
to always strive to “be a ten”. “Be a ten,” a quote that a friend once said to me, is a motto that
I now live by, and it essentially means that I aim to live up to my full potential. In everything I
do, I want to be a ten out of a ten, perfect. Naturally, being perfect is not realistic or possible,
but it is something that I strive for each and every day so that I can get as close as possible
to being a ten. I value hard work, persistence, dedication, passion, and desire, all of which
contribute to my ability to “be a ten”. My strengths of Achiever, Learner, and Discipline
support the claim that I value striving to “be a ten”. Lastly, I value life on earth in general. My
strength of Belief supports my belief in God, and my belief that life on earth is precious and
limited. With that being said, my Values in Action of Spirituality and Appreciation of Beauty
and Excellence validate my love for the earth and for the valuable time I get to spend here. I
am thankful every day that I have the opportunities to learn and grow as a person, share
stories and experiences with others, and celebrate life, and I value all of the chances that I
am given to do these things.
9. Student will demonstrate practice of the personal HDF415 -HDF190 As mentioned previously, I had the opportunity to take the Gallup StrengthsFinder
values statement -URI Tour Guiding assessment, as well as the Values In Action (VIA) assessment, in HDF190 to determine my
top strengths and values. I also retook the VIA test in HDF415 to ensure that my values were
up-to-date. Based on my strengths and my most updated values, I created the personal
values statement shared above. I aim to practice and live by my values in everything I do, but
one specific example of when/where I practice my values statement is when I am working as
a URI Tour Guide. As a URI Tour Guide, I am required to work and give tours at the
university’s Welcome Days in the spring. Tour guides give tours of campus all throughout the
day during Welcome Day, and show a variety of routes, including full campus routes and
residential hall only routes. Also, tour guides have the opportunities to give early tours, tours
that go out prior to the actual start of Welcome Day, if they please. When working at
Welcome Days, just like everything else I do in my life, I strive to “be a ten.” I put as much
effort as I possibly can into my job as a tour guide. I always sign up for early tours, so I arrive
at the Ryan Center and begin touring visitors an hour earlier than most tour guides. After
giving an early tour, I immediately head to the regular tour area and begin giving whichever
tour the coordinator needs me to. I am always eager to use my strength of Achiever to
accomplish as much as I possibly can in a quality manner throughout the day. Once I begin
giving regular tours, I do not stop throughout the day. I aim to do everything that I can to help
the busy day be run smoothly. Whether I am asked to continuously give tours, hold signs to
direct visitors, pass out fliers, or any other task, “yes” is always the answer without hesitation.
While most tour guides only give one or two tours throughout the day and have a lunch
break, I give three tours and skip lunch so that I can accomplish as much as I can. By always
working my hardest and never turning down a challenge, I demonstrate my value of being a
ten. One of the reasons I work so hard at my job is because I want to create a strong
relationship with those I am working with. By always dedicating myself 100%, I am able to
earn the trust of others and am able to show them who I am as a person. I have been able to
create extremely strong relationships with the URI Tour Coordinators, as well as with the
Admissions Officer who is in charge of the Tour Guide Team, and the rest of the Tour Guide
Team Executive Board. I find that by being trustworthy and by helping others to have
confidence in my abilities and dedication, I am able to build a relationship with them out of
that trust. Also, by always being present with the coordinators through coming early for early
tours and not disappearing into the catering room to have lunch, I am able to share more
face time with them, and am able to further my relationships. One of the best ways to build
relationships is to spend time with others and by dedicating as much time as I possibly can to
my job as a tour guide I am able to spend more time with those who matter, and am able to
build a relationship with them. I constantly rely on my strengths of Learner and Relator when
executing this value; I work to learn as much as I can about those I am working with by
asking them questions to get to know more about who they are as people, as well as by
observing what makes them happy or frustrated and trying to relate to how they are feeling at
all times. The final value that I execute in my position as a URI Tour Guide is my value of life
– spirituality, life’s beauty, and daily opportunities. I am beyond honored to be a member of
the Tour Guide Team, and absolutely love my job. While sometimes it is difficult to wake up
for a 10 a.m. tour when I do not have class until 2 p.m. or difficult to attend a staff meeting
from 7 – 9 p.m. when I have a lot of homework to finish, I am always grateful of the
opportunity to have the greatest job on campus. After all, what could be better than sharing
my love for my university, while enjoying fresh air and getting to meet and interact with
students and families? I find that I practice my value of loving life by being grateful that I am
physically able to walk 2.5 miles while on a tour, grateful that I have the mental capacity to
learn so much about this university that I love, grateful that I get to meet a ton of diverse,
interesting, passionate people, and grateful that I get to grow as an individual every time I
work by practicing these values. In conclusion, throughout my experiences and opportunities
in HDF190 and HDF415, I have been able to create a personal values statement, which I
execute almost daily in my position as a URI Tour Guide.
10. Student will demonstrate the ability to lead a project HDF415 URI Ramettes For my Learning Contract for HDF415, I decided to plan a mini retreat for the URI Ramettes
from start to finish (follow-through) to help improve my facilitation abilities, as well as to benefit the team. The purpose of
creating the HDF415 Service Learning Contract, according to the original document, was “to
identify and utilize my strengths in an organizational/interpersonal setting related to my role
as an HDF415 Peer Leader”. I wanted to challenge myself in a way that I had never been
challenged before, and one of the areas of leadership in which I did not have much
experience was facilitation, so I centered my learning contract on that leadership
cornerstone. I had many ideas on how I could practice facilitation, but I wanted to do
something meaningful. As the junior captain for the URI Ramettes, the dance team on
campus, I decided to practice my facilitation skills in a setting that would benefit my team. As
a team, we have faced many challenges throughout the 2015-2016 season, challenges that
hurt the relationships among team members. I decided that I wanted to host this mini retreat
in an attempt to begin mending these broken relationships, while also, of course, working on
improving my facilitation skills. Once I confirmed that I would plan and execute a mini retreat
for the URI Ramettes for my HDF415 learning contract, I immediately began the process. I
studied the team and the interactions among team members, and began to brainstorm which
activities would be most beneficial. I also consulted Phyllis Pasquale and Ben Ratier, two
students who have taken SOLC (Student Organization Leadership Consultants) and have
extensive experience in planning and facilitating retreats. The three of us chose the activities
that we thought would make for the best mini retreat for the URI Ramettes. The five activities
we decided on were: (1) Yee-Haw (2) Trolleys (3) Snow Ball (4) Stepping Stones and (5)
Web. After choosing the activities, I had to ensure that I had all of the supplies necessary to
carry out the activities. I emailed Alison Jackson Frasier and asked to borrow SOLC’s
Stepping Stones equipment and Trolley equipment. I sent her the dates and times, and was
able to pick up the equipment and use it for the mini retreat. I also went to the store and
picked up string to use for Web, as well as plain white paper to use for Snow Ball. Lastly, in
preparing for the mini retreat, I asked Phyllis to assist me in facilitation. On the day of the
mini retreat, Phyllis and I met at the dance studio, the location where the retreat would be
held, approximately one hour ahead of time. We set up all of the equipment and discussed
last minute details to ensure that we were both on the same page and to ensure that we were
both prepared for what we were about to experience. Once the dancers arrived, Phyllis and I
began the retreat. First, we facilitated Yee-Haw and got all of the participants energized and
excited about the retreat. Next, the participants completed Trolleys. During this activity,
Phyllis and I created a more serious tone with our facilitation, and worked to encourage
teamwork and cohesiveness among teammates. We also used our roles as facilitators to
adjust the difficulty of the activity by adding additional challenges throughout. After all, the
purpose of facilitation is to push others so that they may grow and learn as much as possible.
Third, we facilitated Snow Ball, and helped participants get to know one another better while
also allowing them to do something energetic and fun. Fourth, the participants completed
Stepping Stones. Similarly to Trolleys, Phyllis and I used our roles as facilitators to customize
the activity so that it would best help participants improve their critical thinking abilities and
improve their trust in one another. Finally, we facilitated Web, which nicely brought the mini
retreat to a close and allowed teammates to learn how much they are appreciated by one
another. At the end of each activity, and then once again at the end of the entire mini retreat,
Phyllis and I led reflection discussions and debriefing sessions. We asked meaningful
questions that helped reiterate the focuses of each activity and that helped participants
connect what they learned during the retreat to their outside lives, specifically their lives as
Ramettes. In the end, the retreat was very successful, and I was able to fulfill my learning
contract and improve my facilitation abilities. I asked Phyllis to provide feedback regarding
my facilitation skills, and she said she was very impressed and that I did a great job
facilitating the mini retreat. Furthermore, one of the participants messaged me after and said,
“I really loved all of the leadership activities we did because not only did they help with
teamwork but they helped with communication and positivity. My favorite activities were
definitely the stepping stones activity because it helped us use not only communication but
helped us to understand that all of us are teammates and that our actions as a team are what
will be the deciding factor in our success of next season! Tonight helped me realize that we
need to communicate with each other more clearly but we also need to listen sooner and
better to captains and teammates! Also, I really loved the web/string activity because it
shows that as a team we have all impacted each others whole lives and that the little things
we do really inspire us and help others connect with us!” Receiving this feedback from one of
the participants of the mini retreat truly confirmed that I was successful in planning and
completing this mini retreat for the URI Ramettes.
11. Student will describe goals and objective statements HDF492 Much of our discussion in HDF492 this semester has revolved around the future. We have
regarding personal issues, career issues, and talked about everyone’s plans for the rest of the semester and beyond, and have discussed
community issues the most important lessons we’ve learned in the minor and how we can apply these lessons
to our future lives. Though I am not yet graduating, these discussions encouraged me to
think about where I want to take my life in the near and far future. In terms of my personal
life, I have many goals. I want to start a family, travel the world, buy a house, get a dog,
spend time with my family, among other dreams. However, it all boils down to the fact that I
want to be happy. So, an objective statement for my personal life would be to continue
pursuing my passions and dreams all while making decisions that will make me truly happy.
In my career, I have many goals, but I am not completely sure what those goals are at this
point in time. FIrst, I want to graduate in 2020 with my Doctorate of Pharmacy degree.
Beyond graduation, I am unsure of exactly what I want to do. I am thinking I may want to
complete a residency or a fellowship so that I can work in a hospital. However, my long-term
goal is to open up an independent pharmacy that duals as a pharmacy and a coffee shop,
similar to Green Line Apothecary in Wakefield, RI. I also want to be an advocate for my
profession throughout all of this. I want to continue working with others in the pharmacy
realm to get primary practitioner status so that we may prescribe medications directly. I want
to continue advancing the profession so that we may have the means, support, and ability to
treat our patients in the best ways possible. I want to do my best to create personal
relationships with my patients because building trust and rapport is the most important aspect
of being a pharmacist; this helps improve patient adherence, patient willingness to come to
the pharmacy and discuss health concerns, and overall improves patient happiness and
therapeutic success. Though I have many goals in my future career as a pharmacist, my
current objective statement would be that I want to graduate from the University of Rhode
Island in 2020 with my Doctorate of Pharmacy. Once I successfully complete that first step, I
will be more prepared and able to execute my other career goals. In terms of my goals for the
community, I have many. I would like everyone to receive mutual respect and opportunities,
regardless of race, ethnicity, gender, sexual orientation, or other differences. I have loved
being a member of the URI community because I believe we accept and embrace all
individuals, and provide every student with essentially equal opportunity (or at least we try to
as a university). For example, through the Talent Development program, students who are
disadvantaged are able to attend the university and build successful futures for themselves. I
am amazed at the support we give these individuals, and I hope that I can work in my
community at home to find ways to better open doors for either students or general
community members who are disadvantaged. I also would love to better support the
homeless community, particularly those affected by drug abuse. This goal of mine is a goal
that overlaps career and community issues, but I hope that through my passion for the health
and well-being of others I will be able to make headway in this area by working to help
homeless persons who are addicted to drugs and need help get into rehabilitation programs.
I want to help them turn their lives around and get jobs and work toward ending their
homelessness rather than using drugs. An objective statement for my goals within the
community would be to use my privilege and support to better help those with less advantage
by creating support programs to help them move forward, particularly in the academic realm
and the realm of drug use. In the end, I have many goals for my life in the future. I think that
by using the skills that I have learned through this minor, as well as by working with other
passionate individuals I have met through this minor, I will be able to successfully complete
many of my goals. In the end, life is about pursuing passions and making the most of each
day, and I believe that through this minor and the people I have met through the CSLD, I am
prepared to leave the URI community and make headway in the world.
12. Student will show evidence of goals and objectives HDF 190 -Volunteering at Providence St. In March 2015, I had the opportunity to volunteer at Providence St. Joseph’s Medical Center
that were planned and achieved Joseph’s Medical Center (Burbank, in Bubrank, CA in an effort to complete my HDF190 Learning Contract. I was able to learn a
CA) substantial amount of information about many different areas of hospital function, and had
-HDF415 the chance to spend time with the directors of the Education Department and the Risk
-URI Ramettes Management Department. One of the jobs I had to complete while I was there was logging all
of the hospital procedures into an excel sheet and determining which ones needed to be
updated. The directors of these two departments had struggled to complete this task for
days, but had not had the time to complete it since the task was so time consuming.
However, the task needed to be done because the procedures were supposed to be updated
every four years, and some of them were over 20 years old. I was told before arriving to
volunteer that I would need to have all of the hospital’s procedures logged by the end of the
two-day volunteering period. Knowing this, I prepared myself to be extremely productive. I
knew I was going to need to capitalize on my strengths of Achiever and Discipline, and that I
was going to have to use my time wisely and efficiently. I planned to arrive to volunteer early
in the morning so that I would have a full workday to complete the task. Additionally, I
prepared in advance so that I knew exactly what I had to do when I arrived to volunteer. I
asked all the questions I had in the days leading up to volunteering, and was completely
prepared to conquer the task when the time came. When I arrived to volunteer, I worked
ceaselessly for about eight hours. By the end of the eight hours, I had completed the task.
The directors of the Education and Risk Management Departments were stoked, and could
not thank me enough for how efficient and accurate I was when logging the procedures. This
is an example of an objective/goal that was planned and achieved. I felt very accomplished
because this was a task that others were unable to finish prior to my arrival. Similar to
HDF190, HDF415 also provided me with the opportunity to create a personal Learning
Contract to improve my abilities as a leader. The goal of my HDF415 Learning Contract was
to greatly improve my facilitation skills and my ability to use my strengths in a facilitation
setting. As a Peer Leader, I have had many opportunities to facilitate small group
discussions, as well as opportunities to facilitate full class activities. This class was one of my
first leadership experiences as an official facilitator, as much of my experience in Leadership
Studies thus far had been focused on using my strengths as an individual, not as a facilitator.
So, for my learning contract I wanted to complete an activity that would challenge and
improve my facilitation skills, specifically in an organizational/interpersonal setting. Once I
had chosen a goal for my contract, I created a plan of action for how I could achieve that
goal. I ultimately decided to plan and facilitate a mini retreat for the URI Ramettes. I spent a
lot of time planning the mini retreat, and determining how I could successfully facilitate the
retreat, and how I could successfully improve my facilitation skills. I worked alongside two of
my fellow FLITE Peer Leaders, who have also taken Student Organization Leadership
Consultants (SOLC), and had them assist me in planning the retreat and had one of them
observe my facilitation during the retreat. After the retreat, the leader who had been
observing me said that I did an incredible job facilitating the retreat. She said that she noticed
the lack of interest among participants at the start of the retreat, and felt as though, by the
end of the retreat, I had been successful in engaging the team and helping them really
benefit from the activities. She reaffirmed that I had successfully facilitated the retreat, and
also helped me see how successful I was in my goal of improving facilitation skills.
Throughout the process of completing my Learning Contract, I learned a lot about facilitation.
I learned that the energy, speaking tone, and word choice that the facilitator uses when
explaining activities has a huge impact on how smoothly the activity runs. Furthermore, the
facilitator must be extremely clear in explaining activities from the start because this will help
participants complete the activities and challenges in a more effective manner, and will help
participants complete activities without needing an extreme amount of further clarification or
assistance. A major part of being a successful facilitator is catering to the individual needs
and abilities of a certain group. A facilitator must be able to think on his/her toes and respond
to specific incidences and challenges so as to ensure that the activity, or retreat as a whole,
is as effective as possible. By setting a goal, planning an activity to help me achieve that
goal, and then receiving confirmation that I had successfully completed the activity I planned,
I have confirmed that I have set goals and objectives that were planned and achieved.
13. Student will show knowledge of the “Hierarchy of HDF492 In HDF492, I was provided with many resources to further my leadership knowledge. One of
Needs” theory by Maslow those resources was for the theory of Hierarchy of Needs by Maslow. This theory is a
psychological theory that looks at human needs and the level of importance of these needs.
The needs are organized in a hierarchical, or tier, model based on the type of need (basic,
psychological, and self-fulfillment, which can be further broken down into deficiency needs
and growth/being needs). This is often demonstrated using a pyramid structure. The bottom
level begins with physiological needs, which are essential to survival. These include air,
shelter, water, warmth, sex, sleep, and food. The second tier consists of safety and security
needs (protection from elements, security, order, law, stability, and freedom from fear), the
third of social needs such as friends and family, and the fourth of esteem needs, including
self-esteem, confidence, and achievement. The top of the pyramid is classified as self-
actualization needs, which include creativity, problem-solving, authenticity, and spontaneity.
The idea behind the theory is that individuals must satisfy the more basic levels of needs
before they can move forward to satisfy higher levels of needs. Each level is not all-or-
nothing, but the needs must be sufficiently met before progression occurs. When working
with the deficiency needs (the bottom four levels of the pyramid), motivation to fulfill needs
decreases as needs are met. However, when working with growth needs (self-actualization
at the top of the pyramid), motivation increases as needs are met because growth needs
continue to be felt and may become even stronger once they have been engaged. Different
from deficiency needs, growth needs do not stem from a lack of something, but rather from a
desire to grow as a person. Everyone is capable of moving up the hierarchy of needs, but life
often gets in the way and prevents people from fulfilling their growth needs. With that being
said, individuals can move through the hierarchy either uni-directionally or multi-directionally.
Humans are motivated by this hierarchy of needs, which is what makes this model effective.
14. Student will show application of Maslow’s theory to HDF492 Through HDF492, I had the opportunity to briefly study Maslow’s Hierarchy of Needs theory. I
own life often see myself applying this theory in my own life. Naturally, my basic human needs must
be satisfied before I can focus on other needs. Whenever I am hungry or tired I cannot think
about anything besides food or sleep. This demonstrates the idea that basic needs, more or
less, must be met before one can progress to fulfill other needs. Once my basic needs are
met, I can continue working to fulfill other aspects of the hierarchy. The next level beyond
basic needs is safety needs, which again must be met before I can move forward. Though I
often feel very safe, I can tell that this need must be met through my momentary glimpses
into the fear that others experience in life. Whenever there is a school shooting, a mass
shooting, or any other tragedy, I momentarily fear my life and wonder if there is a chance that
I could be in danger next. When I experience these moments of fear, I feel paralyzed. With
that being said, I can tell that I would not be able to move forward with my life if I was living
life without my safety needs being met. Once my safety and basic needs are met, I can focus
on other needs. In terms of friends and family needs, I absolutely need my dose of friends
and phone calls with my mom and dad to get me through my days. When I spend too much
time alone, my life seems to lose purpose. I believe this is because I am losing connection
with others and the outside world, which in turn makes me feel useless and disconnected.
Conversely, when I spend good time with good people, I feel rejuvinated and more able to
conquer my goals and the world. My family and friends lift me up and propel me forward to
reach my other needs and goals. Next, I find my esteem needs to be extremely important.
This is a difficult category of the pyramid for me because it can be challenging to admit to
myself that recognition, status, respect, and self-esteem are important. I, personally, struggle
with trying to be humble while also fulfilling these roles. Through my senior year
achievements and positions, including being captain of the URI Ramettes, Program Co-
Coordinator of the URI Tour Guides, Logistics Coordinator for the Orientation Team, officially
a “graduated” minor in Leadership Studies, and more, I have learned that fulfilled self-esteem
and status truly can motivate an individual to keep striving to meet perfection. Though
perfection is unrealistic, the motivation is essential in my growth and development as a
human. However, I still think it is pertinent that I remain as humble as possible through all of
this status and recognition. The final level of the pyramid is self-actualization. This is the
need that drives the motivation to meet all other needs. Naturally, I want to be the best I can
be. In fact, one of my life models is “Be the best you that you can be.” I love this motto
because it encourages me to be myself, to fulfill my potential, and not to compare myself to
anyone else. I work to fulfill this need every day (so long as my other needs are met) by
learning from others, pushing myself to my limits, reflecting on what I have accomplished and
what I have yet to achieve, and many more factors. In the end, I think this theory is very
applicable to my life and is very apparent in my day-to-day actions. I feel motivated by trying
to achieve each level of the pyramid, and that is exactly how the theory should work.
15. Student will describe personal leadership style HDF 190 -Leadership Institute 2014 Leadership and personality are built on one’s strengths and how one uses those strengths to
and/or personality style including strengths and -HDF415 enhance him/herself. Also, leadership is based off of how one uses his/her strengths to
weaknesses and examples of application (Sources = compensate for his/her weaknesses. Every student in HDF 190 takes the Gallup Strengths
Leadership style inventories, the L.P.I., Finder assessment online to learn what his/her Top 5 strengths are. My top 5 strengths are
StrengthsQuest, Type Focus (MBTI), LAMP, and Achiever, Learner, Relator, Belief, and Discipline. I believe these top 5 strengths contribute
other career inventories, etc.) greatly to who I am as a leader. Achiever is the basis of who I am. To me, Achiever means
setting a goal for myself and pursuing that goal relentlessly, no matter how difficult of a
journey it is to achieve that goal or how long it takes to achieve that goal. When I first came
to URI, I told myself that I would start off strong academically and earn the highest GPA that I
could. Once I had set my mind to earning good grades, I did everything in my power to
receive the grades I wanted. I studied five or more hours a day, including weekends, went to
multiple Supplemental Instruction sessions, visited the Writing Center and my professor’s
office hours, and formed study groups with my other friends. Throughout the semester, I
never received a test grade lower than an A, and I ultimately finished my Fall 2014 semester
with a 4.0. This is just one example of a time when I employed my top strength Achiever: I
set a goal for myself, a goal that was important to me, and worked as hard as I could to make
that goal a reality. This is a personal example of using my Achiever strength; however, I am
able to apply this strength in groups to do whatever is in my power to help the group find a
common vision and work towards that common vision. In addition to Achiever, I am also a
Learner. I love learning new information from all sources and about all topics, and I also love
sharing this information with others. In Fall 2014, I was hired as a Tour Guide for URI. As
soon as I got my Tour Guide Manual, I read as much as I could. I was so excited to learn
more about my school, and to learn facts that I would never have guessed were true! I also
could not wait to share all of this information with my friends, and more specifically, my
visitors. I constantly have a desire to learn more about everything that surrounds me, and
also have a desire to share this information with others who are interested, which
demonstrates why Learner is one of my top strengths. I think being a Learner contributes to
who I am as a leader by making me want to learn everything I possibly can about my other
group members. Additionally, being a Learner allows me to be very attentive to everything
my group members have to say, because I feel as though everyone has something to offer,
and I can learn something different from every new person I meet and work with. My third top
strength is Relator, which in my opinion means striving to relate with everyone on a personal
level. I prefer close relationships and I prefer to have a small group of close friends as
opposed to being involved in a large group of people that I do not have a substantial
understanding about. I learned a lot about my Relator strength at the 2014 Leadership
Institute. I went in to the Institute as a terrified freshman who did not know anyone. By the
end of the weekend, I had created a personal relationship with everyone on my team, and
had 18 new friends to conquer college with. I developed a deep understanding of all my team
members, as well as their lives and experiences, and I think that my experience at the
Leadership Institute really helped me use and better understand my Relator strength, though
at the time I did not necessarily know the term for that strength. One of the members on my
team at Institute came up to me after the Lollipop Leadership Class (2/19/2015), and literally
gave me his lollipop that he received from Robert Vincent in class, saying that I gave him a
lollipop moment at Institute. A lollipop moment is essentially any moment in which the leader
is changing the lives of others without realizing it. This gesture reaffirmed for me that I really
acted as a Relator at the Institute. This strength helps me as a leader because it allows me to
build relationships with everyone I work with; this strength also helps me to make all group
members feel welcomed and loved, which in turn strengthens the group dynamic and makes
all group interactions run much more smoothly. The last two of my Top 5 Strengths are
Belief and Discipline. Essentially, I view belief as being steadfast in my values and remaining
true to who I am through all experiences, no matter the hindrances I face. I use belief in all
situations, and I think this strength helps me as a leader because it allows me to stay true to
myself no matter how difficult being a leader can become at times. Basically, standing strong
in my beliefs helps me to find peace in all situations, and honestly has helped me to grasp
the way others feel when discussing something they are passionate about because I can
empathize with their passion and emotion. Finally, I see Discipline as one of my strengths
because I am especially talented at creating order in groups and helping others find structure
in their lives when they need it. Specifically, I recently helped all of my friends stay on track in
studying for our first Anatomy exam. We studied many days in advance, and reviewed
together each night. I assisted in keeping everyone on track and ensuring that all my friends
felt comfortable with the material. Discipline helps me as a leader because I am able to have
control over myself and over my agenda, as well as assist those who need more help in
creating structure in their lives and their agendas. In the end, I think my Top 5 strengths paint
a very accurate picture in describing who I am as a person and as a leader. My strengths
work together to make up for my weaknesses, such as being shy and introverted in group
settings, getting frustrated when dealing with other strong-minded people, and being too hard
on myself in academics, relationships, and other situations. In the end, my strengths
contribute greatly to how I approach life, and more specifically, they contribute to my style of
leadership. In addition to my strengths, I also identify closely with my Values In Action (VIA).
Prior to starting my time as a FLITE Peer Leader, I retook the Values In Action test. My five
top values were found to be Gratitude, Spirituality, Appreciation of Beauty and Excellence,
Kindness, and Prudence. My values truly show my personality, as well as my leadership
style. Gratitude is something I value deeply; I am thankful for everything that anyone has
ever done for me, as I would not be where I am today without the support, encouragement,
and constructive criticisms of others. This value contributes to my leadership style because I
am a very positive person and can have a really calming, encouraging effect on others. I am
always sure to thank those I am working with for their time and energy, and my gratefulness
usually pushes others to contribute more to the discussions or activities that I am leading.
Also, since I have been given so much from others, I have a strong desire to give back and
have the same effect on those that I am working with, which makes me a better leader.
Spirituality further solidifies my strength of Belief. I have a strong understanding of who I am
as a person and of what my purpose is in the world. I truly believe that my purpose is to
serve others, heal others, and help others grow, and these are all purposes that contribute to
who I am as a leader. Appreciation of Beauty and Excellence has a similar effect on my
leadership style as my value of Gratitude. This value contributes to my positive outlook on
the world, and helps me constantly be in awe of everything around me. This value helps me
learn a lot from others because I think that everyone is beautiful inside and out and has a lot
to offer; Appreciation of Beauty and Excellence also helps me to get the most out of every
opportunity, because I am so appreciative of every chance I have to grow as a person and
leader. Kindness motivates me to serve others and care for them, which in turn helps me be
a servant leader. Everything I do revolves around how I can assist others, whether that be
putting in extra hours at work to help out my boss, meeting late at night with students to
assist with their outcomes, or anything else in that spectrum, I am always acting as kindly as
I can towards others and doing the best that I can to do favors for them. Finally, Prudence
describes how I make decisions. I am always sure to weigh out all possibilities of every
decision I make, which helps me make the best decisions possible. This really helps me as a
leader because when leading others, a leader cannot make rash decisions that may have an
ill effect on the group. Since I am always thoughtful in my decision-making, I am able to
better lead others and I help others trust me to be their leader. I am extremely grateful that I
had the opportunity to retake the VIA assessment prior to working as a FLITE Peer Leader.
Learning my current values helped me to further my abilities as a leader, and also helped me
to better describe who I am as a person.
16. Student will show knowledge of the theory of
Superleadership by Manz & Sims
17. Student will show application of Manz & Sim’s theory
to own life
Outcome Category: Leadership Theories

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)
20. Student will show knowledge of the “Scientific
Management” theory of leadership by Taylor
above theory (Taylor)
22. Student will show knowledge of the “Management
by Objectives” theory of leadership by Drucker
above theory (Drucker)
24. Student will show knowledge of “Theory X and
Theory Y” theory of leadership by MacGregor
above theory (MacGregor)
26. Student will show knowledge of the “Servant HDF 190 Robert Greenleaf’s Servant Leadership theory (Greenleaf, 1969) focuses primarily on the
Leadership” theory of leadership by Greenleaf idea that we are servants first, and leaders second. Greenleaf states that Servant Leadership
“begins with the natural feeling that one wants to serve” (Class packet – p. 33). The Servant
Leadership Model is built on ten characteristics: Listening, Empathy, Healing, Awareness,
Persuasion, Conceptualization, Foresight, Stewardship, Commitment to the Growth of
People, and Building Community. The first characteristic, Listening, describes the importance
of leaders being dedicated to listening intently to those they are leading. Listening refers to
hearing and acknowledging not only the words that are said, but also those that are left
unsaid. The second characteristic, Empathy, focuses on the leader’s ability to identify with
the feelings, thoughts, and attitudes of his/her followers. It is imperative that servant leaders
aim to understand and associate with the feelings of others so that they may use their better
understanding to serve their subjects. Healing, the third characteristic, is the servant leader’s
ability to heal himself and others and use his ability as a servant to make others whole again.
This characteristic capitalizes on the fact that many people have been hurt at least one time
during their lives, and the servant leader has the opportunity as a servant to promote and
facilitate the recovery from these past hurts. The fourth characteristic, Awareness, refers to
self-awareness and general awareness of one’s surroundings. Servant leaders are required
to view situations from all possible angles; they must use their greatened consciousness and
perception of situations to better serve others. The fifth characteristic of the Servant
Leadership Model is Persuasion. Persuasion is one of the main differences between the
Servant Leadership Model and the standard, traditional authoritarian model. Persuasion
refers to the ability of leaders to appeal to others through reason and understanding in order
to accomplish the goals they have set for themselves and for their groups. Persuasion, unlike
traditional authoritarian leadership, does not require the leader to order others around or use
their power to control others and tell them what to do. This characteristic is essential to the
Servant Leadership Model because it focuses on the leader’s ability to lead without dictating.
The sixth characteristic of Servant Leadership, Conceptualization, requires leaders to think
past day-to-day events, and dream big about the future. This characteristic requires leaders
to look at issues and situations and imagine how they could potentially use their leadership
abilities to address these problems in the long run. Servant leaders must possess this
characteristic so that they may find the balance between using their leadership abilities to
focus on everyday life, as well as focus on life in the future. Foresight, the seventh
characteristic, is similar to Conceptualization in the sense that it requires leaders to think and
look into the future beyond day-to-day life. Servant leaders must be able to relate their past
experiences to the future, and use this characteristic to determine how to best make
decisions in the present time. The eighth characteristic of the Servant Leadership Model is
Stewardship. Stewardship is centered around the importance of leaders being able to trust
one another, as well as trust their subjects and show their subjects that they deserve to be
trusted as leaders. According to our class packet, stewardship can be defined as “holding
something in trust for another’” (Class packet – p. 35). Stewardship also focuses on the
importance of persuasion and openness, rather than dictating, and places the leader’s
primary job on serving others. The ninth characteristic of Servant Leadership, Commitment to
the Growth of People, requires servant leaders to have a deep yearning to use their power to
assist each and every individual they are working with in growing to be the best individual
he/she can be. Servant leaders must take all possible actions to ensure that their subjects
have the opportunity to spread their wings. The last characteristic of the Servant Leadership
Model is Building Community. Building Community emphasizes the importance of servant
leaders using their abilities to promote trust and connection among members of a group. The
goal of a servant leader is to use his/her skill, talent, and understanding as a leader to bring
groups of people together so that they may experience true community, which can be hard to
find in our world today. So, the Servant Leadership Model is characterized by ten
characteristics: Listening, Empathy, Healing, Awareness, Persuasion, Conceptualization,
Foresight, Stewardship, Commitment to the Growth of People, and Building Community. It is
essential that servant leaders possess and practice each of these characteristics so that they
may successfully serve first, and lead second.
27. Student will describe personal application of the HDF 190 -Job – Substitute Dance Teacher In HDF190, I had the opportunity to learn about Robert K. Greenleaf’s Servant Leadership
above theory (Greenleaf) -HDF415 theory. The most prominent setting in which I act as a Servant Leader is in my work setting –
-Christian Pharmacists Fellowship Dance Studio 84. I have been teaching dance to all ages of children for about four years
International (CPFI) now, and when I am working, I am servant first, teacher second. I primarily use my
experience and feelings as a young dancer who was recently in the students’ shoes, as well
as my learning of the Servant Leadership Model, to act as a servant leader when I have the
opportunity to travel home and teach my students. I focus on all ten characteristics of the
model, and apply each characteristic to the best of my ability. To begin with, I make the best
effort I possibly can to listen to everything each of my students has to say, whether this be
the words they are speaking or the body language with which they are behaving. This
characteristic ties in with the characteristic of Empathy when I am teaching. Not only do I
listen to what my students are saying, but I also make myself aware of how they are feeling,
and then I try to place myself in their position so that I may better relate to their feelings. By
listening to what my students are saying, and by acknowledging how they are feeling, I can
better serve them as their teacher. Furthermore, I focus intently on the characteristic of
Healing when I am working with my students. Being a dancer myself, I am aware that dance
can be a damaging sport. People will tear you apart for not having the right looks, the right
skills, the right body type, etc. Since I have been in the position of being broken down myself,
I make it a goal of mine to heal my students from past wounds inflicted by other teachers and
choreographers. I always try my best to make my students feel loved and feel as though they
are capable of being incredible dancers. While I stay honest and ethical in my practices, I aim
to make my students happy, healthy, and whole again, as I know this was very important in
my own life. With respect to Awareness, I always aim to make myself aware of how my
students are feeling, as well as make myself aware of how I can best help them improve as
dancers. By using Persuasion, I am able to get my students to do what is best for them
without raising my voice or getting physical, two things that dance teachers who are primarily
teachers, not servants, will often do. Conceptualization is a major aspect of my job. I dream
big things for my students, and I use these dreams and goals of mine to serve my students
so that they may accomplish their dreams and goals in the future. I hope that I can train my
dancers to accomplish great feats in the future, and I use this hope to find the balance
between what needs to be accomplished each dance class and what I wish to be
accomplished in the future. When it comes to Foresight, I practice making decisions based
off of how these decisions will affect myself and affect my students in the future. Additionally,
I use my past experiences to better determine how to make decisions in my work
atmosphere. Stewardship requires me to trust not only my other colleagues, but also those
that I am working with, specifically my students. As a teacher and mentor to my students, it is
important that they feel as though they are able to trust me and put their lives in my hands
during class time. The last two characteristics of the Servant Leadership Model, Commitment
to the Growth of People and Community Building, are the two characteristics I identify with
most when working with my students. The sole reason I became a dance teacher is so that I
could help my students grow as dancers and individuals. I was fortunate enough to have a
dance teacher who was dedicated to my growth as a human being as a whole, and I desire
nothing more than to have the opportunity to contribute to the growth of my students as
people and as dancers. I have dedicated my entire heart and being to giving my students
what they need to grow and flourish. Lastly, Building Community is also a characteristic that I
hold dear to my heart. The dance family that I grew up with was literally my second family,
and I want to use my power as servant and as teacher to create a community among my
students that lasts forever. In conclusion, I apply all ten characteristics of the Servant
Leadership Model to my job as a dance teacher. In HDF415, I was able to revisit the Servant
Leadership theory by Robert K. Greenleaf while my students were learning the theory. Upon
revisiting the theory, I was able to acknowledge other settings in which I acted as a servant
leader. While the example of being a dance teacher described above is indeed Servant
Leadership, as all ten characteristics were addressed, it is a slight blend of servant and
relational leadership. An additional experience in which I acted as primarily a servant leader
was the experience of supporting the Department of Children, Youth and Families (DCYF) in
Rhode Island through an organization that I am part of on campus, Christian Pharmacists
Fellowship International (CPFI). The ways in which I acted as a servant leader by supporting
DCYF through CPFI are as follows. I practiced the characteristics of Listening and
Awareness by listening to DCYF’s mission statement: “Partner with families and communities
to raise safe and healthy children and youth in a caring environment.” While listening is
primarily thought of as hearing and processing what people say, listening, in my opinion, is
any form of hearing the issue. Similarly, learning the mission statement of DCYF helped me
to practice awareness and become knowledgeable on the issue and how I could contribute.
So, by learning the mission statement of DCYF and by understanding what they want to
accomplish as an organization, I was able to practice the servant leadership characteristics
of Listening and Awareness. Another characteristic, Empathy, was also a major characteristic
that was practiced through fundraising for and supporting DCYF. I was empathetic in this
situation by trying to imagine what life would be like as an underprivileged child without a
permanent, loving family and without any stability at all. I tried to identify with the feelings of
those that I was serving so that I could serve them in the best way possible. Once I
empathized with the children, I was not only better able to determine what types of
clothing/games/etc. they needed, but I was also more motivated to help them. Healing,
another characteristic of Servant Leadership, applies greatly to the children in DCYF. The
children have been through so much, and have experienced broken families, losses of
homes, missed meals, and many other tragic things that children should not have to
experience; while there is no way to heal them fully when working as an outsider, I am able
to heal them partially by providing them with things that will improve their lives. Along with my
fellow members of CPFI, I was able to donate tons of clothing, games, books, toiletries, and
many other products that the children often have to live without. By donating these products
to the children of DCYF, I was able to contribute to their healing as individuals. I practiced
persuasion throughout this experience by expanding outside of CPFI and getting the entire
URI College of Pharmacy (COP) involved in supporting DCYF. Throughout the semester, my
fellow CPFI members and I set up tables in the lobby of the Pharmacy building. We were
able to educate other COP students, and they in turn contributed to our support of DCYF by
donating items and funds. Furthermore, I practiced Conceptualization and Foresight, two
additional characteristics, by thinking into the future and thinking of ways to continue helping
DCYF and the children. CPFI decided after our first year supporting DCYF that we wanted to
continue supporting the organization for years to come. So, every year, we hold fundraisers
and clothing drives within the College of Pharmacy so that we can think big, and help DCYF
on an even larger scale. Serving DCYF through CPFI has inspired me as an individual to
work towards providing children with the lives they deserve; whether that entails become a
pediatric pharmacist in the future, or simply means continuing to serve children and spend
time with them, I have definitely practiced Conceptualization and Foresight because I have
the desire to help DCYF and under-supported children on a bigger scale in the future.
Stewardship, another characteristic, played a unique role in this experience; the children at
DCYF do not have a lot of people they can trust. While I did not meet any children personally
through this experience, I still practiced stewardship by showing them they could trust me.
They do not know who I am, but they do know that they have received new clothing and that
there is clearly someone out there who cares. Stewardship also requires the leader to be
servant first, and by spending time, money, and energy to support DCYF, I showed that my
greatest desire was to serve. Lastly, Commitment to the Growth of People and Building
Community, the two final characteristics of Servant Leadership, also played a role in CPFI’s
and my support of DCYF. I am absolutely committed to helping the children be in a position
where they can grow and be successful; I want nothing more than for every child on this
planet to have the opportunity to live up to his/her full potential. When a child’s biggest worry
is where he/she is going to live, what he/she is going to wear or eat, or anything else along
those lines, he/she cannot grow as an individual. So, by providing these children with clothes
and toiletries and living necessities, I was committed to their growth. In Building Community, I
served DCYF and helped their community grow by becoming a member of their community.
Also, through volunteering, I was able to serve CPFI as an organization, which helped build
our community within the College of Pharmacy. So, through my additional reflection on the
Servant Leadership theory in HDF415, I was able to relate Servant Leadership to an
additional experience in which I truly acted as a servant leader. When supporting DCYF
through CPFI, I was able to demonstrate the ten characteristics of Servant Leadership.
28. Student will show knowledge of the “Principle
Centered Leadership” theory by Covey
above theory (Covey)
30. Student will show knowledge of the “14 Points /
TQM” theory of leadership by Deming
above theory (Deming)
32. Student will show knowledge of the “Visionary
Leadership” (now often cited as “Transformational
Leadership”) theory by Sashkin
above theory (Sashkin)
34. Student will show knowledge of the “Individuals in
Organizations” leadership theory by Argyris

above theory (Argyris)
36. Students will demonstrate knowledge of the “4 HDF 190 The 4-V’s theory of leadership by Dr. Bill Grace addresses Values, Vision, Voice, and Virtue,
V’s” theory of leadership by Grace (Center for and is a model of leadership based off of faith and ethics. Dr. Grace designed the model to
Ethical Leadership) ultimately move humanity toward benefitting the common good. Grace does not provide an
exact definition of the common good, but rather leaves room for interpretation by other
leaders, so that leaders can orient their Values, Vision, and Voice in a way that promotes
what they believe to be Virtuous and beneficial to all. The first V of the 4-V model is Values.
Values covers the idea that leaders must know themselves and their values in order to stay
true to who they are and in order to act ethically within a group. Leaders must be committed
to these personal values, and then must utilize these values in the other aspects of the
model. Through commitment to values, leaders can create their vision, voice, and virtue.
Vision is a leader’s ability to put his/her values into actions that advocate the common good.
Grace connects Vision and Values through Service, an additional key element to the 4-V
model that states that through serving others, values become visions. By attempting to
exercise their values through service to others, leaders are able to define what their true
vision for the common good is. Vision then feeds into the next V, Voice. Voice demonstrates
the leader’s ability to formulate words from his values and then actively share these values in
an effective way with others. Just as Grace uses service to connect Values and Vision, he
connects Vision and Voice through polis. (According to our class packet, ‘“Polis” is the Greek
word for city, and the root of the English word politics.”) Polis is used to describe the result of
leaders taking the vision they have created in their minds and sharing this vision in a
powerful, trustworthy way with others. In turn, Dr. Grace connects Voice back to Vision
through Renewal. Renewal describes the point in their journey when leaders complete
introspection and determine whether or not their ideas (Vision) and actions (Voice) align with
and advocate their values. During Renewal, leaders take a step back and ensure that the
ways they are acting and thinking at all times and in all situations reflect the values they hold
true to their hearts. The last V of the 4-V model is Virtue. Values, Vision, and Voice all
culminate at Virtue, which ultimately represents the common good, and what is righteous,
moral, and good on this earth and in a community. The ultimate question of the 4-V model is
“How are my values, vision, and voice in keeping with the common good?” (Class packet – p.
22). In other words, how am I using my vision and my voice, in accordance with my values, to
be virtuous and promote the general welfare? Clearly, the four V’s of Dr. Bill Grace’s 4-V
model work in accordance with one another to create ethical leaders who promote the well-
being of others through their advocacy of the common good. Leaders who practice the 4-V
model are determining how they can use their personal values (determined by the Value
portion of the model), through Voice and Vision to achieve their goals of being Virtuous and
supporting the common good.
37. Student will describe personal application of the HDF 190 URI’s Chapter of Christian This semester, I worked with other members of URI’s chapter of Christian Pharmacists
above theory (Grace) Pharmacists Fellowship Fellowship International (CPFI) to collect clothing and donations to benefit foster children
International (CPFI) who are being held at the Rhode Island Department of Children, Youth and Families (DCYF).
This applies to Dr. Grace’s 4-V’s theory of leadership because I based my Voice and Vision
off of my personal Values, and then acted Virtuously by working to help foster children. I am
aware of my individual Values and my beliefs – I am a steadfast Christian who values
Perseverane, Gratitude, Spirituality, Honesty, and Appreciation of Beauty and Excellence.
Through these Values, I created my Voice and my Vision. My vision is essentially to help
others in any way that I can. In this case, I set my eyes on assisting the children in foster
care who are forced out of their homes and have nothing but the clothes on their backs. In
my opinion, these children are put in a very tragic, difficult situation where they are often
unable to be gracious of life, and are often unable to appreciate the beauty and excellence of
our planet. By making my vision a vision of helping these children, I am therefore supporting
my values by persevering to make our Earth a more beautiful place. Not only am I promoting
my values by making my values more available to these children, but I am also promoting my
values because I am lessening the effects of some of the ugly things that happen on our
planet – such as children being unexpectedly taken from their homes for various reasons.
Once I used my Values to create this Vision, I used my Voice to promote the cause and
encourage people to donate. CPFI held bake sales to raise funds to purchase clothing for
these children, and I encouraged my friends and classmates to go to the bake sale in the
College of Pharmacy to support the amazing cause. Additionally, I used my voice on social
media to promote the bake sale and clothing drive, as well as to raise awareness of the
difficult life foster children live. I demonstrated Dr. Grace’s model because I based my Voice
and my Vision off of my Values, and therefore was consistent. Additionally, I used Service,
another aspect of the 4-V model, to link my Values and Vision. The last V of the 4-V theory of
leadership is Virtue, which promotes the common good, as mentioned in the previous
outcome. I strongly believe that assisting children in foster care is promoting the common
good. Not only is the clothing drive benefitting the foster children who are receiving the
clothing, but it also benefitting the families who ultimately take in these children. Families who
care for foster children are given $11/day to care for the children, and if this money must go
to buying clothing and necessities for the children, the families will further suffer by trying to
take care of the children. As a result, working to bring awareness, as well as clothes and
necessities to the foster children will promote the common good, therefore making it a
virtuous act. So, I have demonstrated personal application of the 4-V theory of leadership in
my work with CPFI to donate clothing and necessities to foster children at DCYF. I have used
my Values as an individual, as well as CPFI’s Values as an organization, to create Voice and
Vision through which I, along with others, promoted the Virtuous act of benefitting foster
children and families.
38. Student will show knowledge of the “Situational COM402 In COM402, Dr. Leatham taught the Situational Leadership theory by Hersey and Blanchard.
Leadership” theory by Hersey & Blanchard This theory was originally based on the idea that parents need to lead their children
differently throughout the life cycle. The theory focuses on leadership being catered to
different people in different situations, hence the name Situational Leadership. This theory is
based off research from many previous theories, notably the contingency theory. The
contingency theory states that three major situational variables, which include leader-
member relationship, task structure, and position power, determine whether or not a situation
is favorable to leaders. In the Situational Leadership theory, there are four leadership styles
characterized by different levels of directive behavior and supportive behavior. Directive
behavior is essentially more task-based, while supportive behavior can be considered to be
more relationship-based. However, the idea is that both types of leadership are used in all
leadership situations, just at different levels. The first leadership style in the Situational
Leadership theory is Directing, which is classified as high directive and low supportive
behavior. The second is Coaching, which is both high directive and high supportive behavior.
The third is Supporting, which is low directive and high supportive behavior, and the fourth is
Delegating, which is low directive, low supportive behavior. Essentially, the four different
leadership styles can be used in different situations depending on the appropriateness of the
style. For example, if a task is well defined and employees already know how to complete the
task, the leader can use a Delegating approach, in which he/she does not overbear the
follower with instruction or with support because neither are necessary. Differently, if a
company begins using a new software that the followers are not yet comfortable using, the
leader may use a Coaching style in which he/she gives his/her followers more direction and
more support in learning to utilize the new system. Aside from the four leadership styles, this
theory has another component called the development level. Development level is the “extent
to which a person has mastered the skills necessary for the task at hand and has developed
a positive attitude toward the task” (Blanchard 27). A person’s development level can range
from D1 to D4. D1 begins the developing phases, while D4 represents a developed follower.
D1 describes a follower who is highly committed, but has low competence for the task.
Persons who are new to jobs are often categorized at this development level. D2 describes
followers who are somewhat competent, but have low commitment and D3 is used to
describe persons with high competence and variable commitment levels. Lastly, D4 is the
development level in which followers are considered to be developed. Hersey and Blanchard
incorporated development levels into the theory because they found that competence and
confidence can be developed through appropriate leadership styles for appropriate
individuals. So, if a leader is able to recognize his/her followers’ development levels as well
as take the task and situation at hand into consideration, he/she will be better able to
determine an appropriate leadership style. In conclusion, the Situational Leadership theory
by Hersey and Blanchard was designed using the idea that different leadership styles are
effective in different situations based on the followers one is leading. The theory incorporates
four leadership styles, each with different levels of directive and supportive behavior, as well
as incorporates different development levels of the followers.
“Situational Leadership After 25 Years: A Retrospective” by Kenneth H. Blanchard, Drea

Zigarmi, Robert B. Nelson. The Journal of Leadership Studies, 1993, Vol. 1, No. 1.
39. Student will describe personal application of the COM402 URI Tour Guide Team As just discussed, I learned Hersey and Blanchard’s Situational Leadership theory from Dr.
above theory (Hersey & Blanchard) Leatham in COM402. I found this theory very interesting because it makes so much sense,
yet it is such a unique theory. Many leadership theories focus on one kind of leadership, such
as relational or servant leadership. This theory, on the other hand, describes how different
leadership styles are effective in different situations dependent on who the leader is leading. I
personally apply this theory in my position as Program Coordinator of the URI Tour Guide
Team. As Program Coordinator, I am essentially responsible for overseeing all functions of
the team. I also play a role in ensuring the success of all tour guides and in maintaining their
happiness. There is one day in particular where I rely heavily on this theory: Welcome Day.
Welcome Days are extremely busy days in which nearly 2,000 visitors tour the university
within a matter of six or seven hours. I coordinate which tour guides are going out on tour,
how many visitors they will have, which route they will do, and many other details. When
working with my team, I know that it is important to take into consideration each individual’s
development level, as well as the situation at hand. The new tour guides who were just
trained this semester are in the D1 developmental stage, moving toward D2. Currently, they
are extremely committed to the team because they are new, and they are eager to learn and
give tours. However, they are still learning how to do their job as tour guides, and have never
experienced the craziness of Welcome Days before. When working with the new tour guides
on these days, I adapt a Coaching style of leadership. I give the new tour guides as much
direction as I reasonably can to ensure they feel comfortable doing their jobs. I give them a
lot of one-on-one instruction when possible, as well as give them additional resources such
as papers with the routes, videos to watch the night before, and more. I also give them a lot
of encouragement. Before each new tour guide goes out on tour, I give him/her a little pep
talk to make sure he/she is ready. I assess how the new tour guides are feeling and do my
best to give them confidence. By adapting a Coaching style of leadership, I am able to
ensure the new tour guides are successful at their jobs, are satisfied, and are developing
increased confidence and competence in regards to the position. With my returning tour
guides, on the other hand, I adapt a more Delegating or Supporting role depending on the
individual. All of my returning tour guides have experienced Welcome Days before and know
what to expect, and they also have much more experience on the team than the new tour
guides. They are confident in their abilities to give tours, and do not require as much
instruction from me in terms of details and expectations. Many of them do not need support
anymore either, as they are extremely confident as a result of receiving great visitor feedback
and even sometimes cash tips. However, I always read my tour guides and know which ones
need support. In the tour guides who need a bit more support and encouragement, I practice
a Supportive leadership style, whereas I practice a Delegating leadership style for the tour
guides who no longer want or need my support. By being able to adapt my leadership style
depending on who I am leading, I am better able to give each individual what he/she needs,
while keeping everyone, including myself, more satisfied and successful.
40. Student will show knowledge of the “Relational HDF 190 The core of the “Relational Leadership” model by Komives, McMahon & Lucas is putting
Leadership” model by Komives, McMahon & Lucas others first. The Relational Leadership model focuses on five components: Inclusive,
Empowering, Purposeful, Ethical, and Process. Additionally, the Relational Leadership model
focuses on the knowing, being, and doing of each component. Inclusive means including
everyone, regardless of their ethnicity, background, opinions, or role in the group. Inclusive
means knowing and understanding yourself, as well as everyone else in your group.
Inclusive means believing that everyone in your group has something to offer, and that no
opinion or suggestion is inferior to another; it is also recognizing that all group members have
value. Empowering, the second component of the Relational Leadership model, constitutes
giving power to oneself, to all members of the group, and to everyone involved in the
situation. Empowering means making everyone feel as though they have a role in the group,
and as though they are needed and valued. Empowering includes boosting the self-esteem
of others in the group, and showing everyone that they have something to offer. Leaders who
empower others draw ideas out of them, and show that they care about the growth and the
feelings of their group members. Ways that leaders can demonstrate empowerment include
encouraging others to speak and supporting and affirming their ideas, as well as gatekeeping
so that all group members feel equally valued and empowered. Purposeful, in the context of
the Relational Leadership model, means simply having a purpose, a goal, or a vision for the
future. Purposeful also means being committed to this vision, as well as the people you will
be working with in achieving this vision. Leaders who are purposeful know their mission and
how they plan to assist their group in achieving this mission. Purposeful leaders employ
positive attitudes and help to ensure that their group members share the common vision and
are ready to work hard to achieve this common vision. Put simply, being purposeful means
working together as a group to achieve a shared vision. Being ethical, which marks what is
valued and right in leadership, means that leaders value and respect themselves and others.
Ethical also constitutes the appreciation of justice among group members and in the process
of working as a group. Ethical leaders encourage character development in themselves and
group members, as well as encourage high standards of behavior and actions that benefit
others over actions that benefit self. Ethical leaders attempt to be trustworthy, responsible,
respected, and fair, and also attempt to create a safe environment for their groups to work in.
The last component of the Relational Leadership model is process-oriented, the
acknowledgement that the process is just as important, if not more important, than the
outcome. Leaders and groups that focus on the process rather than the end goal understand
that trusting the process ultimately leads to better results. Leaders who trust the process
enforce collaboration among group members, and encourage group members to recognize
that the process will determine how great the outcome is. Though I discussed many
components that make a leader a relational leader, the main aspect of Relational Leadership
is focusing on others and the relationships among others as opposed to focusing on the
change you want to make as a leader.
41. Student will describe personal application of the HDF 190 BIO 121 In BIO121 Human Anatomy this semester, students’ exams consist of an individual exam in
above theory (Komives et al) addition to a group exam. Students were allowed to place themselves in their own groups,
and then left over students were placed into random groups. I was placed in a group with two
of my friends, and two students I had never met before. The first time I met them was when
we met outside of class 15 minutes before the exam. During the group portion of the exam, I
asked all group members for their feedback on each question, ensuring that I included all
members of the group, regardless of whether or not I already had a relationship with them.
Additionally, I made sure that all group members understood why we were bubbling in the
answers that we were choosing. I was concerned about the growth in regards to my group
members’ understanding of anatomy, and thus demonstrated the Empowering portion of
Relational Leadership. Naturally, all group members had the same goal of answering all
questions correctly on the group portion of the exam. We were an organized unit with a
common vision, and by keeping a positive attitude throughout the exam, and helping to keep
all group members calm and focused, I demonstrated being Purposeful. I demonstrated
Ethical leadership by facilitating decision making in the group and ensuring that all members
of the group acted fairly toward one another and toward other members of the class who
were not in our group. Lastly, I acted as a Process-Oriented Leader by making the group
exam a group process in which the discussion of the questions and answer choices was the
main focus, and the conclusion and decision on a final answer was a result of the process.
The answers were our final goal as a group, but we focused on how to get to the answers as
opposed to solely the answers. I like this example of being a Relational Leader because I
was able to naturally take on the role of being a leader in my group and apply all aspects of
being a relational leader without really focusing on it. This situation made me feel as though I
truly understood how to be a relational leader in any situation.
42. Student will show knowledge of the concept of HDF415 As a student in HDF415, I was provided with many modules and materials to help me be a
constructivism successful FLITE Peer Leader. Additionally, I was able to participate in many conversations
regarding student growth. One conversation that was very prominent in the beginning of the
semester was the conversation about growth mindset versus fixed mindset. While learning
about growth mindset and fixed mindset, I became interested in learning how students might
practice growth mindset as opposed to fixed mindset. In reading modules provided to me via
Sakai, I came across a constructivism handout which led me to the article entitled
“Constructivisim as a paradigm for teaching and learning”. This article discussed
constructivism, which is a concept that I found connected learning to growth mindset.
Constructivism is a basic theory that is built on the idea that humans construct their own
views, knowledge, and thoughts of the world through their experiences. Humans develop
their personal values, thoughts, and actions as they experience different situations and grow
as individuals; all new information that is learned after these perceptions are created is either
kept or discarded depending on how the new information lines up with the individual’s
conceived values, thoughts, and actions. The theory states that humans must be inquisitive,
curious, explorative, and reflective in order to have the opportunity to grow and expand their
knowledge. In exact words, “individuals are the creators of their own knowledge”
(“Constructivism as a paradigm for teaching and learning”). The main focus of constructivism
is learning through desire to learn, knowledge of how to learn, and the ability to reflect on
new discoveries and determine whether or not they are relevant to one’s current knowledge.
In a classroom setting, constructivism involves big ideas and big conversations. Students are
encouraged to learn in a dynamic, interactive way and work from big ideas inward,
determining why the whole picture is the way that it is. Students are encouraged to step away
from learning by stagnant techniques as is typically practiced in a traditional classroom
setting.
Reference: “Constructivism as a paradigm for teaching and learning.”

(http://www.thirteen.org/edonline/concept2class/constructivism/)
43. Students will describe personal examples of HDF415 As mentioned previously, as a FLITE Peer Leader and a student in HDF415, I was provided
implementing constructivism with many materials and modules to help me be successful. One of these materials was a
handout on Constructivism, a concept that was described above. While we did not
specifically discuss constructivism in class, I practiced constructivism as a student in HDF415
by reading and studying this concept on my own using the materials provided to me. I
demonstrated the inquisitive, curious, explorative nature that those who practice
constructivism employ. When first finding the handout, I was extremely interested in what the
concept of constructivism was and how constructivism related to individual growth; I was also
curious to see how I already used constructivism, as well as to see how I could implement
constructivism in my life in the future. Definitely, by searching for the information and learning
it on my own, I demonstrated some of the qualities of a human who constructs her own
knowledge. I was further able to implement constructivism when I completed my learning
contract for HDF415. For my learning contract, I planned a mini retreat for the URI Ramettes,
a team that I am heavily involved in, so that I could not only help my team, but mostly so that
I could improve my facilitation abilities and therefore improve and expand my leadership
abilities. One of the main focuses of constructivism is the desire to learn, and I demonstrated
a desire to learn facilitation skills by planning and completing my learning contract. I have
grown so much as a leader since I started my Leadership Studies Minor, but I had not had as
much experience in facilitating as I would have liked. So, I took the initiative to improve my
knowledge and grow as a facilitator and leader. Upon completing my learning contract, I was
faced with another main focus of constructivism: the ability to reflect on new discoveries and
determine whether or not they are relevant and useful to the individual. I learned a lot about
facilitation and working with others when planning and executing my mini retreat, and it is all
information that I could have discarded had I not felt it was significant in my life. However, I
found that everything I learned, no matter how major or minor, correlated with what I already
knew and was beneficial to me as an individual and a leader. Furthermore, HDF415 practices
a constructivism classroom setting, which has further helped me understand and practice the
concept of constructivism. Many college classes adapt a learning technique that is fairly
stagnant and non-innovative. Students are typically expected to show up to class, listen to a
lecture while taking notes, and then study and regurgitate the taught information on an exam.
However, HDF415 creates a completely different learning environment, an environment that
implements constructivism. In HDF415, students are encouraged to think outside the box, as
well as to think on their feet and be genuine, inventive, collaborative, creative, and dynamic.
A specific class discussion that demonstrated the practice of constructivism was the
discussion of what would be useful to sophomores and juniors who are pursuing a
Leadership Studies Minor. Students were asked to prepare for the discussion, but were not
given many details on what or how to prepare. The students were given a big idea, and it
was their task to narrow it down into something meaningful. The other FLITE Peer Leaders
and myself discussed ideas throughout the week, created a Google Document to share
ideas, and brainstormed endlessly on our own to figure out what we could do for sophomores
and juniors that would help the bigger picture of the Leadership Studies minor. The idea that I
ultimately came up with and shared with my peers and instructors was the idea of
implementing a mini portfolio course for sophomores and juniors that would help them stay
involved in leadership while earning credit, making progress on inventory, meeting other
sophomore and junior leadership students, and completing requirements for the minor itself.
HDF415 required me as a student to work from a big idea inward, which is one of the main
focuses of constructivism in a classroom setting. In the end, most of my experience with
constructivism has arisen as a result of HDF415. As a student in this class, I was provided
with the necessary materials to learn about constructivism and to practice executing my own
desire to learn, as well as provided with endless opportunities to think big and lead big, which
are two practices that help me learn about myself and learn how I can grow as an individual
and leader while practicing and implementing the concept of constructivism.
44. Student will demonstrate knowledge of experiential HDF415 In HDF415, my fellow Peer Instructors and I received a handout on Kolb’s Experiential
learning in leadership development (Kolb) Learning Cycle and shared a brief class discussion about this type of learning. This area of
leadership development is pertinent for the growth of Peer Instructors because we have
learned a lot about leadership theories and how to be leaders, but this is one of our first
official opportunities to get this experiential learning in facilitation in a classroom setting. The
experiential learning cycle is a great guide for intentional, guided reflection, which is
extremely important for Peer Instructors since we are constantly facilitating, debriefing, and
reflecting on experiences with our students. The experiential learning cycle has four steps:
(1) Concrete Experience, (2) Reflective Observation: The “What?”, (3) Abstract
Conceptualization: The “So What?”, and (4) Active Experimentation: The “Now What?”.
Concrete experience, the starting point for experiential learning, is essentially the activity.
This means that the leader is responsible for creating and facilitating a hands-on experience
for students in which students have the opportunity to learn in a meaningful way. The
facilitator must guide students through the activity or hands-on experience, ensuring that
he/she is observing actively and paying close attention to what is going on throughout the
activity. The facilitator must use these observation skills to pick up on interesting dynamics
and events that occur during the activity so that these events may be discussed later on
during reflection or de-briefing. The second part of experiential learning is reflective
observation, or the “what?” During reflective observation, the facilitator helps participants
focus on processing what happened during step one, the activity. The facilitator prompts
participants to describe their experience, including their emotions, actions, observations, and
anything else that comes to mind. While encouraging the participants to share, the facilitator
should also share what he/she observed during the activity; this will help further
conversation, as well as help prompt participants to analyze why they acted as they did
during the activity. After reflective observation comes abstract conceptualization, the “so
what?” During this step, the facilitator moves the discussion from talking about what did
happen to talking about what lessons, either specific or broad, can be learned from the
activity. In the final step of experiential learning, active experimentation, the “now what?”,
facilitators should challenge the participants to apply the lessons learned. The participants
should discuss what situations in the future may require them to act based on the lessons
learned, as well as discussed how the lessons apply to real-life situations. This phase is
extremely important because it is the phase in which participants can connect the activity or
experience completed to real life. In conclusion, experiential learning, according to Kolb,
occurs in four stages: the concrete experience, reflective observation, abstract
conceptualization, and active experimentation.
Reference: “Kolb’s Experiential Learning Cycle: Student Learning through Intentional, Guided
Reflection”, a class handout
45. Student will describe personal application of HDF415 As a FLITE Peer Leader and student in HDF415, I have had many opportunities along with
experiential learning in leadership development my fellow Peer Leaders to plan and lead class in order to solidify leadership theories and
(Kolb) models. One class in which I truly exemplified the experiential learning in leadership
development concept by Kolb was the class for Servant Leadership, which was planned by
Susannah Johnson and Edith Fidi. The class involved students completing an obstacle
course on the quad where students were paired up and one student had to guide another
blindfolded student; a total of ten stations were set up throughout the obstacle course, and at
each station, students were asked questions regarding one of the ten components of servant
leadership. Having students complete the obstacle course fulfilled the first step of experiential
learning: the activity. By completing the obstacle course, students were able to participate in
a hands-on activity while learning about servant leadership, a theme that is very important in
the Leadership Studies Minor. At my station, I was focusing on the servant leadership
component Commitment to the Growth of People. By asking students questions about the
obstacle they were completing at my station, and by customizing my questions to each pair
of individuals that reached my station, I completed the second part of experiential learning,
reflective observation. For my obstacle, I set up a tall step made up of foam blocks that
students had to guide their blindfolded partners onto. Once standing on the step, I asked the
blindfolded individual a question, and then asked the guide a question. Typically, my question
was based off the general question “What are some CONCRETE ways to help people grow?”
Susannah and Edith provided this question to me in their instructions for the activity, but I
was sure to customize the question to each pair of students by observing how they were
working together so that I could truly help them reflect on their actions throughout the activity.
One group of students arrived at my station, and they were very rushed to complete the
obstacle and answer the questions. They were clearly irritated by my calm, patient, slow
manner of facilitating the station. I asked them why they were in such a hurry, and one
student said, “We really want to win!” I paused and said, “What are we learning about today?”
They answered, “Servant Leadership.” I followed with “Do you think that servant leadership is
a race to the finish line?” All three of the students’ jaws in that group dropped open. They
pondered the question for a minute and said that I was right, and they did not know why they
were rushing. From there, I asked further questions about the growth of people, and asked if
we can contribute to the growth of others if we are not willing to put time and energy into their
development. By observing the students’ behavior and customizing my discussion questions
to reflect their actions, I was able to truly help students experience reflective observation so
that they could reconsider what the purpose of the activity was. I completed the third and
fourth parts of the experiential learning model when I de-briefed the activity with my own
small FLITE group of seven students. I asked them many meaningful questions to help them
fully understand what they learned during the activity, as well as asked them questions on
how they could apply what they learned in this activity to their outside lives as leaders. First, I
asked questions to help them understand why servant leadership is important, and how the
ten components fit into the model. I asked “What can you learn from analysis of past
experiences?” which helped them better understand the servant leadership component of
Foresight. I also asked “Why is helping others grow just as important as helping yourself
grow?” and “What does community awareness have to do with being a servant leader?” to
solidify the components of Commitment to the Growth of People and Building Community,
respectively. By having discussions about these questions with my students, I was able to
complete the third part of experiential learning and have them answer the “So What?” Finally,
I completed the fourth step of experiential learning, active experimentation, when I asked my
students to discuss how their group project relates to servant leadership. At the time of
discussion, our group project was a beach clean-up for Save the Bay. So, my students and I
discussed how the beach clean-up could be a step in the direction of servant leadership, and
discussed what further steps we could take as individuals and as a group to practice servant
leadership. They noted that although the beach clean-up is a wonderful activity, it is not
enough to give them the titles of servant leaders. As servant leaders, they discussed the
further steps that need to be taken in order to serve others in a way that incorporates all ten
components. Considering this was my students’ first experience with learning servant
leadership, they had great conversation about how to act as servant leaders in the future. So,
by assisting in facilitating the servant leadership class taught by Susannah and Edith, two of
my fellow Peer Leaders, I was able to put all four components of Kolb’s experiential learning
model in action, which helped me challenge my students in fully understanding and practicing
the servant leadership model.
46. Student will show knowledge of the “Social Change HDF 190 The Social Change Model (SCM) of Leadership Development (Astin, 1996) is a leadership
Model of Leadership Development” by Astin et al model that focuses on social change and having lasting, positive effects on the community.
The model was originally designed for college students, and is designed to focus on three
separate, yet interdependent values: Individual, Group, and Society/Community values. The
Individual value revolves around the growth and development of self, including development
of personal qualities, self-awareness, and personal values. The Group value builds off of all
individual aspects of the individuals involved in the group. Group is ultimately the
collaboration and interaction between the individuals that make up the group. Lastly,
Society/Community is the big picture; this value is where the social change will ultimately
occur and this value revolves around creating the greatest good for all concerned. Within
these three values, 7 C’s are applied. There is an eighth C, and that is “Change”. Change is
separated from the other 7 C’s, however, because it is the ultimate goal of the Social Change
Model. The 7 C’s work together within the three values to produce the eighth C (Change).
The first C is Consciousness of Self, and it is associated with the Individual value of the
model. As with many other leadership models, the model begins with knowing yourself, and
being aware of the beliefs, values, and emotions that compose who you are and motivate
you as a leader. Consciousness of self must be developed before one can bring awareness
to others and ultimately bring about social change; if you are unconscious of what is valuable
to you, it is impossible to determine what kind of change will ultimately be valuable to others.
In addition to Consciousness of Self, Congruence also focuses on the Individual value of the
model. Congruence focuses on the fact that a leader’s words and actions must be consistent
with his/her values and beliefs. Congruence is interdependent with Consciousness of Self
and requires the individual to stay true to him/herself and demonstrate that his/her values,
beliefs, and emotions actually construct who he/she is. The last C that is rooted in the
Individual value is Commitment. Commitment is focused on the energy and passion that
each individual dedicates toward the group activity and the intended outcomes of the group’s
mission. Individuals must know what motivates and inspires them, and then capitalize on this
knowledge, using it to help them contribute to the group and the overall social change.
Similar to the Individual value aspect of the SCM, the Group value aspect contains three Cs:
Collaboration, Common Purpose, and Controversy with Civility. Collaboration revolves
around the notion that leadership is relational. It focuses on the cooperation of all group
members in valuing one another, being respectful toward one another, exploring differences
between one another, and capitalizing on the talents and passions that each group member
has to offer. Collaboration is used in turn with Common Purpose. Through collaborating,
groups need to determine a Common Purpose, and each group member needs to be aware
of this ultimate vision. Group members then need to be committed to the purpose, and must
be willing and able to work together to accomplish the task at hand. Upon envisioning social
change as a group, group members will better understand the purpose the group is serving,
and will better know how to apply their individual skills to benefit the group in working
towards creating the desired social change. The last C of the Group value aspect of the
model is Controversy with Civility. As with any group, groups working toward social change
will face differences among group members. Controversy with Civility addresses the fact that
group members will need to use honest discussion to overcome difficulties among group
members, and will need to take note of the difficulties they face and ultimately incorporate
them into the common purpose of the group in order to prevent similar conflicts in the future.
Groups working toward social change will need to trust one another and trust that they will be
able to use their group’s difficulties to eventually benefit their group and their common
purpose. The last of the 7 Cs, which is part of the Community/Society value, is Citizenship.
Citizenship requires those involved to be active in the community and to be responsible for
social change within the community. Citizenship requires members to not only be present,
but to be active and to advocate for the change they wish to see. Though this C is placed in
the Community/Society value, it is pertinent that Citizenship is present in all parts of the
model. Social Change leaders must be responsible at all times for social change and must
always be working towards creating what is best for the community. The 8 C, Change, is
th
what results from all aspects of the SCM being combined. Change is a process, and
throughout the process of creating change, leaders must be aware that they may face
adversity and difficulties. At the same time, however, they must be committed to the change
and must know that with positivity, patience, self-confidence, passion and determination, they
will succeed in creating a vision and making a change. The last thing I would like to note
about the Social Change Model is one of the massive challenges it presents to its leaders.
Leaders of social change must be aware that they are not more powerful than other
members of the community, but rather are the catalysts of the community. Social change
leaders are the sparks that should be encouraging others (the members who are not so
active in the community) to join in the common purpose of creating social change.
(The information shared in this outcome was primarily taken from the course packet pages
28 – 30, and focuses on Astin’s Social Change Model of Leadership.)
47. Student will describe personal application of the HDF 190 Community Service Trip to Tijuana, When learning about the Social Change Model of Leadership in HDF 190, one experience
above theory (Astin et al) Mexico through Esperanza kept coming to mind – my community service trip to Tijuana, Mexico through a company
International called Esperanza International. This experience kept coming to mind because each of the 7
C’s in the model (and Change) reminded me of the things I focused on during that service
trip. This community service trip was definitely a personal application of the Social Change
theory of leadership. For this service trip, I traveled with my family and two other families to
Tijuana, Mexico, where we met families who could not afford homes. We helped these
families build foundations for their homes so that other volunteers could come in and
continue building their homes. We worked alongside all members of the specific family we
were helping, as well as alongside other community members who knew the family and
wanted to help out. I applied the first C, Consciousness of Self, because I know that poverty
and homelessness are two issues I feel very strongly about. I do not think that anyone
deserves to live in this world without shelter or without enough money to survive comfortably.
There are so many of us who are rich (rich in the sense that we have enough to survive
comfortably), yet there are so many human beings who barely have enough food and water
to make it through the day. By knowing my values, I demonstrated Consciousness of Self.
Next, I demonstrated the second C, Congruence, because my values and emotions lined up
with the actions I was taking to make a difference. I traveled to Tijuana in hopes of being able
to act on my values, and therefore demonstrated Congruence. The third C, Commitment,
was so essential during my mission trip. The days were hot and long, and in all honesty, it
was very difficult to travel from my home in a Los Angeles suburb to Tijuana, one of the
poorest countries in Mexico. The work we were doing was physical and painful, and without
Commitment, I would not have been able to contribute as much as I did to the cause. I had to
dig through rocky dirt in order to make room for the foundation, I had to bend and mold wires,
control wild chickens, and lay bricks. The work was rigorous, but I was committed because I
knew the importance and the significance of what I was doing. Though I would spend the
whole day sweating, and would finish each day covered in dirt, with hands that were raw and
a stomach that was growling, I never gave up on my family, my friends, or the family I was
working for. The fourth C, Collaboration, was also very important on this mission trip. My
family and I had to work closely with the two other families, as well as the family we were
building for. The family we were building for spoke minimal English, while I spoke minimal
Spanish. However, it was absolutely essential for us to collaborate and work together in order
to get as much work done as possible. I made the best effort I could to communicate and
work alongside the other families, and ultimately was able to work extremely well with
everybody else. We had very productive days and finished the entire foundation for the
house, and this would not have been possible had we not made an effort to overcome the
language barrier and collaborated. Common Purpose, the fifth C, came naturally during this
service trip. My family and I, as well as the other families we traveled with, were all aware of
why we were traveling to Tijuana. We shared the common vision of working as hard as we
could in order to benefit the needy family as best as we could. We wanted to give them
everything. By having a common purpose, we were able to work very efficiently and happily.
In regards to Controversy with Civility, it was imperative that my group and I handle all
disagreements in a civil manner. As I mentioned previously, the days were long and the work
was hard, so we had a tendency to get irritable. However, by holding one another in trust,
and knowing that we were all here to promote the common good, we were able to handle our
conflicts calmly and collectively. We were in a country where we could communicate only
with ourselves, essentially, so it was very important for us to remain close as a group. We did
so by handling all difficulties in an honest and understanding way. The last C of the 7 C’s,
Citizenship, was the main reason we went on the mission trip. As citizens, we felt as though it
was our responsibility to promote change in Tijuana. Though we are not physically citizens of
the community we were working in, we are citizens of the human race. For this reason, it is
our responsibility to support all other humans to the best of our ability. Through traveling to
Tijuana and applying all of the 7 C’s, my family and I promoted Change, the eighth C. We
ultimately wanted to better the lives of those we were working for, and I know for a fact we
changed the lives of the family members we built the house foundation for. One of them
spoke to me when we were getting ready to leave, and said that they would never be able to
repay us for the work we did, but she knew that God would continue to repay us for the rest
of our lives. While her English speaking skills were not the best, she got her point across. At
that moment, I knew I had promoted change for the better, and this change was in fact Social
Change. I promoted the common good, and demonstrated application of the Social Change
Model of Leadership.
48. Students will demonstrate knowledge of the HDF 190 The Leadership Identity Development (LID) Model (Komives, 2005) is a model that focuses
“Leadership Identity Development Model” by on knowing and understanding oneself so that one may be better able to lead others and
Komives et al work interdependently in group settings. There are six stages to the LID Model: Awareness,
Exploration/Engagement, Leader Identified, Leadership Differentiated, Generativity, and
Integration/Synthesis. The first stage of the LID Model, Awareness, is simply being aware of
the fact that we are surrounded by leadership at all times. This stage of the model involves
the leader as an inactive follower, and solely requires the leader to acknowledge and
recognize that he/she is surrounded by leaders; this stage also requires the leader to greaten
his/her knowledge on authority figures and national leaders. The second stage of the LID
Model, Exploration/Engagement, requires the leader to transition from being an inactive
follower to being an active follower who has a desire to be involved, and has a desire to lead.
This stage of the model is when leaders immerse themselves in groups, and begin to truly
understand what it is like to be involved in a small community, as well as what it is like to take
on responsibilities in these groups. During this stage, leaders explore who they are as
individuals, and use their increased knowledge of their individuality to build their self-
confidence. By becoming active members of groups, they are preparing themselves to be
leaders in the future. The third stage of the LID Model, Leader Identified, is the stage in which
leaders take on some sort of leader or group role. The leaders at this stage have figured out
who they are as individuals and have figured out in what setting and groups they wish to
lead. Leaders in this stage emerge from their shells and immerse themselves in all aspects of
a group. However, this stage does indicate that leaders still see the leaders and followers as
completely separate. The leader in this stage struggles with delegation, and moves in and
out of a leadership role while still relying heavily on the leader who is in charge. In the fourth
stage of the LID Model, Leadership Differentiated, leaders finally understand that leadership
is not based off having positional roles. The leaders in this stage of developing their
leadership identities have learned to trust and value others and their involvement, as well as
learned that they can facilitate and promote a great group process, regardless of whether or
not they have a leadership role. Also, this is the stage in development when leaders realize
that leadership is a process, not a destination. Leaders value teams and group
connectedness at this point, and are committed to the community of the group. The fifth
stage of the model, Generativity, is the further shift of the leader to recognizing the
importance of his/her group. Leaders at this stage in the model are concerned for the growth
and development of those they are working with, and are concerned with the sustainability of
the group, as opposed to the power or name currently held by the group. Leaders in this
stage are also dedicated to continuing to flourish in the areas of passion and focus, and have
taken the responsibility of developing and sustaining their groups and all individual members
of their groups. The final stage of the Leadership Identity Development Model is
Integration/Synthesis. Integration/Synthesis is the stage in which leaders strive for
congruence, and aim to fully relate their personal values and beliefs to the work they are
doing as members and leaders of groups. In this stage, leaders realize and respect the fact
that leadership is a life-long developmental process; they realize that they must recycle
everything they have done in their past leadership experiences so that they may continue to
grow. Each stage of the LID Model is marked by a transition, which makes it clear that the
leader is moving from one stage to the next. Transitions are more reflective than active, and
signal a shift in thinking. One example of a transition in between stages includes wanting to
get involved after becoming aware. The desire to get involved is the transition between
Awareness and Exploration/Engagement. The transition between Exploration/Engagement
and Leader Identified is recognizing personal leadership potential and having the motivation
to change something. Between Leader Identified and Leadership Differentiated is the most
important transition of the LID Model: recognizing that holding a position does mean that one
is a leader. Many students enter college with the preconception that leaders are those who
have titles. This model is essentially working to change that view and understanding of
leadership, and the transition between Leader Identified and Leadership Differentiated is vital
in students growing from high school leaders into real world leaders. The transition between
Leadership Differentiated and Generativity is focusing on passions and commitments, and
feeling the urge and want to serve society. The last transition, between Generativity and
Integration/Synthesis, is openness to ideas and the commitment to staying true to oneself.
So, the Leadership Identity Development Model is characterized by 6 stages, and the
transitions between each stage. The ultimate purpose of the LID Model is to help students
transition their views of leadership from the typical high school understanding (leaders have
positional roles), to the real world understand (leaders are everywhere, and leaders can be
leaders without being the leader).
Reference: “A Leadership Identity Development Model: Applications from a Grounded

Theory”, a class handout.
49. Students will describe personal application of the HDF 190 -Leadership Institute 2014 When I first attended the Leadership Institute in September 2014, I believed that a leader
above theory. (Komives et al) -HDF415 was a person who had a title. I thought that only the person with the title could lead the
group, and that individuals had to wait their turn to receive a title and become a leader. This
is the mindset that the Leadership Identity Model is trying to break. Thankfully, by attending
the Leadership Institute and taking HDF 190, I was able to learn and understand what/who a
leader truly is. The first stage of the LID Model is Awareness. I experienced awareness at the
Institute; I was well aware that I was surrounded by the leaders of URI. The peer mentors, as
well as those who visited for the picnic, inspired me with their leadership skills and talents. I
experienced the second stage of the model, Exploration/Engagement, when I finished the
Institute and attended URI’s First Night. I immediately found the clubs and organizations that
I wanted to be involved in, and I became an active member of these organizations. I
imagined myself becoming a URI Tour Guide in the future, as well as imagined myself joining
Christian Pharmacists Fellowship International (CPFI), and hopefully leading that
organization at some point during my college career. I experienced the third stage of the LID
Model, Leader Identified, when I got hired as a tour guide. I joined the URI Tour Guide team,
and became very involved as an active member of the team. However, I still saw the trainers
and executive board members as leaders, and myself as solely a group member. I
experienced the transition from stage 3 (Leader Identified) to stage 4 (Leadership
Differentiated) when I began second semester of my freshmen year. I learned in FLITE that
leadership is a process, and I also learned that one does not to have a leadership title to
lead. This was the major turning point for me as a leader. I then experienced stage 5,
Generativity, when I was placed in my FLITE group. At this point, I was more concerned
about my group members than I was about myself. Every single member of my group
intrigued me, and I was amazed by everything I could learn from them, and everything they
could learn from me. I reached the final stage of the Leadership Identity Development Model,
Integration/Synthesis, when I completed Outcome #48. When I was writing about the
Leadership Identity Development Model, I reviewed the chart and my notes from class
countless times. It finally clicked for me that I will continue to grow as a leader throughout my
entire life. Leadership never ends, and I will never fully know how to be the best leader.
However, by recognizing that leadership is a lifelong process, I completed my transition from
a naïve high school senior to a knowledgeable leader of URI. I am aware that the reason I
am completing this inventory is so that I may reflect on it in the future and continue to grow. I
also am confident with where I currently stand as a leader; I know that I have an incredible
understanding of myself, and I know how I can use this understanding to lead and serve
others. So, I have demonstrated personal application of the Leadership Identity Development
Model throughout my freshman year of college, specifically through my journey as a student
in the Leadership Studies Minor run through the Center for Student Leadership Development.
In HDF415, I had the opportunity to revisit the Leadership Identity Development Model
(Komives, 2005). I participated in an extensive class discussion regarding the model, and
when participating in the class discussion, I decided that I was between stages 4 and 5
(Leadership Differentiated and Generativity) of the model. This was an interesting decision
considering almost a year ago I had decided I had already advanced to stage 6 the model, as
can be learned by reading above. Now that I have a better understanding of the model, I
have a clearer view of how I have grown as a leader throughout college, and I have a better
understanding of where I fall in the LID Model. The beginning of my college leadership
development is similar to what is described above, but I have grown even more since the so-
called advancement to stage 6. I experienced stage 1, Awareness, when I first came to URI
and participated in the Leadership Institute. Institute opened my eyes to the possibilities of
leadership, and showed me that leadership is not an action, but a lifestyle. While I did
become aware that I was surrounded by leadership, I was still extremely skeptical about the
idea of being a leader myself. I figured I would follow others, and learn from them, but never
planned on being the leader, the one in charge. As I experienced first semester, I began to
transition into the second stage. I received a lot of affirming compliments from my Institute
Peer Leaders, as well as from professors and other faculty on campus. Their affirmations of
my abilities made me think more about what leadership was, and made me want to take
FLITE to see if I wanted to participate in the Leadership Studies minor. I reached stage 2,
Exploration/Engagement, when I was a student in FLITE. FLITE provided me with many
opportunities to explore leadership, and to learn about others and myself. FLITE also helped
me gain confidence which I was able to carry out to other organizations that I am involved in.
Throughout my semester in FLITE, I interacted with my small group members and my FLITE
Peer Leader, and I was able to build friendships that further helped me develop as an
individual. These friendships further encouraged me to grow as a leader as well, which
helped me transition from stage 2 to stage 3. In stage 3, Leader Identified, I dove more into
the possibility of leadership. I learned multiple leadership models in HDF190, and became
curious about what leadership meant in the big picture. However, I still could not imagine
myself being an actual leader. I had so much respect for my FLITE Peer Leader, as well as
for the other Peer Leaders and other leadership influences I saw around campus. I did not
think there was any way I could ever accomplish what they accomplished, and I figured I
would go through college simply observing others. By the end of FLITE, however, I realized
that I could take bigger steps as an individual. Realizing that my first year of college was
over, and that the students who were key leaders were only a year ahead than me in school,
I realized that I could potentially be a leader on campus someday. While the idea still seemed
far-fetched, I was more prepared to step up as a leader, rather than staying focused on
hiding in the shadows. Throughout the first semester of my sophomore year of college, I
experienced Stage 4, Leadership Differentiated. I was involved in many organizations on
campus, and I learned by trusting others and their involvement. I began to understand that I
could influence others by simply being a dedicated, active student on campus, and that I did
not need a title to have an affect on them. By realizing that I could potentially make a
difference in the lives of others, I began to transition into stage 5, Generativity. The transition
between stages 4 and 5 involves the leader to want to serve, and I definitely developed a
strong desire to serve during my sophomore year. Thanks to the confidence that had been
developing since the start of FLITE and my newfound, intense desire to serve, I took the leap
of faith and attempted to gain a few leadership positions on campus so that I could be
actively committed and serve others while practicing my passions in an even more enabling
setting. I got hired as a URI Tour Guide Trainer and a FLITE Peer Leader. These two
positions ultimately helped me move fully into stage 5, Generativity. At this point in my
leadership development, I took responsibility for others and my community, as well as myself.
I began to understand that as a leader, no matter the position I am in, I have the power to
transform others. I developed a passion for serving others in a group setting, and a passion
for helping others grow so that they could develop in the LID Model in the same way I did as
a result of my FLITE Peer Leader and other influential students on campus. During the
HDF415 class discussion about the LID model, I felt as though I was between stages 4 and
5. However, after returning to this outcome and realizing that I had actually taken a step back
in the model, I realized that I do demonstrate some qualities that characterize a leader in
stage 6, Integration/Synthesis. By acknowledging that I still have more to learn, I
demonstrated that leadership is a process of never-ending growth. I see that I will always
have to observe others, utilize all information I can, practice as much as I can, and continue
to grow as a person in order to better myself as a leader. I have definitely grown significantly
as a leader throughout my time at URI, but I am very aware that leadership development is a
pathway with no set destination. I know that I will be constantly moving forward and growing,
while also experiencing some steps backwards. However, by being prepared for the journey
in general, I am more prepared to learn from every experience that I have and I am more
prepared to keep moving forward.
50. Students will demonstrate knowledge of the HDF 190 The Strengths Development Model focuses on the individual’s ability to discover and be
Strengths-Development Model by Hulme et al aware of his/her strengths, to apply his/her strengths, to build relationships in which his/her
strengths are encouraged, and to develop and integrate his/her strengths into behavior. In
the first part of the Strengths Development Model, leaders must discover their strengths. In
HDF 190, we do so using the Gallup StrengthsFinder assessment. Upon learning their top
strengths, leaders must ponder these strengths in order to better understand them, and they
also must be able to define these strengths in words that share what the strength means to
them personally. Once a leader is completely aware of what his/her strengths are and how
he/she personally views these strengths, the leader must apply these strengths. The
application aspect of the Strengths Development Model requires that leaders focus on how
they can use their strengths in their behavior. They must use their knowledge about their
strengths to determine how they will use these strengths to conquer every day tasks.
Additionally, they must analyze situations and behaviors using their strengths and construct
their behavior and choices using their strengths. While applying their strengths, leaders must
form relationships with others that encourage the development of their themes. In these
relationships, leaders are expected to study the strengths of others and think about how they
can create relationships with others in which the strengths of both constituents compliment
each other. Leaders should be focusing on strengths when collaborating with others and
should be aiming to create complementary partnerships with others so that they may be
strong, though not well-rounded, individuals who are part of a well-rounded group. The
Strengths Development Model focuses on the idea that not every quality can be a strength
for us, and thus, we are not strong, well-rounded individuals. However, through the creation
of relationships, we can create well-rounded teams that are prevalent in all areas. The final
aspect of the Strengths Development Model is the development and integration of strengths
into past and present behavior. Leaders should reflect on their past experiences and
determine where/how they used their strengths, and also where they failed to use their
strengths, but could have been more effective had they focused on the themes they excel in.
In this portion of the Strengths Development Model, leaders are expected to incorporate their
strengths into every day activities. Additionally, they should determine how their strengths
affect others, and how they can overcome challenges that are brought about as a result of
the use of their strengths.
Reference: “Strengths Development Model”, a class handout.

51. Student will describe personal application of the HDF 190 HDF415 Throughout my semester in FLITE, I have been able to learn about my strengths, and how to
above theory (Hulme et al) apply my strengths to my activities, my relationships, my goals, as well as to my past and my
future. My top 5 strengths are Achiever, Learner, Relator, Belief, and Discipline. Early on in
the semester, I had the opportunity to gain a better understanding of my strengths, and to
learn how to verbalize what my strengths are and how they apply to me. I learned that
Achiever means I am a person who thrives from being busy and working hard, and also
means I will dedicate my entire being to achieving the goals I have set for myself. Learner
means I have a desire to immerse myself in as much knowledge as possible. Relator
describes my yearning for close relationships with those who surround me. My strength of
Belief explains why my life is so centered around my core values. Lastly, Discipline describes
the structure and order of my life, and explains why I always make an effort to be organized.
All of my strengths describe perfectly who I am as a person. All of these strengths are things
that I have possessed throughout my whole life, but through the Strengths Development
Model, I finally have the words to describe who I am as a person. Prior to taking HDF 190, I
could not put my strengths into words. However, through this model and my opportunities in
FLITE, I have been able to discover my strengths and become more aware of them; this is
the first step in the Strengths Development Model. The second part of the Strengths
Development Model involves applying my strengths to my every day life. Since learning my
strengths, I have made a conscious effort to identify when I use my strengths in my every day
life. I can see that I am an Achiever because I set high goals for myself, and work towards
these goals relentlessly until I achieve them. For example, in Dr. Geldart’s CHM 112 class,
students may be exempt from the final if they are satisfied with their test average from the
semester. I spent the entire semester aiming to finish with an A (above a 93%), so that I may
opt out of taking the final. I ultimately finished the course with a 96%, and demonstrated my
ability to set goals for myself and work relentlessly to achieve these goals. I also see my
strength of Learner prevailing in my everyday activities because I want to read everything I
see, and understand everything I hear. My anatomy professor puts up extra information
online that students can see when accessing our class notes through Sakai. Many other
students ignore this additional information and go straight to the Powerpoint notes, but I
always read through all of the extra information because I am intrigued by it. I love that I am
in an environment where learning is promoted, and I take advantage everyday of the
opportunity to learn everything I possibly can. As far as Relator, Belief, and Discipline go, I
also see myself using these strengths in my every day life, too. I have created extremely
personal relationships with about nine other PharmD. Majors. I use these personal
relationships to work better in a group with these people when studying for exams, practicals,
and finals. I love working with others, but cannot work with people I am unfamiliar with. I see
my Relator strength being utilized here at URI because I am constantly working to build
relationships with others so that I may conquer college with them by my side. In terms of
Belief, I am a very steadfast human being. I have not let other individuals or any situations
separate me from my beliefs. Specifically, I am completely against underage drinking. As I’m
sure you are aware, underage drinking is a common occurrence in college. However, I have
not let the casualty of drinking in college alter my belief about whether or not it is acceptable
to consume alcohol before age 21. Lastly, I notice myself using Discipline every day because
I need to stay organized. I have the same schedule week to week, and prefer to have my life
be very structured. So, I have completed the application portion of the Strengths
Development Model by acknowledging when and how I apply my strengths to my daily life.
Another aspect of the Strengths Development Model is Relationships. I have built close
relationships with my FLITE group. We all know one another’s top strength, and we are
aware of when each individual is applying his/her top strength. My FLITE group and I have
spent countless hours discussing our strengths and how incredible it is that different
strengths compliment one another. By building relationships with individuals who are also
aware of their strengths, and by exploring how relationships can benefit both individuals by
complementing one another’s strengths, I have practiced the Relationship aspect of the
Strengths Development Model. The last area of the model is Develop/Integrate, which
requires leaders to apply their strengths to the past and the future, as well as to understand
how conflict may arise as a result of their strengths. Upon learning what my top five strengths
were, I immediately completed introspection and looked at how I have used my strengths in
my past. I have always been an extremely organized, steadfast individual who sets high
standards for herself and works unceasingly until she achieves her goals. My strengths have
been prevalent throughout my entire 18 years on this planet, and I am able to recognize
many situations in my past in which I have used my strengths. Additionally, I look ahead and
imagine myself using my strengths in the future. I am currently on track to becoming a
pharmacist (PharmD.), and I know that I will be committed to achieving this goal and will not
let up until I have my doctorate degree. This is just one simple example of how I will use my
strengths of Achiever and Discipline in the future. While my strengths are often very
beneficial, I can see how my strengths could potentially cause conflict among others. Being
such a driven individual, I often get frustrated when others do not have the gumption that I
do. This often creates conflict because I get frustrated with them for not being as motivated
as I am. However, at this point, when my Achiever strength brings about conflict, I capitalize
on my other strengths to alleviate the tension. Specifically, I use my Relator strength to
balance out my Achiever strength. Whenever I am getting frustrated with others because
they do not have the same drive as I do, I try to relate more closely to them and understand
where they are coming from. I usually am able to resolve all conflicts that I face as a result of
one strength by employing another strength. In conclusion, I have experienced personal
application of the Strengths Development Model throughout my entire second semester of
freshman year at URI. In FLITE, I had the opportunity to practice and understand all four
aspects of the model, and was ultimately able to gain an incredible understanding of my
strengths and how I use my strengths. As a FLITE Peer Leader, one of my assignments was
to plan a class activity for the students in order to solidify strengths-based leadership. When
planning the class with one of my fellow Peer Leaders, we decided to base some of the
activities on the Strengths-Development Model. We started the class by creating discussion
among small groups about how to individualize a leader’s strengths. We had each student
define his/her strengths or values in a way that was unique to them, as we all utilize our
strengths in different ways. This helped students to further discover and understand what
their strengths are and how they use them. The next activity we planned for class required
students to think a bit more creatively. We asked students to draw on a plain piece of paper a
visual interpretation of their strengths and values. We asked that students have lines
extending off the paper, and we asked that they be able to describe what they drew and why
they drew it. Once students had finished drawing, we had students describe what they drew,
how it related to their strengths and values, and how it represented them as a person. After
all small group members had an understanding of the other group members’ drawings, we
asked students to connect their drawings to one another to make a larger picture. Students
connected the drawings using the lines that were extending off the page to connect their
drawings to others, and ultimately made one large strengths interpretative picture. Once the
big picture was complete, groups were asked to discuss how the large picture represented
them as a team. This activity helped the students to understand that, while our strengths are
our own, we need others to contribute to our strengths and to help us develop them further.
Individuals need to be surrounded by others who can push them in their strengths
development, and whose strengths can compliment the individual’s. As leaders, they need to
understand that we all have a few talents that we are really good at, but we need others
around us to compliment us and help us grow further. So, as a FLITE Peer Leader, I had the
opportunity to help the students better understand strengths-based leadership. I was able to
help them move forward in the early stages of strengths development, and was also able to
help myself move forward by revisiting the model and by sharing these discussions and
activities with my students.
52. Student will demonstrate knowledge of behavior
theories of leadership from Michigan and Ohio State
above theories (Michigan & Ohio State)
54. Student will demonstrate knowledge of Charismatic
leadership
above theory
56. Student will demonstrate knowledge of contingency COM402 The contingency approach to leadership is based on the idea that there are contingency
approach to leadership by Fiedler factors, or variables, which moderate the relationship between two other leadership variables
such as leader behavior and subordinate satisfaction. Contingency approaches incorporate
the idea that the success of a leader is dependent on the task situation as well as on the
attitudes, behaviors, and abilities of subordinates. The two known and accepted contingency
variables are (1) personal characteristics of the subordinates and (2) the environmental
pressures and demands with which subordinates must cope in order to accomplish the work
goals and to satisfy their needs. The theory acknowledges that there may be other factors
that determine the effects of leader behavior, but that these are the two known factors that
can actively alter the success of leader behavior. For example, the first contingency variable
focuses on personal characteristics of subordinates. Two diverging subordinate types are
internals as opposed to externals. Internals believe that what happens to them occurs as a
result of their behavior, while externals believe that what happens to them occurs because of
luck or chance. Internals and externals thrive with different types of approaches to
leadership, which is essentially what this theory is created to accommodate. Another
example of personal characteristics includes subordinate perception of personal ability with
respect to assigned tasks. Subordinates with higher levels of perceived ability prefer task
demands, while the subordinates who feel less able prefer a more coaching-type style of
leadership. So, the acceptability of leader behavior is partially determined by the
characteristics of the subordinates. Another factor also partially determines the acceptability
of leader behavior: the environment of the subordinate, which consists of factors that are not
within the control of the subordinate but which affect the subordinate’s performance. The
subordinate’s environment is made up of his/her tasks, the formal authority system of the
organization as a whole, and the subordinate’s primary co-workers or work group. Different
leader behaviors are effective in different environmental situations. In conclusion, the
contingency approach to leadership revolves around the idea that contingency factors,
including subordinate characteristics and the environment, have an effect on determining the
most appropriate and successful style of leader behavior. In COM402, Dr. Leatham
described contingency as determining whether an autocratic or democratic leadership style
will be better.
57. Student will describe personal application of the COM402 URI Ramettes In COM402, I had the chance to learn about the contingency approach to leadership. After
above theory (Fiedler) learning this theory and reflecting on my leadership positions, I have recognized that I
practice the contingency approach to leadership in my role as captain of the URI Ramettes.
Specifically, I alter my leadership style based on the contingency variables. First, I alter my
style based on personal characteristics of my subordinates, or dancers. My dancers all have
different dance backgrounds, different experiences at URI and on the team, and have varying
levels of ability, comfort, and confidence. As captain, I try to take all characteristics of each
dancer into account when determining what type of leadership style they will best respond to.
To be more specific, I take a coaching-style approach to leadership with my dancers, usually
first year dancers, who lack confidence. Many of them lack confidence in their ability to fulfill
the role of a Ramette and perform well on the court, as well as lack comfort in the day-to-day
activities we complete as a team. I try to be more nurturing with these dancers, helping them
understand what it means to be a Ramette and how to be a Ramette. I give them specific
details about what to expect at each practice and game, and try to guide them more than I
guide veteran dancers who are already comfortable and confident. I also try to lift them up
whenever they perform well, whether that’s in practice, on the court, in the classroom, or in
other areas around campus. Oftentimes, the nervous team members simply need affirmation
that they are good enough and deserve to be on the team. Once they receive these positive
affirmations, they become much more comfortable and confident, and in turn do a better job
fulfilling their roles as Ramettes. In addition to adjusting my leadership style based on
subordinate characteristics, I also adjust my leadership style based on environmental factors.
Ramettes as a whole work in a very unstructured fashion. This was our first year having a
head coach who attended all practices and games and historically, everything Ramettes is
run by captains. With that being said, I adopt a very directive approach when leading the
Ramettes. I have a big responsibility as captain and need to ensure that everything gets
done that needs to. So, I typically begin with a directive leadership approach based on the
structure of Ramettes and then adjust to a coaching-style depending on which dancers I am
working with.
58. Student will demonstrate knowledge of Path-Goal COM402 Path-goal theory, which I learned about in COM402, states that “leaders are effective
theory by House because of their impact on subordinates’ motivation, ability to perform effectively, and
satisfactions.” Essentially, the theory revolves around the idea that the leader influences the
subordinates’ perceptions of work goals, personal goals, and the paths required to reach
their goals. Upon influencing the subordinates, the leader is motivating or satisfying the
subordinates through increasing goal attainment and clarifying pathways to reach these
goals. There are a few general propositions to path-goal theory. First, leader behavior must
be acceptable and satisfying to subordinates and must influence the subordinates to see the
leader’s behavior as currently satisfying or as instrumental to future satisfaction. Second, the
leader’s behavior must be motivational enough to encourage effective performance from
subordinates as well as must complement the environment of subordinates by providing
coaching, guidance, support, and rewards necessary for effective performance. Leader
behavior can be directive, supportive, achievement-oriented, or participative. Leader
behavior is affected by contingency factors, such as subordinate characteristics and
environmental factors. Once leaders take the contingency factors into account and determine
the most appropriate leader behavior, they will be able to influence personal perceptions, will
be able to motivate subordinates, and will be able to reward subordinates. Ultimately, the
combination of leader behavior, contingency factors, and results should lead to increased job
satisfaction, increased acceptance of leader, and increased motivation. Though path-goal
theory takes into account many other leadership theories, such as the contingency approach,
this theory goes one step further by not only suggesting what type of leadership style may be
most effective in a given situation, but by attempting to explain why certain styles of
leadership are more effective in certain situations.
“Path-Goal Theory of Leadership” by Robert J. House, University of Toronto.

59. Student will describe personal application of the COM402 URI Ramettes In my role as captain of the URI Ramettes, I do my best to not only lead the team to success
above theory (House) on the court and within URI Athletics, but also to success in all other aspects of their lives. I
work toward this goal as a leader by applying the path-goal theory of leadership which I
learned about in COM402. I know the task-oriented aspect of my role as captain and am very
comfortable and confident in my ability to accomplish what needs to be accomplished. This is
helpful because I have more time to spend focusing on the relationship-oriented aspects,
whcih are the aspects that help me truly influence the motivation and success of my dancers.
The first proposition to path-goal theory is that leader behavior must be acceptable and
satisfying to subordinates and must influence the subordinates to see the leader’s behavior
as currently satisfying or as instrumental to future satisfaction. With that being said, I do my
best to lead the team in a way that is appropriate and accepted by all dancers and my coach.
I try to maintain appropriate boundaries as a friend and captain, and always make sure I am
prepared and giving my dancers my full effort. When I give 110% to the team and come to
practice prepared with new, exciting choreography, innovative ideas, and enthusiasm, my
dancers are usually satisfied with my leader behavior. Second, I do my best to motivate my
dancers whenever and wherever possible. For example, I wanted to motivate my dancers
before the Providence College v. URI rivalry game to continue pushing and doing their best,
despite their nerves and excitement. I took the time to write each of them an individualized
note to motivate them. The team aboslutely loved the notes and they performed extremely
well because I had individually encouraged all of them to succeed in a personalized way.
They appreicated the time and effort I put into the notes, and recognized that no other
captain has ever done that for them. In addition to always doing my best to perform well as
captain and motivate my dancers, I also try to adjust my leadership style depending on the
dancer I am talking to or depending on what needs to get done at practice that day.
Sometimes, a more directive leadership approach is necessary; when possible, I adopt a
coaching-style approach so that I can motivate my teammates. By trying to alter my style to
fit each dancer and each situation, I again am building rapport with my teammates and am
helping to motivate them to perform to the best of their ability. Aside from dance itself, I try to
act as a mentor and leader outside the studio by going to the library, studying with other
Ramettes, supporting my teammates in everything they do, and reminding them that I am on
their side always. The dancers really look up to me and appreciate me for my dedication and
commitment to each of them and the team, and many of them have begun to follow in my
footsteps because I have inspired them to accomplish things like become orientation leaders,
URI101 mentors, and more. So, I apply the path-goal approach to leadership in my role as
captain of the URI Ramettes by leading my team through motivation and setting an example.
60. Student will demonstrate knowledge of Leader COM402 Leader member exchange theory, which I also learned in COM402, is based on the idea that
Member Exchange (LMX) theory both leaders and subordinates have roles and expectations in a two-way leader-follower
relationship. Leader member exchange, or LMX, varies among leader and each subordinate.
Some relationships may be considered high LMX relationships, and others may be low LMX.
High exchange relationships are characterized by high levels of trust, liking, loyalty, and
respect, while low exchange relationships simply require the subordinate to perform the
expected job requirements. High LMX relationships develop over time, and are dependent on
the behavior of both leader and subordinates. Though research is still being conducted, it is
currently thought that neither high LMX nor low LMX relationships can be considered bad or
good, they are simply different from one another. However, high LMX relationships have
offered several beneficial outcomes, including better subordinate performance, increased
satisfaction with supervision, better role clarity, increased organizational commitment, more
innovation, less job stress, greater workplace safety, and increased job satisfaction. So, while
both high and low LMX relationships are acceptable, leaders should continuously revisit low
LMX relationships and determine if they can and should be improved to high LMX
relationships. Leader behavior greatly influences what type of relationship the leader has with
the subordinate. The leader behaviors which showed to be statistically significant in affecting
LMX include supporting, recognizing, consulting, delegating (all of which are relational leader
behaviors), and leading by example (a transformational leader behavior). Supporting
behavior involves being considerate, sympathetic, supportive, and encouraging. Recognizing
involves providing praise and recognition for effective performance, significant achievements,
special contributions, and performance improvements. Consulting involves checking with
subordinates and encouraging them to participate in decision-making before making
decisions which will affect them. Delegating involves assigning new tasks and responsibilities
to subordinates and awarding subordinates additional authority to carry out new
assignments. Leading by example, just as it sounds, involves setting an example of
exemplary behavior for subordinates. Both relations-oriented behaviors and task-oriented
behaviors play a role in improving leader member exchange. Trust also plays a large role in
LMX. Trust can be broken down into two categories: character-based trust and relatinal-
based trust. Character-based trust revolves around the ethical standards of the leader, while
relational-based trust revolves around the actual trustworthiness of leader. High LMX
relationships are effective as a result of a high level of trust. In the end, leader leader
member exchange theory is based on leader behavior, leader and subordinate effort and
characteristics within the relationship, and trust. High LMX relationships typically have more
benefits, though low LMX relationships can be beneficial if the job is primarily task-based.
“Influence of Leader Behaviors on the Leader-Member Exchange Relationship” by Gary Yukl,

Mark O-Donnell, and Thomas Thaber.
61. Student will describe personal application of the COM402 Orientation In my experience as a Team Leader for the URI Orientation team 2017, I applied the idea
above theory presented in the Leader Member Exchange Theory, which I learned about in COM402. High
LMX relationships have shown to have increased benefits, as described above, so I
attempted to create high LMX relationships with all of the other leaders on the team; I wanted
them to have the best orientation experience possible and learn as much as possible. In
order to create high LMX relationships, I continuously worked to improve my relationships
with the other leaders. Some leaders and I clicked automatically, so I did not have to work as
hard to develop trust, liking, respect, and loyalty. However, some relationships began as low
LMX relationships and had to be revisited often in order to move toward. I used many tactics
to help build high LMX relationships, but primarily relied on one-on-one communication. By
having personal conversations, I was better able to develop intimate connections with each
leader, which ultimately led to many high LMX relationships. In addition to communication, I
did my best to support each leader, get to know him/her individually, and show him/her that I
would be a friend and ally long after orientation ended. I also recognized each leader’s
successes both within orientation and outside orientation, and delegated responsibilities to
them that I knew they could handle. By doing all of these things, I was able to develop high
LMX relationships. In turn, these high LMX relationships increased leader satisfaction within
the team. After all, each special relationship built with another leader led to another reason to
love the job and love the team. One specific person I was able to develop a high LMX
relationship with was Samantha Schaller. Samantha was a first-year Ramette on the team
with me last year, and I was able to inspire her to apply for orientation. She got hired, and we
spent the summer together. Our relationship prior to orientation was a lower LMX
relationship. We worked well together on Ramettes and got along, but we did not have the
high level of trust that I desired to have in our relationship. However, after going through
summer together and having many deep conversations, spending a lot of time building trust
and loyalty in our relationship, and me leading by example, we were able to push our
relationship to a high LMX level. We are now co-captains of the Ramettes together and will
be spending another summer together working for the orientation team. I can see that this
relationship is going to last forever because it is built on mutual respect, an extremely high
level of trust and loyalty, as well as on many other strong characteristics that make up a
lasting foundation.
62. Student will demonstrate knowledge of Leadership COM402 The Leadership Substitutes theory, which we discussed in COM402, essentially comes from
Substitutes Theory an assumption made in the path-goal theory. Most leadership theories agree that “while the
style of leadership likely to be effective will vary according to the situation, some leadership
style will always be effective regardless of the situation.” However, path-goal theory agrees
that under circumstances when both goals and paths to goal are clear, subordinates may find
leadership to be redundant and unnecessary. In this case, leadership subsititues and
neutralizers are coming into play. Leadership substitutes are things other than leadership,
such as skills, professional attitude, and good work ethic, that tend to negate the leader’s
ability to affect subordinate satisfaction and performance. Leadership neutralizers, on the
other hand, are characteristics which make it nearly impossible for relationship and/or task-
oriented leadership to make a difference. Leadership substitutes and neutralizers can be
both positive and negative, depending on the goals and needs of the organization. Some
substitutes and neutralizers which tend to make relationship-oriented leadership ineffective
are as follows: subordinate need for independence, professional orientation of subordinate,
subordinate indifference toward organizational rewards, intrinsically satisfying tasks, closely-
knit, cohesive work groups, organizational rewards not within the leader’s control, and spatial
distance between superior and subordinates. Similarly, substitues and neutralizers which
affect task-oriented leadership include: ability, experience, training, and knowledge of
subordinates, subordinate need for independence, professional orientation of subordinate,
subordinate indifference toward organizational rewards, unambiguous and routine tasks,
methodologically invariant tasks, and tasks that provide automatic feedback, formalization of
the organization, organization inflexibility, highly-specified and active advisory and staff
functions, closely-knit, cohesive work groups, organizational rewards not within the leader’s
control, and spatial distance between superior and subordinates. So, different characteristics
of subordinate, task, and organization can be considered substitutes and neutralizers of both
relationship-oriented and task-oriented leadership if they negate the leader’s ability to be
effective. While as leaders we hope that our leadership can count for a big percentage of
subordinate satisfaction and success, we must understand that certain characteristics can
alter how effective our leadership is.
“Substitutes for Leadership: Their Meaning and Measurement” by Steven Kerr and John M.
Jermier.
63. Student will describe personal application of the COM402 URI101 Mentor In reflecting on the Leadership Substitutes theory, I realized that leadership substitutes come
above theory into play in my role as a URI101 mentor. I have been a URI101 mentor for three years, and I
have been a mentor for PharmD. students with instructor Denise Gorenski ever since I
started. Denise has been doing URI101 for many years, and she has the PharmD. URI101
curriculum down to a science. Though she updates the syllabus each year, the assignments
and the schedule are essentially the same from year to year. With that being said, the task
and structure of URI101 can be considered a leadership substitute that has neutralized my
task-oriented leadership. First, characteristics of Denise as an individual have led to this
substitute in a unique way. Second, the task can be considered unambiguous and routine
and methodologically invariant because Denise has completed URI101 so many times, and I
have completed it so many times with her. We are both extremely well versed in teaching
URI101. Furthermore, the organization, from my eyes, possesses many characteristics that
result in the URI101 structure being a leadership substitute for my task-oriented leadership.
Denise has explicit plans, goals, and areas of responsibility for her and myself, so there is no
room left for flexibility. She also plays a major role in running URI101 and she has specific
expectations for the role I will play, which can be considered highly-specified and active
advisory and staff functions. Denise and I are very close, as we have worked together in
many professional settings with first-year students; in other words, we are a closely-knit,
cohesive work group. All of these characteristics of the organization contribute to the
structure of URI101 acting as a substitute for my task-oriented leadership. As a result, I focus
mostly on my relationship-oriented leadership style when wokring with Denise in URI101
because the PharmD. URI101 curriculum and structure, as a whole, act as a leadership
substitute for my task-oriented leadership.
64. Student will demonstrate knowledge of Models of COM402 In COM402, we discussed models of leader emergence. Leader emergence has been
leader emergence studied in three different aspects: as a result of natural traits, as a result of popularity, and as
a result of different situations. Something that plays a big role in leader emergence is
membership character, which is bestowed by others in the organization. Oftentimes, leaders
derive status from followers, which means group consent is a central feature in leader
determination. According to Gibb, followers subordinate themselves to group members whom
they perceive to be fundamentally the same as themselves, to members who have
superiority at this time, and to members who would be prepared to follow at other times.
There are two things in particular that play a major role in an individual’s attainment of
leadership. First, the potential leader must be seen as competent. Second, the potential
leader must be broadly perceived as a member of the group (in other words, he/she has
membership character). The leader’s competency and adherence to the expectations of the
group will greatly contribute to his/her acceptance as leader. The leader’s competency and
adherence is coined by expected idosyncrasy credit, which refers to status as a result of both
being perceived by others as contributing to the group’s task and living up to expectancies
applied at any given time. However, the leader is also expected to be innovative and creative
within these conformations. In a simplified manner, “the task competent follower who
conforms to the common expectancies to the group at one stage may emerge as the leader
in the next stage” (Hollander). A leader’s competence, along with other variables used to
predict emergence such as popularity, traits, and gender, can be used to determine who may
be an effective leader. Dr. Leatham also discussed another tactic, elimination by aspect,
used to determine leader emergence. There are four elimination factors used to narrow down
who is qualified to emerge as leader. The four disqualification factors are as follows: (1) quiet
people, (2) people who exhibit strong, unqualified assertions, (3) people who are uninformed,
unintelligent, and unskilled, and (4) bossy or irritating people. If someone exhibits any of the
listed disqualifications, he/she likely will not emerge as leader. So, leaders can emerge as a
result of natural traits, popularity, and situations, as well as through competent membership
character and lack of elimination aspects. Dr. Leatham helped us better understand leader
emergence by showing us the move “GalaxyQuest” and having us discuss and predict who
would emerge as leader based on competency, elimination factors, and membership
character.
65. Student will describe the impact of traits on COM402 The well-known “great man” theories of leadership have more recently involved into trait
leadership emergence and performance theories of leadership. The word trait can be used to describe people’s general
characteristics, including capacities, motives, or patterns of behavior. What is different about
trait theories is that they do not assess whether effective leadership traits are inherited or
acquired, they simply state that leaders exhibit traits that differ from the traits of nonleaders.
The idea behind the impact of traits on leadership emergence and performance is that
leaders have certain core traits that contribute to their success. Leaders must combine these
traits with actions to ultimately be successful. In COM402, we discussed the six traits that are
considered to be important leader traits. The traits include drive, the desire to lead,
honesty/integrity, self-confidence, cognitive ability, and knowledge of the business. Drive
refers to a leaders motives which reflect a high-effort level. Drive can be further broken down
into achievement motivation, ambition, energy, tenacity, and initiative: all characteristics that
ultimately contribute to a leaders high commitment and performance level. Leadership
motivation, or the desire to lead, involves the desire to influence and lead others. Often, this
motivation is perceived as a need for power. However, this willingness to assume power is
not necessarily a negative thing; this willingness and motivation to influence others are often
seen in emerging leaders. Honesty and integrity, which are essential traits in building a
strong leadership foundation, are also thought to be characteristics of successful leaders.
Self-confidence is a required leader trait for many reasons. Leaders must be confident
because leading others is a difficult job, and leaders must be able to convince followers to
complete certain tasks and actions. Cognitive ability refers to a leader’s ability to gather,
integrate, and interpret large amounts of information, while knowledge of the business
describes the idea that expertise in a specific field or position may play a greater role in
leader emergence than formal education or intelligence. Effective leaders are thought to have
a high degree of knowledge regarding the specifics of their company, industry, and technical
matters. Leaders who demonstrate the six traits are likely to emerge as leaders and perform
well so long as they continue to practice and execute these six traits while demonstrating
competency within the leadership role. The trait theories refute the claim that leaders are
ordinary people who happened to be in the right place at the right time. Rather, trait theories
give leaders credit in stating that they are special people who possess a certain number of
special characteristcs not seen in nonleaders.
“Leadership: Do Traits Matter?” by S.A. Kirkpatrick and E.A. Locke.

66. Student will demonstrate knowledge of Chaos
approach to leadership by Wheatley
above theory (Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
68. Student will demonstrate how cultural anthropology / PHP317 In PHP 317 Introduction to Pharmacy Practice, we discussed how awareness and
paradigms relate to leadership understanding of culture and its impact on patient care can help us to become better
pharmacists. We defined culture as “integrated patterns of behavior” which can be the basis
for people’s decisions, beliefs, and values. We
also discussed how there can be many different cultural communication barriers aside from
spoken language. Some cultures have different physical behaviors and norms that we may
not be aware of when people enter the pharmacy. For example, some cultures do not see
eye contact as a friendly way to open communication, yet in school we are taught to maintain
eye contact and be as personable as possible. Another example is the need to understand
and respect the medical beliefs of other cultures. Though we practice Evidence Based
Medicine (EBM) in the Western hemispheres, many people who live in this country now may
have been raised with beliefs that medicine will kill you or that the only way to heal the body
is naturally. This relates to leadership because as a pharmacist, I will be the leading health
care professional in charge of the patient’s medications. I must be able to lead the patient in
a way that is going to best benefit his/her health. However, if I am unable to understand the
patient’s cultural beliefs or where the patient’s concerns are stemming from, I will not be able
to effectively lead the patient to heatlh. So, it is pertinent that leaders take into account the
cultural differences of those they are leading. Leaders must become aware and then
determine the best way to lead people depending on what they know from their own culture.
As leaders, we cannot expect others to conform to our culture simply because that is what
we know. We need to be ready to express ourselves as leaders in a professional,
appropriate, caring way.
69. Student will describe personal example of using
cultural anthropology / paradigms as a leader
70. Student will demonstrate knowledge of the “Cycles
of Socialization” (Harro) theory and its uses in
leadership
71. Students will demonstrate personal application of
the “Cycles of Socialization” (Harro)
72. Student will demonstrate knowledge of the “Cycles
of Liberation” (Harro) theory and its uses in
leadership
73. Student will demonstrate personal application of the
“Cycles of Liberation” (Harro)
74. Student will demonstrate knowledge of the
“Configuration of Power” (Franklin) and its
relationship to leadership
“Configuration of Power” (Franklin)
76. Student will demonstrate knowledge of racial identity
development via the Cross, Helms or other models
(Ferdman & Gallegos; Kim; Horse; Wijeyesinghe
etc.)
77. Student will demonstrate personal application of
model(s) of racial identity development above
78. Students will demonstrate knowledge of McIntosh’s
theory of privilege and its relationship to leadership
79. Student will demonstrate personal application of
McIntosh’s theory
80. Student will describe the differences and similarities
of individual and institutional oppression and
relationships to leadership
81. Student will show knowledge of effective leadership HDF190 In HDF190, I learned about the Social Change Model (SCM) of leadership. The Social
as it relates to change agency Change Model is a values-based model of leadership development that has service, a
vehicle for social change, at its core. This approach to leadership encourages inclusiveness
and revolves around the idea that we need to understand ourselves and those around us in
order to best create social change. This model views leadership as a process, and the
leadership process is based on two primary goals: (1) develop self-confidence and
leadership competence, and (2) facilitate positive social change. The SCM is made up of 7
core C’s (Consciousness of Self, Congruence, Commitment, Collaboration, Common
Purpose, Controversy with Civility, and Citizenship). The 8th C, naturally, is Change. The C’s
can be further broken down into three categories: Individual, Group, and Community. Within
the individual level, we are looking at Consciousness of Self, Congruence, and Commitment -
all traits which contribute to an individual’s commitment and ability to create social change.
Consciousness of Self is exactly what it seems - awareness of personal values, beliefs,
attitudes, and motivations. Change agents must be aware of what motivates them to take
action and facilitate change. Congruence is essentially the idea of keeping one’s actions
consistent with one’s ideas. Change agents should demonstrate the thoughts in their heads
and the words that leave their mouths with actions that match. Commitment describes the
motivational energy level required to serve and drive the collective effort to create change.
Commitment implies intensity and passion in attempting to reach goals of change agency.
The group category of C’s includes Collaboration, Common Purpose, and Controversy with
Civility. Collaboration involves working with others to reach a common goal. Collaboration
empowers self and others through trust and is characterized by shared vision. Common
Purpose is also characterized by shared values and goals. The common purpose is often to
simply create change. Controversy with Civility involves taking conflicts and incorporating the
lessons into the common purpose. The last C, Citizenship, is categorized in the Community
category. Within Citizenship, the individual and collaborative group become responsibly
connected to the community through leadership development activity. Citizenship is one C in
particular that should be applied to every other aspect of the model, as citizenship leads to
civic responsibility, which works to create social change. When all 7 C’s are together in
action, the 8th C, Change, is created. Change is the ultimate goal of the leadership process
in the SCM, and change is occurring with the goal of making the world a better place to live.
82. Student will describe personal examples of being a HDF 190 Christian Pharmacists Fellowship One of the service projects that we completed this semester in Christian Pharmacists
change agent International (CPFI) Fellowship International (CPFI) was raising money and donating clothing and necessities to
foster children at the Department of Children, Youth and Families. The whole experience
demonstrates a time when I acted as a change agent because I portrayed everything a
change agent should understand, should have, and should demonstrate as according to our
class packet page 30. Additionally, I had the “understanding, motivation, and skills to create
positive change” (class packet – page 30). The three things a change agent should
understand are: change is a process, resistance will occur at all levels, and there are
strategies for overcoming resistance. I was aware that change is a process, and that
donating clothing and necessities for about 30 children was not going to change the lives of
all foster care children in Rhode Island. However, I was hoping that by completing this
service project with CPFI, I would be able to bring awareness to foster children in Rhode
Island and would be able to inspire others to take action and join in on creating change. I was
aware that the change would not be instantaneous, but rather is going to be a long, likely
difficult, process. I also was very cognizant to the fact that people would resist our
movement. As a Christian group, we are often faced with adversity. Despite the fact that we
were working for a good cause, people did not believe in supporting our Christian group. By
being aware of this resistance in advance, the other CPFI members and I came up with ways
to deter and overcome the resistance. We held bake sales inside the College of Pharmacy
where we could receive donations from all people, no matter what religion they support or do
not support. By holding an event that was neutral and did not promote Christianity or DCYF,
we were able to overcome this resistance and still reach our goal of earning money to buy
clothing to donate to DCYF. In addition to understanding the things a change agent should
understand, I also demonstrated the qualities and emotions that a change agent should
have. The things a change agent should have include: positive perceptions on change,
comfort with ambiguity and transition, self-confidence and patience, and a willingness to step
outside of a comfort zone. Naturally, I demonstrated positive perceptions on change
throughout this entire experience. I would not have been promoting the cause or helping to
reach CPFI’s goal if I had a negative outlook on change and had no desire to change the
lives of the foster children. Also, I was self-confident and patient, and was comfortable with
the uncertainty of the project. I showed that I was self-confident when I worked at the bake
sales, and I also showed that I was patient because I spent multiple weeks working with
CPFI to reach our goal. We did not get discouraged after one week of promoting the cause,
but rather worked towards earning money for a total of about 4 weeks. Though we had no set
goal of what we needed to raise or what we wanted to donate, I was confident that whatever
we ended up making and donating, no matter how small or large the amount, would still be
promoting change in the lives of foster children. The last of the categories required for acting
as a change agent describes what a change agent should demonstrate. A change agent
should demonstrate an ability to influence systems, an ability to create a sense of urgency,
an ability to articulate a vision, and the willingness to take a risk to make a difference. One of
the biggest strengths that the other members of CPFI and I had was being able to articulate a
vision. When discussing what we wanted to do for our spring service project, we had many
options to decide from. After all, there are a lot of organizations and people that need
assistance. However, we were all able to agree on working to benefit DCYF, and we all
shared a common vision of how we wanted to help. Once this shared vision was in place, we
were able to accomplish all other aspects required to be considered change agents. We had
the ability to influence systems because we were able to influence the College of Pharmacy
and receive their assistance with the project, as well as able to influence DCYF by providing
donations so that they may better their program for foster children. Lastly, I assisted in
creating a sense of urgency among CPFI members, as well as demonstrated willingness to
take a risk to make a difference. Though we did not face many risks in creating this
difference, I still acted as a change agent because I demonstrated all other qualities that a
change agent should understand, have, and demonstrate.
83. Student will create a personal code of inclusive -HDF190 URI Orientation Leader My personal code of inclusive leadership requires me as a leader to ensure that everyone, no
leadership -HDF415 matter his/her position in the group, abilities, passions, background, or any other factors, is
encouraged and empowered in all group activities. With that being said, I intend to support all
group members in all situations as a leader, and intend to facilitate discussion in a way that
allows all group members to participate. As an inclusive leader, I will not only ensure that all
group members have the chance to speak, but will rather ensure that all group members are
fully heard. This includes actively listening myself, as well as encouraging and facilitating
active listening by other group members. Furthermore, my personal code of inclusive
leadership requires me to address any biases that I may have and to work to weed these
biases out of my practices. At URI Orientation Leader Training, I sat down and addressed all
of my biases, and as an inclusive leader, I spend extra time focusing on leaving my biases
behind and moving forward to be as all encompassing of others as possible. Inclusive
leadership also requires the leader to get to know the members he/she is working with on a
personal level, and as a peer leader for FLITE, I have had the opportunity to see how
important this part of inclusive leadership truly is. I was able to learn so much about my
students and how they are doing, what motivates them, and what they need from me as a
mentor while meeting with them one-on-one, which really allowed me to better my
relationship with each individual, as well as allowed me to determine how I could be more
inclusive of all group members and their needs. As a leader, I must encourage those that I
am working with to open up so that they want to share their ideas. Without helping others to
build a relationship with me, I am not being a fully inclusive leader because I am inhibiting
them from participating to their full potential. So, part of my personal code of inclusive
leadership includes building relationships with others so that they may feel included not only
in a discussion or formal setting, but also in all other settings. I believe it is important to have
inclusivity reach beyond a classroom or meeting setting. The main cornerstone of my
personal code of inclusive leadership, however, is the focus on including everyone despite
his or her differences. Having the opportunity to work with such a diverse group of students in
FLITE has helped me to expand, better, and fully solidify this personal code that has been
developing throughout my time of leading others.
84. Student will demonstrate knowledge of the “Model of
Intercultural Sensitivity” by Bennett and its uses in
leadership
85. Students will demonstrate personal application of
the “Model of Intercultural Sensitivity” by Bennett
86. Student will demonstrate knowledge of the ally
Action Continuum by Griffin & Harro
Action Continuum by Griffin & Harro
Outcome Category: Critical Thinking
88. Student will show knowledge of principles of critical -HDF 190 Psychology Textbook: As stated in the outcome, logic and critical thinking are used in the Leadership Studies minor.
thinking (logic is used in this minor) -HDF415 Introduction to Pyschology: As leaders, we must always be thinking critically in order to understand the leadership
Gateways to Mind and Behavior by theories and how these theories relate to real life. We must use critical thinking to understand
Dennis Coon, John Mitterer our strengths and how we can use our strengths and the leadership theories in all situations,
as well as in order to understand the history of leadership, and why leadership has evolved in
the way it has. Many aspects of HDF190 require critical thinking, and according to
Introduction to Psychology: Gateways to Mind and Behavior, there are four basic principles of
critical thinking. The four basic principles are as follows: (1) Few truths transcend the need
for logical analysis and empirical testing; (2) Authority or claimed expertise does not
automatically make an idea true or false; (3) Judging the quality of evidence is crucial; and
(4) Critical thinking requires an open mind. These four basic principles of critical thinking
seem slightly abstract when determining how they relate to the Leadership Studies minor, but
they all apply very accurately to everything we have completed thus far in HDF 190. The first
principle applies to the minor because leaders must question all situations and all theories
presented to them. They must not accept everything that is told to them, and must investigate
and test everything that is presented to them. With this being said, we transition into the
second basic principle of critical thinking. The second principle requires that students think
for themselves regarding information shared by professors and peer leaders. Simply because
professors and peer leaders hold authority does not necessarily mean that everything they
say is true, nor does it mean that what they say is false. The professors and peer leaders are
constantly learning from the ideas presented by the students, and students must learn from
all of the information being shared by everyone in the classroom. Students will then
determine what they believe after hearing what others have to say. By using critical thinking,
students determine their own style of leadership and determine their opinions on different
aspects of leadership. However, in order to reach this point where students have their own
personal leadership style, students must question the information being shared by their
professors and peer leaders, and must determine for themselves whether or not they agree
with everything that is being shared. The third basic principle of critical thinking is important
because students must scrutinize everything. Upon completing assessments or activities in
class, students must learn for themselves why these activities (evidence!) were relevant to
the information we were learning. When judging the quality of evidence, students are also
required to look at all class readings, and complete their own research in order to determine
whether or not what is being presented to them is accurate. The last basic principle of critical
thinking is having an open mind, and this is absolutely necessary in the minor. Without an
open mind, students are closed off to all new thoughts and ideas. They cannot grow nor learn
if they have closed minds and are only willing to memorize the information and facts
presented to them. Students must open their minds and take in all information and ideas
being shared in class, and then must critically ponder over this information to determine what
their view on the information is. In conclusion, there are four basic principles of critical
thinking, each of which must be applied by students in the Leadership Studies minor if the
students hope to grow and expand their leadership abilities and knowledge.

89. Student will demonstrate proficiency of critical PHC415 In PHC415 (Integrated Pharmacy Lab), I was able to practice the many critical thinking skills I
thinking have learned in the leadership minor. One case study I had in lab involved a patient
(simulated mannequin) suffering from an unknown, urgent situation. I had to take care of the
patient, diagnose his condition, and determine and execute a treatment plan; I also had to
talk to his mother (an actress) inside the room. The situation had a lot of problems that
needed to be solved from a variety of different angles, which required the use of critical
thinking. This patient case required me to open my mind and think outside the box. Without
thinking critically and deeply, I would not have been able to come up with the answer
because the diagnosis was not something I had learned extensively in class. I also had to
use critical thinking because I had to take many factors into consideration, and could not get
caught up in focusing on one factor (such as medication) more than another (such as event
to trigger the patient’s current situation). Ultimately, by applying the previously described
critical thinking techniques, such as thinking with an open mind, thinking outside the
accepted and expected answers, and recognizing the need for critical thinking, I was able to
ultimately determine that the patient was suffering from Neuroleptic Malignant Syndrome
(NMS). Upon diagnosis, I was able to find the proper treatment using my resources. I
presented my thoughts to my team of other pharmacy students, and we were able to
successfully treat the patient. While accomplishing this, we also had to calm the mother who
was very stressed about her son’s current state. We had to think of how to describe the
situation to her without making it worse or without causing her to panic even more, and had
to think on our feet so that we could take care of the patient as well as his mother. Critical
thinking is so important, especially in my professional area of pharmacy. I have been able to
apply much of the critcial thinking knowledge I learned in the leadership studies minor to my
pharmacy classes, and I plan to continue using critical thinking and other leadership tactics to
become the best pharmacist I can be.
90. Student will show knowledge of metaphorical
analysis to critically analyze self and leadership
situations
91. Student will demonstrate proficiency of metaphorical
analysis to critically analyze self and leadership
situations
92. Student will show knowledge of at least five decision
making methods
93. Student will describe personal examples of having
used five decision making methods
94. Student will show knowledge of at least five problem
solving / conflict management methods, as well as
understanding the roots of conflicts
95. Student will describe personal examples of having
used five problem solving / conflict
management methods (if student has been trained
in mediation, that information goes here)
96. Student will describe what it means to analyze, HDF 190 HDF415 In HDF190, I learned that leaders must always be aware of everything that is going on
criticize, synthesize and utilize information as a around them, whether that be within their small group, within the classroom, within the URI
leader community, or on a national or global level. Leaders can be aware of all of these things by
analyzing, criticizing, synthesizing, and utilizing information. According to the Merriam-
Webster Dictionary, to analyze is “to study (something) closely and carefully; to learn the
nature and relationship of the parts of (something) by a close and careful examination”. As a
leader, to analyze means to look closely at everything being laid on the table by those you
are working with. Analyzing is absorbing all information about your group, whether that be

their ideas, thoughts or things they are verbally sharing, or the information that is being
shared nonverbally. In a group setting from a leader’s position, the relationships between
group members need to be analyzed, along with all of the emotions and feelings of all group
members. So, analyzing information as a leader simply means applying the dictionary
definition of analyze to the actions, emotions, and relationships of group members. To
criticize as a leader means to correct group members and followers so that they may better
themselves in the future. Criticize, as defined by the Merriam-Webster Dictionary, is “to
express disapproval of (someone or something); to talk about the problems or faults of
(someone or something)”. In the context of leaders, criticizing needs to be a constructive
mechanism, as opposed to a destructive mechanism. Criticism is often used to tear others
down, but when a leader criticizes, he needs to use his criticism to better his subjects. It is
important that leaders criticize processes, people, and ideas, but they need to do so in a
positive, effective way that will ultimately help their subjects and themselves grow and
develop. Synthesize, as defined by the Merriam-Webster Dictionary, is “to make (something)
by combining different things”. Leaders must synthesize, or combine, all things around them
so that they may personalize their leadership style for each specific situation they are
involved in. Certain situations call for certain types of leadership, and a leader must
synthesize everything going on around him/her so that he/she may determine what type of
leadership will best suit the scenario. He/she must synthesize his/her personal leadership
style with the demands made by his/her group members/followers, as well as synthesize the
setting, what needs to be accomplished, and any other information that would be beneficial to
him/her in determining how to approach the situation. By bringing all information together, or
synthesizing, leaders will be able to determine how they can best lead depending on different
situations. Lastly, to utilize information as a leader means to use, apply, and take advantage
of all the information surrounding the situation. The Merriam-Webster Dictionary defines
utilize as “to use (something) for a particular purpose”. Essentially, leaders need to absorb all
information that they can from their surroundings and then must apply and use this
information to better themselves as leaders. In conclusion, to analyze, criticize, synthesize,
and utilize information as a leader means to follow the dictionary definitions of these words,
but in a leader’s context. This means that all four actions need to be completed in a positive,
constructive manner that will ultimately allow leaders to use their surroundings, whether that
be the attitudes, feelings, and emotions of their group members, their tasks, or their
situations, in order to be the best leaders they can be. As a student in HDF415, I was
provided with many opportunities to analyze, criticize, synthesize, and utilize information as a
leader. In creating my small group of students, I synthesized a strong, incredible group of
growing leaders from a group of seven strangers. I brought students together who had never
met prior to HDF190, and I truly synthesized a relationship among the students and myself
from nothing besides a shared passion for leadership. Once synthesizing the group, I
experienced many times in which I had to synthesize the information around me, and
combine it to determine the best plan of action as the leader of my small group. I had the
amazing opportunity of having a student with a physical disability in my group, and while this
really helped me grow as a leader, I faced many times in which I had to be aware of
everything that was happening around me in order to lead my group as best as I could. By
synthesizing information of how that specific student was doing, how the other students were
responding, and what all group members needed, I was able to practice synthesizing
information as a leader. Similarly, I constantly had to analyze my surroundings. I had to
analyze what Melissa Boyd-Colvin was doing at the front of the class, analyze what my fellow
FLITE Peer Leaders were doing, analyze how my students were reacting to what was going
on, and analyze how I could best serve them. I typically experienced this when facilitating
discussion or reflection on certain topics. I had to listen to my group’s responses to certain
questions and determine what other questions I could ask them to further their understanding
of the topics being discussed, as well as observe body language to determine when they
were uncomfortable or nervous, and then use all of this absorbed information to determine
how to best serve them. In terms of criticizing, I was asked multiple times to give feedback to
my students – feedback on outcomes, individual speeches, group projects, and other
assignments and activities throughout the class. When criticizing my students, I always gave
them positive feedback in addition to constructive criticisms, because I think that the most
effective way to give feedback is by being positive and constructive. However, I was sure to
give them criticisms that would help them grow as students, individuals, and leaders in the
future. Lastly, I was provided with many handouts and much information as a FLITE Peer
Leader. I utilized all of this information to ensure that I learned as much as I possibly could
while being a leader in this position. I read all of the online modules, all of the handouts and
packets given to me in class, and even did additional outside research on models and
concepts that I did not fully understand. Additionally, I often had discussions with my fellow
HDF415 classmates, as well as the HDF415 instructors, when I needed advice about certain
students or situations, or when I had any questions that I needed answered. I worked to
utilize all of the information and resources provided to me so that I could be as successful a
FLITE Peer Leader as possible. In the end, being a student in HDF415 provided me with
many opportunities to practice analyzing, criticizing, synthesizing, and utilizing information as
a leader.
Reference: Merriam-Webster Dictionary.

97. Student will demonstrate knowledge of leadership HDF415 As a FLITE Peer Educator in HDF415, I have been exposed to the possibility of crises while
that is used in crisis in a leadership setting. Any ill, unexpected events that occur while with my students require
me to be prepared as a leader to handle crisis situations. As a result of this possibility, I did
some research regarding how to best lead in crisis situations. I came across an article
entitled “Great Crisis Leaders: 10 Characteristics” by Pat Rowe, which helped me learn how
to be the best leader possible in a crisis. The first characteristic requires the leader to face
reality, and assess the situation as it is. As humans, we wish for the best, but in times of
crises, leaders must fully face what is in front of them. The second characteristic is the
necessity of the leader in seeking details. No situation can be addressed, let alone fixed, if
details are unclear. The leader must strategically determine as much as he/she can about the
situation in order to handle the crisis in an effective manner. Next, a leader must be broad-
minded and willing to consider every possible solution when in a crisis. While there may be a
preferred way to handle the situation, the leader must be certain that he/she is absolutely
choosing the best approach possible regardless of his/her preferences. The leader must
consider all angles of the situation and must be willing and ready to step out of his/her
comfort zone if the best option for solution is different than what he/she may prefer. The
fourth characteristic requires the leader to be decisive. The leader must take hold of the
situation and make it his/her own so that he/she can take complete ownership. Leaders must
be brave in crisis and must be able and willing to make decisions and carry out these
decisions. The fifth characteristic is collaboration. While the leader must be decisive in a
crisis situation, he/she must also be ready to receive input from others. After all, a well-
rounded team can do wonders when compared to a sole individual. Sixth, the leader must
listen to unpopular advice. A leader cannot practice one-dimensional thinking and listen only
to those who want to handle the crisis in the same way he/she does. Rather, a leader should
keep his/her ears open to all views so that he/she has a better understanding of the crisis
and others’ reactions to the crisis. Next, a leader must practice being calm, courageous, and
positive. A leader in a crisis situation is being watched by many, and must remain even-
tempered so as to minimize the chaos of the crisis. The leader also must remain positive,
though realistic, when acting in the situation. It is important to portray to others the truth, but
leaders must do so in a calm and collected way. Eighth, the leader must be prepared to take
risk. Crisis situations often place leaders in scenarios they have not experienced before, and
the leader will likely not have the answer. Oftentimes, there will not even be an “answer”.
With that being said, the leader must be ready to step out of his/her comfort zone and be
brave when facing a crisis. The ninth characteristic requires leaders to be flexible in decision-
making. The leader in a crisis situation will likely not have time to make the perfect decision
and execute a plan perfectly, so he/she must be ready to begin carrying out a decision, even
if it is imperfect. Crises typically require a quick response, so the leader must be flexible in
making decisions. Lastly, a leader in a crisis situation must be prepared to admit mistakes.
When working quickly and in a new territory, leaders will make mistakes. It is inevitable.
However, the leader must know that he/she needs to handle the situation in the best way
possible and then later be ready to admit and learn from his/her mistakes. All of these
characteristics prepare a leader to be effective in crisis situations.
Reference: “Great Crisis Leaders: 10 Key Characteristics”

(http://www.bernsteincrisismanagement.com/newsletter/crisis-manager-081124.html).
98. Student will describe examples of leadership in HDF415 In FLITE on Tuesday February 16, 2016, I was conducting discussion among my small group
crisis situations of students regarding Relational Leadership. My students were answering my questions and I
was enjoying the conversation of hearing what they had to say. However, one of my students
was acting very strangely. She had a physical disability, which I was aware of and was
getting used to working with. However, something else seemed to be off that day. She was
normally very talkative and engaged, but she was struggling to form words. She had a look of
panic in her eyes and her legs were bouncing up and down nonstop. While facilitating, I
asked if she had anything to say, and she grabbed her throat, indicating to me that she was
having more difficulty speaking than normal. I told her to take her time and that we could
come back to her later on. However, the panic continued to grow, and I could see that she
was beginning to shake more and more. I asked her if she needed our instructor, and she
nodded, so I immediately got up and asked if the instructor could please come join my small
group. While I was speaking to the instructor, the panic and shaking continued to grow, and
she eventually fell out of her chair and couldn’t speak or make any gestures at all. My other
students sitting nearby her helped carefully lower her to the floor and helped make sure that
her chair didn’t fall on her. I sat by her side and held her hand and talked calmly to her while
the other students were moved to the other FLITE classroom downstairs. I stayed with the
instructor and we decided how to best handle the situation; I was informed of some additional
health information that I had not been aware of before, and ultimately aimed to best
understand the entire situation. It was extremely frightening seeing one of my students be so
panicked and shaky, and I had never been in a situation like this before. I could see from the
start of our discussion that something was wrong, but I did not expect the crisis to play out
the way that it did. We ultimately called Emergency Medical Services and EMT’s came to
take my student to the hospital where she could be given medication to help settle her. My
student absolutely did not want to go to the hospital, and it was heartbreaking knowing that I
was going to make her do something she was not happy about. However, I knew that she
needed additional medical assistance, and I knew that this was the best decision to be made.
Throughout this entire series of events, I think I acted as a great leader in a crisis situation. I
demonstrated many of the characteristics mentioned above. Specifically, I addressed the
situation at hand, and as soon as I knew something was severely wrong, I notified the
instructor who could provide further assistance. I learned as many details about the situation
as I could, and now have a much better understanding of my student and of how to handle
certain situations related to her in the future. I worked alongside and collaborated with the
instructor to determine the best solution, and was decisive once all the options were
considered. I remained calm and positive throughout the entire situation, and was sure to be
encouraging to my student. I sat by her the entire time speaking to her and trying to keep her
mind off the panic of what was happening. Also, I was prepared to admit mistakes. I knew
that my student was very upset about being sent to the hospital, and I was prepared to
apologize and explain my side of the situation the next time I saw her. In the end, I think I
demonstrated great leadership ability in this crisis situation. I did not plan on facing such a
challenge when I showed up to class that day, yet I was able to handle the situation
effectively. Not only did I take care of my student who was having the problem, but also I was
also sure to check on my other students multiple times and make sure they were doing okay.
I thanked them for their assistance, and gave them extra support that day to ensure that no
one was traumatized, and that they were still on track for learning Relational Leadership.
Outcome Category: Interpersonal and Organizational Concepts & Skills
99. Student will demonstrate knowledge of active HDF 190 -FLITE Day of Discovery 2/7/2015 When I took COM100H first semester of my freshman year, I learned the fundamentals of
listening techniques -COM100H active listening. This includes making eye contact with the person who is speaking to you,
nodding your head to acknowledge what the other person is saying, focusing solely on what
the person is saying to you, and showing interest by giving affirmations on occasion. In
addition to these basic aspects of active listening, I learned more about active listening at the
FLITE Day of Discovery on February 7, 2015. I learned that active listeners are expected to
encourage, restate basic ideas, reflect feelings, clarify, and summarize what the speaker is
saying. Listeners who encourage show the speaker that they are interested in what they are
saying, and they demonstrate their support of the speaker by nodding their head and
occasionally offering comments such as “I see…” or “I understand…”. In addition to
encouraging, active listeners restate basic ideas to show that they are really listening and
grasping what the speaker has to say. Active listeners can demonstrate that they are
following what the speaker is saying by saying “ So, what you’re saying is…” or something
along those lines. Active listeners also reflect feelings by showing that they can empathize
with the speaker. In this stage of active listening, the listeners help the speaker to truly
understand their feelings and to ensure that the speaker is being impeccable with his/her
words and how he/she is conveying his/her feelings. Listeners can show the speaker that
they are reflecting feelings by noting how they perceived the speaker to feel about certain
topics or situations. Active listeners are also expected to clarify what the speaker is saying by
asking specific questions to get additional facts, and ultimately help the speaker clarify what
he/she is saying and what he/she is thinking in his/her head. The last aspect of active
listening that I learned about at the FLITE retreat is summarizing. Active listeners should
draw together all of the information they heard from the speaker and restate the main ideas
the speaker shared in order to further facilitate discussion or move the discussion to the next
topic.
100. Student will describe examples of using active HDF 190 -FLITE Day of Discovery 2/7/2015 At the FLITE retreat on February 7, 2015, we had about two hours to spend with our class
listening skills -FLITE Day of Discovery 2/6/2016 group and peer mentor. After discussing the Values timeline questions, my group had time to
(as FLITE Peer Leader) reflect on what we had just discussed and to get to know one another better. Our
conversations got very deep within the matter of a few minutes, and group members were
sharing things about themselves that they had previously been ashamed about, or were not
completely comfortable sharing. When one of my group members was talking, I employed
active listening skills to show him that I was present, interested, and supporting of everything
he had to say. The whole time he was speaking, I looked at him. We made eye contact many
times, which showed him that I was truly interested in what he had to say. Also, I nodded my
head as he was speaking and occasionally added small comments, such as “Mhm,” “Oh my
gosh,” “I understand,” and many others. While he was sharing his story with us, I
occasionally asked questions to clarify the situation he was talking about. At one point, I
asked him more specifically about how his family practices religion, as this was necessary in
order to understand the big picture. By asking this question, I confirmed for him that I was
focused on what he had to say, and was focused on understanding his story and situation
fully. When he had finally finished sharing his story with the group, he was in tears. After
showing him love and ensuring that he knew I supported him no matter what, I summarized
what he said and reflected his feelings for him. I shared that though he was upset by the
situation, I was there for him no matter what. I then summarized the basis of the issue that
was present in his story, and shared my views on the issue. What he went through is a
common problem, and by summarizing what he had shared with the group, I was able to
further facilitate discussion on the topic. Upon sharing the story with our group, and seeing
that we truly cared about him and what he had to say, he seemed relieved. His relief was
confirmation to me that I had been an active listener for him, and that I had fulfilled my duties
of projecting interest, showing my understanding, and demonstrating that I was listening; it
was also confirmation that I understood how he felt. By getting additional information needed
to clarify what he was saying, I had helped facilitate further discussion about pressing issues
in today’s society. So, the FLITE retreat provided me with this specific example of active
listening in which I acted as a listener and employed all major components required to be
considered an active listener. Almost a year later, on February 6, 2016, I once again got to
participate in FLITE’s Day of Discovery. However, this time I participated as a FLITE Peer
Leader. Experiencing Day of Discovery from a different lens required me to practice the
same active listening techniques, but employ them in a different way. I had to actively listen
to my small group students, as well as all of the other FLITE students, Peer Leaders, and
instructors, and use my listening skills to determine what they needed from me. After all, one
of my main goals as a FLITE Peer Leader was to serve others (the students, my fellow
mentors, and the leadership staff), and one of the main components of Servant Leadership
(Greenleaf, 1969) is Listening. So, I had to listen in order to serve. I was sure to make eye
contact when listening, nod my head and make small comments, and give some feedback to
what I heard – all listening techniques that I had been practicing since a year before.
However, this time around, I had to use my active listening skills to facilitate discussion. I
could no longer simply listen, regurgitate some information, and move on to whatever was
being discussed next. I had to actually hear what all of my students were saying, listen to
how all students reacted, and then determine how to best continue the discussion in a way
that confirmed I was listening and confirmed that I have my students’ growth in mind. I
demonstrated active listening throughout the day, and utilized my active listening skills in a
way that I had never utilized them before. By facilitating deep discussions among my small
group, and by facilitating more generalized discussions in the large ballroom with many
HDF190 and HDF290 students, I had to truly implement my active listening skills. My position
as a FLITE Peer Leader requires me to be helpful, accessible, and responsible, and I cannot
fulfill any of these descriptions if I do not listen actively to what others need. My students
ultimately felt as though they got a lot out of our small group discussion, and said they all felt
comfortable sharing in the space we were in. This was confirmation that I had successfully
listened to them and showed them that I care and that they can be comfortable sharing. This
also shows that I was able to use my listening skills to serve others, which is one of the main
goals that I have when working with and listening to others.
101. Student will demonstrate knowledge of functions
of group communication by Hirokawa
102. Student will describe personal application of
functions of group communication (Hirokawa)
103. Student will show knowledge of techniques HDF415 As a Peer Instructor for FLITE students, I have the unique opportunity to give and receive
regarding giving and accepting of feedback feedback in two different settings while enduring just one experience. I get to receive
feedback from my fellow peer instructors, as well as from the instructors of HDF415, while
also giving feedback to my students in HDF190. With regards to giving feedback, there are a
lot of techniques that can be used to successfully give feedback to students. I have learned
many of these techniques through HDF415 by observing the instructors, discussing with my
fellow classmates, and practicing in writing feedback on student outcomes. However,
additional information has been collected from an article entitled “How to Give and Receive
Feedback at Work: The Psychology of Criticism.” First, it is essential to use positives as well
as constructive criticisms when giving feedback. Obviously, the purpose of feedback is to
help individuals improve and grow, so it is necessary to give some criticisms in order to
acknowledge where improvement can be made. However, it is also necessary to state
positives, and acknowledge successful aspects, so that the individual receiving feedback
does not shut down. Sharing positive feedback, along with constructive feedback and advice
on how an individual can improve provides the best opportunity for growth. Also, feedback
needs to be clear and concise. The feedback needs to be given in a way that allows the
individual receiving feedback to understand, so that he/she can progress in the future. Lastly,
when giving feedback it is important to provide advice on how to improve in the future. So, in
order to successfully give feedback, one must provide the individual receiving feedback with
positives to boost his/her confidence, clear and concise constructive criticisms on areas to
improve, and advice on how to improve these areas. With these three components of
feedback, every individual has a chance to better him/herself. Other focuses that make giving
feedback more successful include giving the feedback in a time and setting that is
appropriate, ensuring that the person giving the feedback is credible and trusted by the
individual he/she is giving feedback to, and that the feedback is given in an interactive
manner, not in a lecturing manner. When combining all of these elements, an individual is
certain to be successful in giving feedback. In a different way, as a student in HDF415
(FLITE Peer Leadership), I also have the opportunity to receive feedback from my
instructors, as well as from my fellow peer mentors and other faculty members in the Center
for Student Leadership Development. When receiving feedback, there are also a variety of
techniques that can help the individual accept the feedback and improve. First, it is essential
that the individual practice active listening if the feedback is being received in person, or that
the individual read feedback carefully if it is being received as written feedback. Feedback
can only be helpful if the individual listens/reads exactly what it is, and does not allow
personal biases to get in the way of the feedback being received. Often, it is difficult to
receive feedback because individuals twist the words in their minds, and take it more as
criticism than feedback. So, it is important to ensure that those receiving feedback
understand exactly what they are being told. One way to do this is by asking questions to
ensure that everything being said is being interpreted in the proper manner. Further, when
accepting feedback it is important to be open-minded and practice a “growth mindset”.
Growth mindset indicates that an individual is ready and willing to grow, and that he/she
embraces challenges, is persistent in his/her pursuits, and is aware that there is always room
for improvement. By practicing a growth mindset, individuals will be more prepared to receive
feedback and improve from it. While there is a multitude of ways to successfully give and
accept feedback, I have learned through my experiences as a FLITE Peer Instructor that the
ones discussed above are absolutely necessary.
Reference: “How to Give and Receive Feedback at Work: The Psychology of Criticism”
(https://open.buffer.com/how-to-give-receive-feedback-work/).
104. Student will describe examples of giving and HDF 190 -Assistant Teacher for Tumbling Throughout my life, I have had the opportunity not only to take over thousands of dance
accepting feedback. Classes at Dance Studio 84 classes, but also to teach hundreds of dance and tumbling classes to younger students. I
-COM 100H have gained a great amount of insight from experiencing dance classes as both the student
-HDF415 and the teacher, and have had many opportunities to receive feedback, as well as give
feedback. The specific environment in which I can give and receive feedback simultaneously
is when I am assisting tumbling classes with Carrie, the tumbling teacher at Dance Studio 84.
I am able to give feedback to the students on their tumbling skills, as well as receive
feedback from Carrie on my spotting and teaching skills. For example, when I am teaching
new gymnasts how to do handstands, I give them all of the tips that I had learned in the past
and have found to be useful. I think it is important to rely on your personal experiences when
giving feedback to others. When you have already experienced and lived through the
situation, you have much better feedback to give, and you can also relate to the person you
are giving feedback to. Some of the tips I give the students include: make sure you kick hard
enough so that your legs get all the way up, get your hips over your shoulders, use your
palms and your fingers to balance you out (if you’re falling over into a bridge, push on your
fingertips, if you feel like you’re going to come down, push on the palms of your hands), and
use your arms and legs to balance out your weight. My feedback is very beneficial to the
students because they take everything I say very seriously. I have established credibility
because they know I can hold a handstand for over two minutes. With credibility comes trust,
so it is important to establish credibility when giving feedback to others because they will be
more likely to take your advice and corrections to heart. Also, when giving feedback, I always
try to put a positive spin on the feedback. So, I will always start by sharing something the
student did really well, and then I will continue to give them more tips to continue improving.
By sharing something the student did well, I keep the respect of the student, and don’t
discourage them. As far as receiving feedback goes, I receive feedback while assisting
tumbling classes because Carrie, the tumbling teacher, gives me advice on how to improve
my spotting skills, as well as how to improve my teaching skills. She often reminds that it is
important to give only one piece of feedback at a time. When too many corrections are
thrown at the students, they become overwhelmed and cannot improve. So, in class, Carrie
gives me feedback and shares with me how I can become a better teacher. She also gives
me corrections regarding my spotting skills. When spotting round off backhandspring back-
tucks, for example, she will correct me and remind me to pull the student back when they
jump straight up in the air on their backhandspring. Additionally, she’ll give me other
feedback that helps me improve. Whenever receiving feedback, I always thank the person
who is giving me advice. It is important to show that you are gracious that they are taking
their time to help you grow and improve. In HDF 190, I learned that Gratitude is one of my
top values. This explains why I find that it is so necessary to thank the person for caring
enough to share their feedback with me. After thanking the person for their time and advice, it
is imperative that one actually takes the advice to heart. I will always repeat whatever it is
that I am getting feedback on so that I can show the person who corrected me that I truly was
listening, and that I understand and comprehend what they were saying and am prepared to
fix whatever I did wrong. I learned active listening skills in HDF 190 and COM 100H, and I try
to apply all of these active listening skills when receiving feedback. The last thing I focus on
when receiving feedback is improving. I always ensure that I take the feedback to heart and
apply it to the task I am practicing or completing. I find that it is respectful to demonstrate to
the person who gave you feedback that you truly appreciate their advice and suggestions.
So, environments in which I have received and given feedback is the tumbling classes I
assist at Dance Studio 84. I am thankful that I have the opportunity to give and receive
feedback simultaneously, because I am able to feel confident about myself while also being
humbled. Being confident, yet humble, is very important as a leader. As described in the
previous outcome, being a FLITE Peer Leader has put me in an interesting role in which I am
constantly giving feedback to my students while also receiving feedback from my instructors.
One major area in which this feedback is given and received is in the area of practicing this
leadership inventory. Two times during the semester, students and Peer Leaders are asked
to turn in five outcomes so that they may receive feedback. In terms of giving feedback, each
time my students handed in outcomes, I was responsible for reading them and giving
feedback to my students so that they could improve their work. When giving feedback, I was
always very clear and concise. Yet I was sure to write feedback in a way that the students
would understand. For example, instead of simply writing, “Target class?” in the Descriptive
Notes section when my students failed to talk about their target class in their responses to
the outcomes, I usually wrote, “How does your target class fit into this description? Include it!”
or something more detailed along those lines so that they would understand what I was
saying and so that they would be in a better position to fix the problem. My students are new
to inventory this semester, so they do not necessarily understand the vernacular of inventory,
and I did not want to give them feedback that would be confusing and difficult to use.
Furthermore, when giving feedback to my students, I always wrote in a nice colored pen,
such as purple or light blue, and wrote positive comments so that they would feel as though
my feedback was constructive and not derogatory. Oftentimes, giving feedback in red can
make others feel insecure, and I did not want my students to think I was disappointed in their
efforts. Rather, I wanted them to be able to tell where my feedback was, but feel as though it
was feedback with the purpose of helping them, not putting them down. I always included
positive comments as well to acknowledge the areas in which my students excelled. In
addition to giving feedback to my students regarding their leadership inventory, I also
received feedback on my leadership inventory from my HDF415 instructors. When receiving
feedback on my outcomes, I always read the feedback immediately and carefully. By reading
the feedback immediately, I am able to ensure that I do not have any questions regarding the
feedback prior to leaving the space. If there is a portion of feedback that I do not understand,
I want to ask the giver of feedback about it so that I can learn and improve. Once I am certain
that I understand the feedback being given, I apply it. I make notes on the pages where the
feedback was received in an attempt to take the feedback, and I open my running leadership
inventory document on my computer and update the outcomes so that they reflect the
feedback that was received. I know that providing feedback on outcomes is very time
consuming, and the instructors are doing me a great favor by reading mine, so I am always
sure to apply all feedback received. To conclude, it is important when giving feedback to do
so in a constructive, encouraging, clear way, and when receiving feedback, it is necessary to
be sure that the feedback is understand, and it is necessary to apply the feedback as
thoroughly as possible in order to improve.
105. Student will demonstrate knowledge of facilitation HDF415 Throughout my experience as a FLITE Peer Leader, I have learned a great amount of
and de-briefing techniques knowledge about how to successfully facilitate and debrief small group and full class
discussions and activities. The dictionary definition of facilitate is “to make easier or less
difficult; help forward.” By keeping this definition in mind, and learning directly as well as
through learning by observation, I have improved my knowledge of facilitation and de-briefing
techniques as a student in HDF415. In order to be successful in facilitation, the facilitator
must be prepared – the facilitator must plan, guide, and manage group discussions or
activities and must ensure that all participants are equally involved in the discussion or
activity and that the objective of the group is met. In planning, the facilitator must have a full
understanding of what he/she is doing. I have learned exactly how prepared a facilitator must
be in planning by observing how Melissa Boyd-Colvin prepares for each FLITE class. She
always provides Peer Leaders with a handout describing the date, the class number, the
purpose of the class, the agenda, and whatever materials are needed for the class. Despite
the fact that Melissa is extremely experienced in facilitating classes and teaching FLITE, she
always prepares fully before coming to class, as being prepared in planning is essential in
being a successful facilitator. Once planning is complete, the facilitator must guide and
manage the group. In order to be successful in guiding, the facilitator needs to ensure
effective participation. This can be achieved by practicing Relational Leadership – by
empowering others to speak and by being inclusive of everyone. Group discussions and
activities are implemented with the purpose of helping individuals grow, and in order to help
individuals grow, the facilitator must help them speak and connect what they are learning to a
bigger picture. The facilitator can successfully do this by having everyone speak, one after
another in order, or by first taking volunteers and then encouraging others to share their
thoughts. Either way, though, it is imperative that facilitators encourage discussion by
everyone so that all group members have the opportunity to contribute. If the facilitator is
working with a large group and time is limited, the facilitator can have some individuals
contribute to one portion of the discussion, and then encourage different individuals to
contribute to the next portion. Once again, I have observed Melissa Boyd-Colvin successfully
facilitate discussion among the full class, and have observed my fellow FLITE Peer Leaders
facilitate discussion among their small groups. By observing others and having discussions
with my HDF415 instructors and fellow Peer Leaders, I have learned that in order to
successfully guide others, I must be empowering and act inclusively. Aside from learning
directly through HDF415, I have also learned facilitation techniques by reading an article
entitled “The Role of the Facilitator: Guiding an Event Through to a Successful Conclusion.”
The article shares an expanse of useful information in learning how to facilitate successfully.
In the planning stage, the facilitator must determine how he/she wants the discussion or
activity to be structured – the structure can be rigid and pre-determined, or can be more open
and flexible. Depending on the topic, the event, the facilitator’s abilities, and the participants,
a facilitator can determine the best structure to use. Furthermore, the agenda that is
designed when planning needs to be realistic and focused. Having an achievable plan helps
everything run more smoothly later on during execution. When guiding and managing, the
facilitator first must set the ground rules. While this is mentioned in the article, I also learned
this concept first-hand as a FLITE Peer Leader. During Day of Discovery, Peer Leaders were
encouraged to immediately set the ground rules with their groups, as this helps group
interaction later on. Additionally, the facilitator must set the scene and set the energy; he/she
can do this by altering his/her tone, word choice, body language, and other factors to match
the scene and energy he/she wants to set. The participants will likely follow the environment
created by the facilitator, so it is pertinent that the facilitator creates the environment that will
be most beneficial to everyone. The facilitator must also be extremely aware when facilitating
a discussion or event. He/she must be aware of how participants are responding, who is
engaged and who is not, how the discussion/event can be more personalized, and the body
language and word choice of participants. By being aware of all of these things, the facilitator
creates a better opportunity to successfully complete an activity/discussion and be able to
debrief it later on. Debriefing requires a lot of the same techniques described above for
facilitation. However, one major technique, which I learned in HDF415, is that reflections and
de-briefing discussions need to be unique to the participants. The dictionary definition of
debrief is “to question formally or systematically in order to obtain useful intelligence or
information.” In order to obtain information that is truly useful to the participants, the debrief
and reflection must be customized. With that being said, it is important that the facilitator
have a general list of questions or topics to discuss when de-briefing an activity or
discussion. However, after observing the discussion/activity, the facilitator must ask unique
questions regarding the topics so that the participants can fully relate their experiences to
how they can learn and grow. When working with Phyllis Pasquale on the mini Ramette
retreat for my HDF415 learning contract, I observed firsthand how to individualize reflection
and debriefing questions to the group being worked with. In conclusion, as a student in
HDF415 and a student who is in charge of her own learning and growth, I have learned a
variety of facilitation and de-briefing techniques. Many techniques were learned through
direct observation, however some techniques were learned by reading articles regarding
facilitation.
Reference: “The Role of the Facilitator: Guiding an Event Through to a Successful

Conclusion“ (https://www.mindtools.com/pages/article/RoleofAFacilitator.htm).
106. Student will demonstrate proficiency of facilitation CSV302 In CSV302 for URI101 mentors last fall, I had the assignment of creating an activity regarding
and de-briefing techniques diversity to present to our class with two other mentors. Bri, Asha, and I created an activity
called Jukebox, which is explained in the handout I included for my evidence. We were
required to facilitate the activity and then lead a conversational debrief about why this activity
was relevant and important to do with our first year students in URI101. In order to ensure
successful facilitation, we spent a lot of time planning and practicing. We planned out who
would be best at facilitating which parts of the activity and ensured that each group member
would have an equal role in the facilitation. We gave each other feedback when practicing
and worked on speaking clearly and concisely, as well as on keeping our class engaged in
the activity. When facilitating an activity, it is important to prepare sufficiently. I also like to
practice my facilitation on others because receiving feedback is integral to making
improvements. In regards to debriefing our activity, we first took time to reflect on the activity
and determine exactly what we wanted the class to get out of our facilitation. Debriefing is
important in helping others understand the purpose of the activity, so knowing the activity’s
purpose is clearly an integral part of debriefing technique. Once the purpose is clear, the
debriefer should create questions revolving around the purpose and should create other
ways to facilitate class participation. We successfully debriefed our activity by determining
the purpose and then by creating questions that would help guide the class to discovering the
purpose if they were not already aware of what it was. A good debrief will guide others to
their own thoughts and discovery rather than simply telling them the “answers”, so this is
exactly what we tried to do. After creating our debriefing questions, we came up with other
questions that the class might have for us. We wanted to be prepared to answer any
questions and explain anything that the class did not understand, so we took extra time to
imagine the activity from their eyes. Lastly, just as we did with facilitation, we practiced our
debrief. We were able to give feedback to one another and improve our debriefing
techniques. We got a perfect score on the facilitation and debriefing of our activity; our
instructor Sean Thompson was very impressed. He felt as though we thought outside the box
and created a unique activity with a strong, powerful message. He also thought we facilitated
and debriefed the activity in a way that made it even more effective.
107. Student will demonstrate knowledge of framing
and breaking the frame
108. Student will demonstrate proficiency of framing
and breaking the frame
109. Student will show knowledge of organizing HDF 190 URI Tour Guide Meetings The most important items to acknowledge when organizing a meeting include knowing why
meetings / setting agendas / and leading meetings you called the meeting and knowing what you hope to accomplish from the meeting.
Additionally, it is important to establish rules of order when organizing meetings so that chaos
is minimized, and everyone understands how the meeting will be run. Meetings should also
be planned and organized at times that are convenient for everyone, or at least are
convenient for most people. Also, meetings should be organized to be held in places where
the entire group can focus and really be alert and aware of what is happening in the meeting.
Meetings are organized to be productive, and if they are held in places that will be too
distracting to those attending, they will lose their purpose and become unsuccessful. With
that being said, maintaining focus during meetings is essential. So, when one organizes a
meeting, one must determine the most effective way to keep all who are present focused on
the task at hand. The last important part for organizing meetings is to determine who will take
minutes of the meeting. This is not extremely important in small group project meetings, such
as the one described below, but it is massively important in large group meetings when
people want a recap of everything that was accomplished during the meeting. In regards to
setting agendas for meetings, the way one goes about preparing an agenda will vary
depending on who his/her meeting is with, as well as vary depending on why the meeting is
occurring. In group projects like the one described below, the agenda should be set based on
what is most important and urgent. The agenda also needs to be created based on the
amount of time allotted for the meeting. If the meeting is scheduled to be 30 minutes – 1
hour, the agenda cannot consist of writing a paper, editing a paper, and practicing a
presentation. Rather, it must consist of something smaller and less time consuming, such as
printing out the group paper and scheduling the next group meeting. In a more professional
setting, agendas must be set in a way that keeps the meeting organized, keeps the meeting
moving, and keeps the meeting on topic. The professional agenda should have a title, and
should also include where the meeting is being held, when the meeting is scheduled to
occur, and who is running the meeting. Once this information has been shared at the top of
the agenda, the agenda should include the time allotted for each issue area. For example,
the agenda used at URI Tour Guide Meetings indicates that Training will occur from 6:35 –
7:00 p.m., and then Summer Tour Guiding will be addressed from 7:00 – 7:10 p.m.
Additionally, the agenda should indicate who will be facilitating each portion of the meeting.
Referring back to the tour guide example, Maddy is scheduled to facilitate Training, and
Laura is scheduled to facilitate summer tour guiding. Basically, an agenda should be set that
addresses all issues that need to be discussed, and should also indicate what the specific
time slots for each issue are, and who will be facilitating the discussion regarding the chosen
issues. Lastly, there are many important factors that play into leading a meeting. The first
requirement for leading a successful meeting is starting on time. Once the meeting has
begun, the leader should review the agenda with the attendees so that they are prepared for
everything that will be covered during the meeting. Throughout the meeting, the leader
should keep members of the meeting focused, as well as keep them engaged. Meeting
leaders should facilitate discussion, empower others to speak, and encourage the
participation of those present. At the end of each meeting, leaders should summarize
everything that was discussed and decided during the meeting. Then, the leader should give
a preview of what to expect next. The leader will either inform the group of the time of the
next meeting, or will give instructions about what the attendees should do next regarding the
topics discussed in the meeting. The last part of leading a meeting that will help the leader be
successful is to do a brief evaluation. This can be accomplished by first thanking everyone
for attending and then by asking if the attendees feel as though the meeting was productive,
or how they think meetings could be improved in the future. If leaders consider all of the
above points when organizing meetings, setting agendas, and leading meetings, they will be
more able to plan and run successful meetings.
110. Student will describe personal examples of HDF 190 When working on our group project for HDF 190, my FLITE group and I had to meet
organizing meetings / setting agendas / leading numerous times in order to get our thoughts together, prepare our presentation, and write our
meetings group paper. Since there was no designated leader among our group of seven members, I
took the responsibility at one of our meetings to organize our future meetings. We had met
on a Wednesday, and our project was due in less than two weeks. My group members and I
were all very busy, so it was extremely difficult to plan and organize meetings. However,
since we still had a lot of work that needed to be completed, I made an agenda for our group.
I scheduled a meeting in which we would finalize our Powerpoint presentation for the poster
board. I informed all group members of the meeting date, time, and location (Wednesday
4/15 from 3:30 – 5:30 in the Robert L. Carothers Library) and reminded all group members
before the meeting. During this meeting, I assisted in assigning all group members a task.
Each pair of two was required to edit two of our slides, and one group member typed
everything into the Powerpoint. At this meeting, I organized our next three meetings. One
meeting would be held on Sunday 4/19 at 8:30 p.m. in Hillside Hall, the second would be
held at 1:30 p.m. on Monday 4/20 in the Airport Lounge of the Memorial Union, and the third
meeting would be held on Monday 4/20 at 11 p.m. in Hillside Hall. I made these dates
available on our shared document so members could see what we would be focusing on at
the meeting, and so that they could clarify meeting times. Additionally, I texted our GroupMe
to ensure that all members remembered to attend our meetings. The agenda for the first
meeting was to write the group paper. Once all group members were present, I led the
meeting using my strengths of Achiever and Discipline. Many of my group members wanted
to talk, text, or listen to music, but I lead the meeting by assigning tasks to everyone, and by
helping keep everyone on track. The agenda for the second meeting included putting
together our poster board and completing a final edit of our group paper. Our last meeting
was scheduled so that we could run through our entire presentation. So, I organized
meetings, set agendas, and led/facilitated meetings for my FLITE group. I organized
meetings by finding times that worked for all (or at a least a majority of) group members, and
ensured that all members were aware of the meeting times by messaging them and by
making the meeting dates and times available on our shared document. I set agendas for the
meetings by figuring out what tasks were most urgent. The most pressing tasks were the
ones we completed first. Lastly, I led/facilitated meetings by using my strengths in order to
keep my group focused so that we could accomplish all that needed to be accomplished.
111. Student will show knowledge of Parliamentary
Procedure
112. Student will show knowledge of techniques for HDF 190 The first step in dealing with difficult people is completing introspection. Oftentimes, if one is
working with difficult people having a difficult time working with another, he is contributing to the problem. The ways in
which he may be further irritating the problem is irrelevant, but he must recognize that the
first step in dealing with difficult people is thinking about one’s own behavior in the
relationship. Once one has fixed his own behavior in the relationship, he can focus on ways
in which he can make working with the difficult person more bearable. One of these ways is
to become more aware of the other person and become aware of that person’s wants or
needs. Usually, when someone is resisting the work others are doing, it is because he has a
different vision in mind, or because he wants to see a different outcome. By promoting a
common purpose and being aware, as recommended by a few of our leadership models,
leaders can alleviate these issues. Another way in which leaders can effectively deal with
difficult people is to change their approach to the problem. Leaders can do so by sharing the
situation with a trusted family member or colleague; leaders can be blinded by frustrating
situations and often just need the outside eye to determine an effective way to handle the
situation. One of the most important things when dealing with difficult people is
acknowledging the four agreements: be impeccable with your words, don’t take anything
personally, don’t make assumptions, and always do your best. By being impeccable with our
words, leaders can be sure that they are not increasing the difficulty of the relationship by
being unclear or by sending vibes and messages that they are not intending to send. If the
leader can act in a clear, straightforward manner, he may be able to better work with resisting
people. By not taking anything personally and not making assumptions, leaders can rid the
relationship of any excess junk. Misunderstandings occur between coworkers often simply
because the workers are amplifying the negatives of all situations. Leaders need to stay
positive and stay strong in order to better their experiences when working with tough people.
Lastly, of course, leaders must do their best to fix the problems. Leaders can do their best by
applying the techniques mentioned above; leaders will be more able to work with difficult
people if they first look at themselves, and then focus on being more aware, positive,
understanding, strong, and knowledgeable about how to lead.
113. Student will describe personal examples of using HDF415 URI Ramettes In HDF415, myself and the other FLITE Peer Educators, along with the instructors, often
techniques to work effectively with difficult people discuss effective techniques for working with difficult students. By applying these techniques,
as well as by applying the techniques discussed above, I have been able to effectively work
with difficult people. One prominent example of working with a difficult person is working with
the Spirit Squad Coordinator for the URI Ramettes, a team on campus that I have been a
member of since my freshman year. The Spirit Coordinator is in charge of both the Ramettes
and the Cheerleaders, and he often shows favoritism towards the cheerleaders. He only
communicates with us when it is absolutely necessary, and when he does communicate with
us, it is often in a derogatory way. He is an extremely blunt person, whom can be difficult to
bear on occasions, especially when he brings criticisms at an unexpected time. As an
extremely active and dedicated member of the team and a captain, I constantly step forward
to stick up for my teammates and myself. One of the main techniques that I use to effectively
work with the coordinator is the technique of direct communication. I always bring concerns
directly to him because I think that by making him aware of how my teammates and myself
are feeling, I am better able to help us be on the same page and share a common goal.
Through direct communication, I am able to be more aware and understanding, as well as
show strength and dedication, which makes him more likely to listen to what I am saying.
When communicating with him, I am always very clear and concise. I say only what I mean,
and I aim to be impeccable with my words so that our conversations run as smoothly as
possible. In addition to being impeccable with my words, I also aim to be very clear and
respectful with my body language. I try to remain consistent so that I am sending the same
message with my words and my actions. I think that by remaining consistent, I am able to
earn better respect from him, which furthers our relationship and allows me to work better
with him. Furthermore, whenever issues do arise between the coordinator and the team, I
always aim to introspect prior to speaking with him. I am an extremely passionate person,
and I am aware of the fact that my emotions can cause my view on certain situations to be
cloudy. So, I always study how I fit into the situation and take time to myself to calm down
before speaking with him. One specific incident in which I worked well with him occurred in
February 2016. In the past, the Ramettes have had the opportunity to accompany the
Women’s Basketball team to their Atlantic 10 Conference, while the Cheerleaders have had
the opportunity to accompany the Men’s Basketball team to their Atlantic 10 Conference. The
same was to happen this year, or so that is what the Ramettes had been told. However, in
February, less than a month away from the conference, the Ramettes learned that they
would no longer be attending the conference, and that the Cheerleaders would be attending
both the Men’s and Women’s conferences. While the coordinator waited until mid-February
to tell the Ramettes, the Cheerleaders had been told in early January. My teammates and I
were very frustrated at the inequality that was emerging between the Ramettes and
Cheerleades, and many members of my team became hostile towards the coordinator,
especially because he had no concrete reasoning as to why the Ramettes could not attend
the Women’s Basketball conference. As a captain and leader, I stepped up and represented
my teammates. When talking to the coordinator, I was sure to set my emotions and personal
feelings aside, as that would hinder the communication and would inhibit me from working
effectively with him. I took time to myself before having the conversation with him, and even
confided in my mother, someone I trust greatly, to give me advice about how I should
approach the conversation. Also, I was sure to communicate clearly and in a calm manner. I
spoke concisely and was sure to say exactly what I meant, even when he became frustrated
that my teammates and I wanted to have a conversation about the situation, as he did not
see the situation as a problem at all. Though his tempered fluctuated, I was sure to remain at
a consistent level so that we could have as clear a conversation as possible. I maintained
eye contact and responded to everything he was saying so that he knew I was listening
intently. By the end of the conversation, I was able to help him fully understand how the team
was feeling so that he could better represent us as a coordinator. Though not all of the
problems have been resolved, I was able to work effectively with the coordinator to work
towards a solution.
114. Student will show knowledge of the stages of HDF415 In HDF415, I learned a lot about group development and how to effectively develop a group
group development (Tuckman, Bennis or others) of seven students who began the semester as strangers. The group development model by
Tuckman focuses on five stages of group development: Forming, Storming, Norming,
Performing, and Adjourning. In the forming stage, individuals tend to be focused on their own
objectives. They focus on what they need from the group, and how they are going to grow as
individuals. They assess the leader of the group, work to begin building relationships with
other group members, aim to solidify the roles of each individual member, and essentially
focus on forming the team and the goals of the team. In the second stage, Storming, group
members tend to be focused on other group members and on the problems that the group
may be facing. Individuals trust the leader at this point, but are still unsure about trusting
other group members. There may be conflicts among some group members, as well as more
direct criticisms. The roles are still somewhat ambiguous, which is what leads to a lot of the
conflicts among group members. In the next stage, Norming, individuals are no longer
focused on themselves or the other members of the group, but are rather focused on the
group processes. Group members now trust the process in addition to trusting the leader,
and are also beginning to work well with fellow group members. The decision-making is
processed at this point, and the group is working in a more cohesive manner. Performing,
which is the next stage of group development, is the stage in which the group is now working
efficiently and effectively. Individuals understand at this point that the focus needs to be on
the team and not on the individual, and the team performance at this stage is superior. The
team members are proud to be part of the team and take pleasure in the success of the
team. The final stage of group development is the Adjourning stage. In the adjourning stage,
team members feel sad knowing that the group is moving in separate ways. However, in
order to adjourn properly, groups often evaluate and acknowledge others, as well as
recognize the successes of the individuals and the group as a whole. While all groups are
unique, most follow some form of group development similar to Tuckman’s model. Groups
typically begin in Forming, and then move to Storming, Norming, Performing, and Adjourning
throughout their time together as a unit.
115. Student will describe personal examples of group HDF415 Throughout my semester as a FLITE Peer Leader, I was able to facilitate development
development in use (Tuckman, Bennis or others). among my small group of seven FLITE students. I hand selected my seven students, and
was eager to see how they would develop as a group over the duration of the semester. The
first day my group met, they were slightly skeptical of one another. However, when asked
who they thought their Peer Leader would be, they all guessed that I was going to be their
Peer Leader, so they immediately experienced some form of agreement and some practice
working together. My group experienced the Forming stage for approximately the first month
of the semester. Many of them were interested in learning their strengths and values and
how FLITE was going to help them grow as individual leaders. The students did not yet see
that relationships are a major part of leadership, and they were rather focused on themselves
and their own personal development. None of the students knew each other, so they were
not yet concerned about their other group members. After Day of Discovery, my students
moved even further into the Forming stage. Day of Discovery sparked their interest in one
another, and helped them begin to build relationships within the group. They began asking
me questions, and trying to understand who I was as a person and a leader; they were
curious to see how I could factor in to their group and their individual leadership journeys. At
the end of Day of Discovery, I asked my students to write a letter to themselves describing
how they are currently feeling about FLITE, what they want to accomplish during FLITE, and
their thoughts on being placed in a small group. By asking them to write this personal letter, I
helped my students begin to form the goals of the individuals, and ultimately the goals of the
team. A few classes after Day of Discovery, my small group moved into the Storming stage
of group development. While it was a very calm Storming stage, it was a Storming stage
nonetheless. I think the true moment when my students reached the Storming stage was the
day in FLITE when they were asked to complete the Marshmallow Challenge. Throughout
the challenge, my students kept looking to me for affirmation and tips. I was not allowed to
participate, but many of them felt more comfortable turning to me as their Peer Leader than
they felt turning to their fellow group members. Also, group members were concerned with
successfully completing the challenge, and they began to see the flaws in other group
members. While many of my students did not show extreme frustration, I could see that they
were internally struggling with trying to successfully complete the challenge while not being
too demanding of or commanding to the other group members. Some group members began
to step into certain roles, but no group members were ready to fully claim a role. So, as
typically happens in the Storming stage, group roles were ambiguous, which caused some
difficulty in attempting to complete the challenge the small group was facing. The next stage
that my group experienced was Norming. The Norming stage was reached by the time the
students learned Servant Leadership in FLITE. I could truly see my students functioning in
the Norming stage during our peer-led Servant Leadership class. Students were asked to
complete an obstacle course on the quad in which students were paired with a partner and
one partner had to lead the other blindfolded partner through the obstacle course. My
students were working extremely well with one another at this point. They were focused more
on the goals of the group, and were able to work very cohesively as a unit. Each pair of
students worked extremely well together, as they were focused on completing the obstacle
course and learning Servant Leadership. They clearly trusted one another at this point, and
no longer felt the need to receive my affirmation or instructions as their Peer Leader. When
debriefing the Servant Leadership activity, my students contributed to their own conversation,
and did not rely as heavily on me to facilitate. I could clearly see that they had reached the
Norming stage because they trusted one another, were more focused on group goals, and
were able to function in a more cohesive, responsive way. Recently, my group moved to the
Performing stage. They reached this stage when beginning to work on their FLITE group
project. At this point, the students no longer needed me to accomplish group goals, or define
group roles. All group members had assumed their roles in the group and specifically in the
group project, and everyone was working extremely well together. They met and planned
their presentation, and were able to truly understand the purpose of completing the group
project. Each group member was proud to be part of the group, and they constantly bragged
to me about how great of a group they were and how simple and smooth their group
processes were. Even Robert Vincent told me he was impressed with my small group’s
cohesiveness and preparedness after spending some time with them during a flipped FLITE
class. While my group has not yet reached the Adjourning stage, the semester is almost over
and we are almost there. I plan to facilitate acknowledgements among my students to ensure
that they know how important each individual was in the group. I know that I personally am
already feeling sad about not seeing my students every Tuesday and Thursday afternoon,
but I trust that my group will remain close throughout the next three years, despite the fact
that we may not be together all the time. Throughout my semester as a FLITE Peer Leader, I
have been able to witness my small group develop from the Forming Stage all the way to the
Performing stage of Tuckman’s Group Development Model.
116. Student will show knowledge of group dynamics HDF190 Group dynamics and group roles are essential in the success of a group. In HDF190, I had
and group roles the chance to work in a group and to learn about how group dynamics and group roles
function. To begin, group roles must be defined early on in order to be utilized and executed
successfully. With that being said, members of groups should gather early to define group
roles and determine the ideal group dynamic. Roles should be defined based off the needs of
the individual group or off the needs of the organization as a whole. All groups must have
some form of leaders and followers, so group roles should define which group members will
be fulfilling which responsibilities. Group dynamics, on the other hand, are dependent on
group size, composition, status, leadership, cohesiveness, norms, and roles. In terms of
affecting group dynamics, different leadership theories and models can be used to create an
enjoyable, productive, effective group dynamic despite the group dynamic conditions. For
example, relational leadership theory along with leader-member exchange theory can be
used to define and develop group dynamics by affecting cohesiveness, leadership, norms,
and status of the group. When working in a group, it is important that each group member
have the opportunity to bring at least one strength to the table. Groups will likely be more
effective when different types of people are involved, but so long as expectations are defined
and group members aim to fulfill expectations, the composition of the group will not be as
critical. Teams should keep communication open and consistent so that roles can maintain
their definition and group dynamics can be better understood and gradually improved if
possible.
117. Student will describe personal examples of group HDF190 URI Ramettes In HDF190, I learned many skills required to work effectively as a member of a group. I took
dynamics and group roles many of these skills and applied them in my role as a member of the URI Ramettes.
Currently, there are a couple different roles within the Ramettes. We have senior captain
(me), junior captain, seniors, returning team members, and new team members. While each
member of the team has the same level of high expectations both on and off the court, some
group members are expected to contribute even beyond the basic level of expectations. For
example, my role as captain varies from the roles of the rest of the team because I am
responsible for preparing for practice and games and ensuring that the rest of the team is
ready for whatever comes our way. The junior captain carries the role of supporting senior
captain and learning the ropes for the following year. Seniors and reutrners are expected to
set an excellent example for new dancers, and are expected to help the new dancers learn
as much about the team and the program as they can. There are different roles within the
team and each member is expected to fulfill her roles. In terms of the dynamics of the group,
the dynamics vary between each different role on the team. When I am leading practice and
acting as captain, I create a leader-follower dynamic. However, if the junior captain is
teaching or the coach is sharing important information, my dynamic shifts to a simple team
member dynamic. Being able to recognize the different roles and resulting dynamics created
within the Ramettes has shown me the importance of being aware of group dynamics and
roles. Groups require cohesiveness to be successful, and specifically defined dynamics and
roles contribute greatly to that success. Expectations for dynamics and roles must be set
early to ensure that all group members understand.
118. Student will show knowledge of effective HDF190 Again, in HDF190 I had the opportunity to work in a small group for the duration of the
memberships skills in groups semester. This is the setting where I was first exposed to working in a group in a serious
academic setting. One of the first skills required to be an effective member of a group is
communication. Group members must be able and willing to express their feelings in a safe
environment, explain their ideas clearly and concisely, actively listen to others, ask questions
to clarify others’ ideas and emotions (technically a practice of active listening), sense how
others feel based on nonverbals, initiate group conversations, reflect on interactions and
activities of the group, and encourage other group members to succeed. Aside from
communication, group members should practice openness in general, trust and self-
disclosure, support, and respect. To take the effective membership one step further, group
members should also exhibit skills in creating group process. Skills that result in an effective
group process include maintaining accountability and responsibility, providing others with
constructive feedback, problem solving, demonstrating management and organization, and
showing a knowledge of group roles. Groups who are made up of members who have or
practice these skills will experience much more effective groups as a result of effective
memberships.
119. Student will describe personal examples of PHP413 In PHP413 Infectious Diseases/Pulmonary Core, I was placed into a randomized, generated
membership skills in use group for all group quizzes and group assignments. I wanted to be an effective member of
the group and contribute to the group’s success, so I practiced the many group member skills
I had learned from the minor. I was placed in a group with Janine Short, John Fares, Kayla
Pelletier, and Anistasiya Kreshchuk. I did not know any of them well, so I had to use my
many skills to demonstrate my use in the group. I constantly communicated with them via
group chat and in class to build a reputation and to help us all feel out the group vibe. During
quizzes, I did my best to explain my thought processes clearly and concisely so that we could
make an educated decision when selecting our answer. I also initiated many group
conversations, both related to class and simply related to life whenever we were waiting for
class to start or when we had a break. I encouraged each group member by acknowleding
the hard work they were doing, as well as by lifting them up when they were down from a bad
grade or something along those lines. I listened to everything each group member had to
say, and was sure to read their nonverbal cues and open the floor to conversation when
anyone seemed unhappy or confused. In practicing all of these skills for effective group
membership, I was able to obtain the trust and respect of each of my group members. We
had a very successful semester as a group, and I would like to think I contributed to our
success by practicing my membership skills.
120. Student will show knowledge of the Challenge and HDF415 One of the main goals of a FLITE Peer Leader is to challenge and support his/her students
Support theory by Sanford, and its relationship to so that they experience optimal growth throughout their time as students in HDF190. So,
organizations during my semester of being a FLITE Peer Leader, I had the opportunity to learn and practice
Sanford’s theory of Challenge and Support. The Challenge and Support theory was
developed by Sanford in 1967. Challenge and Support is essentially centered on determining
the learning or living environment that is optimal for a person’s growth. Depending on
circumstances, life situations, learning ability, and a variety of other factors, leaders need to
determine how much support versus how much challenge a person needs in order to thrive.
Challenge, exactly as it sounds, involves pushing the individual to reach a new level.
Support, on the other hand, involves safely encouraging the individual to explore and grow
on his/her own terms. If there is too much support and not enough challenge, there is no
room for individual growth and development. Differently, if there is too much challenge and
not enough support, the pressure is too great and the growth of the individual may be
stunted. Every person is at a different point in his/her life and academic journey, and
therefore, each person requires a unique balance of challenge and support. Another factor
that plays into Sanford’s theory of Challenge and Support is readiness. Readiness involves
determining when an individual is physically, mentally, and emotionally ready to grow. A
leader must assess an individual’s readiness when determining how much challenge the
individual needs versus how much support. Readiness can be determined by observing an
individual’s eagerness to learn, willingness to participate, comfort level with others, and many
other factors. When a leader can find a nice balance between challenge and support based
off an individual’s readiness, he/she sets the individual up for optimal learning and growth. An
example that is extremely helpful in portraying this model is that of learning to tie one’s
shoes. If the adult always ties the child’s shoes and never encourages the child to try tying
his/her own shoes, then the child will never learn how to tie shoes. This is an instance in
which too much support and not enough challenge is provided, resulting in the inability of the
individual to grow. Oppositely, if the adult never ties the child’s shoes and always makes
him/her attempt to tie them on his/her own, the child will never learn because he/she does
not have the resources to learn and will likely become too frustrated to make an effort to
grow. While that is an extremely basic example, it is an example that shows the necessity of
creating a balance between challenge and support in order to optimize an individual’s
learning and growth. Challenge and support is absolutely essential in organizations.
Organizations are simply large groups of individuals who share a certain passion or interest,
and it is important that each individual receive challenge and support so that he/she can
thrive. If all individuals are thriving in a setting, the organization is bound to grow and evolve
in an effective way. So, by using challenge and support, organizations are able to better their
individuals and in turn better themselves.
Reference: “Sanford’s Challenge and Support Theory”

(https://imjoeboe.wordpress.com/2011/04/28/challenge-support/).
121. Student will describe personal examples of using HDF415 Orientation I learned about the theory of Challenge of Support and had many chances to practice when I
the theory of Challenge and Support (Sanford) was a FLITE Peer Leader taking HDF415. Once I learned more about the theory, I was able
to apply what I learned in many other aspects of my life. One notable place I practiced this
theory was as a team leader for the URI Orientation staff last summer. I had a team of four
new orientation leaders (OLs) and was responsible for their growth, development, and
success as orientation leaders and human beings. I quickly learned that each person on my
team needed a different level of challenge and support. Shannon McIsaac (Shak) was one of
my team members and as you know, she is a great leader with extensive knowledge and
many great experiences to bring to the table. Shak is an extremely dedicated, passionate
individual and I knew she could handle a lot of challenge from me with a minimal amount of
support. I really pushed her throughout the summer with the hopes that she would gain
something new from this experience that she had not previously gained from another one of
her leadership experiences. I tried to help her expand her comfort zone, while still giving her
the love and encouragement she needed to be happy. Differently, Alain Audate was
someone on my team who needed a bit more support. Alain is an incredible human being,
but he struggles slightly with organization and following strict instructions. I gave Alain much
more support in the role because he needed the support to be successful and to grow so that
he could function better in these areas on his own in the future. He needed extra reminders
about how to do projects and when they needed to be done. He also needed extra help
making sure he was awake and ready to go at 6 a.m.. He was just as amazing of an OL as
Shak, but he needed more of my support to achieve his goals. Of course, I still challenged
him so that he could grow as a person. As a leader, I learned that it is so important to cater
my leadership approach to each individual. Certain individuals require more support, while
others need more guidance. However, both needs are okay and it is important to recognize
that as a leader and be able to adjust dependent on the follower. I have learned from being a
team leader on the Orientation team how to determine what my followers need from me, and
how I can best provide what is needed to a specific individual.
122. Student will show knowledge of the construction / HDF 190 COM 100H In the COM100H course that I took during the first semester of my freshmen year, I was
elements of informative and persuasive speeches required to read a chapter in the textbook about informative speaking, as well as read a
chapter about persuasive speaking. Informative speaking is speaking with the goal of
expanding the knowledge of the audience. There are four different types of informative
speeches: speeches about objects, processes, events, or concepts. Additionally, there are
three types of organization for informative speeches: chronological speaking,
geographical/spatial speaking, and topical speaking. Regardless of the topic or style of
organization, all informative speeches can be constructed in a similar manner. First, one
must choose a topic. This must be a topic that the speaker can expand and elaborate on in
order to share information with his/her listeners. After choosing a topic, the speaker must
identify his/her general purpose. Typically, this purpose is to inform. Once determining the
general purpose, the speaker must determine a specific purpose. This specific purpose will
determine whether the speaker is “seeking to explain or broaden an audience’s
understanding of a topic, to impart knowledge or information, or to demonstrate”
(Communication Fundamentals, p. 356). This specific purpose will ultimately allow the
speaker to decide what his/her main speaking points will be. Informative speeches should
typically have 3-4 main speaking points, with about 2-3 sub-speaking points under each main
point. Once the speaker has decided on his general topic, specific topic, as well as his main
points and sub-points, he is ready to formulate his actual informative speech. His speech
should begin with an attention-getting opener, and then should include a transition to explain
to his listeners why he is going to be speaking about his topic. In between each speaking
point, the speaker should include a transition. After the introduction of his speech (the
attention getter and explanation of what he will be informing his audience about), the speaker
should transition into his first main topic. The speaker should then discuss this main topic,
and its sub-topics, and then should once again transition into the next main topic. Once the
speaker has covered all of his main topics, he should finish his speech with a conclusion.
The speaker’s conclusion should summarize the main points he previously made in order to
help the audience recap everything he has covered in his speech. Once the speaker has
concluded, he will have successfully completed an informative speech. Persuasive
speeches, while still speeches, differ from informative speeches. Persuasive speeches focus
on influencing an audience to think a certain way. Persuasive speakers must appeal to the
ethos, logos, and pathos of their audiences when giving persuasive speeches. Ethos means
the speaker must establish credibility, logos means the speaker must help his audience to
see the rationale for a particular conclusion, and pathos means the speaker must appeal to
the emotions of his audience. When beginning to construct a persuasive speech, the speaker
must decide whether he will be attempting to impact the audience’s attitudes, beliefs, values,
or behavior. Upon deciding what he will be appealing to, the speaker must once again create
his general and specific purpose. The general purpose of persuasive speeches is to
persuade, and specific purposes can vary based on what the speaker is trying to appeal to.
Similar to the construction of an informative speech, main points must be identified when
constructing a persuasive speech. The speaker should also have sub-points for his main
points. Oftentimes, about ¾ of the way through their speech, persuasive speakers will offer a
point about problem solving, or they will offer an argument. The speaker then uses this
opposition to his/her point to prove the argument wrong, which then increases his credibility.
Persuasive speeches should also begin with an attention-getter, and should finish with a
conclusion that summarizes the main points covered in the speech. In order to formulate a
successful persuasive speech, speakers must select a topic that is appropriate for
persuasion: must be interesting, relevant, arguable, and must inspire debate. Additionally,
speakers must organize their thesis statement, which appears right after the introduction and
before the speaking points, as a statement of fact. Lastly, the persuasive speaker must
establish credibility through the quality of his/her sources. So, informative and persuasive
speeches are constructed in similar manners. However, each must focus on different topics
and must be formulated using all of the tips and elements described above in order to be
successful.
123. Student will demonstrate proficiency in informative PHL212 In PHL212, I was required to give a verbal persuasive argument regarding a controversial
and persuasive public speaking PHC427 ethical topic. I decided to present on the use of GMOs (genetically modified organisms) in
food. I used the tactics described above, as well as other persuasive techniques taught by
Dr. Dave in class. I ultimately did very well on the persuasive argument and received an A,
which demonstrates proficiency. Differently, I was asked to give an informative presentation
in PHC427 Interactive Learning for PharmD. about perampanel, an anti-epileptic drug with a
novel mechanism of action. I completed a sufficient amount of research in order to prepare
for my informative presentation. I also received great feedback on this presentation and
though I am still waiting for my grade, I believe my professor’s positive feedback and initial
impression is a good sign. For both persuasive and informative public speaking, I found that I
did better when I was more prepared. In order to be successful at public speaking, I must
ensure that I know my information/argument inside and out, that I practice speaking out loud,
that I receive feedback prior to the official presentation, and that I take deep breaths before I
begin presenting. I find that when I accomplish those things, I am able to demonstrate
proficiency in both informative and persuasive public speaking.
124. Student will show knowledge of planning and PHP401 In my PHP401 Pharmacy Resources class, I learned a lot about interviewing, particularly
conducting interviews (as the interviewer) about behavioral interviewing. Behavioral interviewing is a technique used by many
interviewers to not only get to know the interviewee at a surface level, but to better
understand the interviewee as a whole. Behavioral interviewing can lower employee turnover
by as much as 30-50%. This technique can also accelerate the time-to-productivity of new
hires. Behavioral interviewing gathers data through a structured interview on how people
have responded and behaved in specific situations. The idea is that past performance is the
best predictor of future performance. The first step in the process of behavioral interviewing
is preparation. The interviewer must prepare questions for the interview based on what
he/she is looking for in an applicant. The interviewer also must review the applicant’s resume
and create specific questions related to what he/she wants to know based on the
interviewee’s past experiences. Preparation is the first key to success in interviewing
candidates. The second step, naturally, is conducting the interview. When conducting the
interview, it is important for the interviewer to set the tone. The interviewer should welcome
the candidate and introduce him/herself, should attempt to put the candidate at ease and
build personal and organizational rapport, ensure the candidate is familiar with the open
position and what he/she is applying for, and should explain to the candidate how the
interview will be conducted. It is also important for the interviewer to avoid being overly
influenced by first impressions. Of course, first impressions are important. However, we all
have unintended biases, and it is important to look beyond these biases when interviewing
qualified candidates. After setting the tone, the interviewer should focus on asking questions,
listening to responses, and then recording the most important thing learned from each
response. When asking questions in behavioral interviewing, the interviewer should use the
STAR model. The STAR model begins with ST, which is is the situation or task. This section
asks the candidate to be specific about the background or context that is relevant to the
experience he/she is going to share. The A stands for actions. This is the part where the
candidate can share how he/she handled or overcame certain situations. Lastly, the R stands
for results. Here, the interviewer can learn how the candidate’s action made a difference. The
results also allow the interviewer to better understand the candidate’s competencies,
effectiveness, and willingness to learn and improve. By taking a STAR approach when
asking questions, the interviewer is better able to fully understand all the candidate has to
offer. If a candidate answers a question without sharing the whole picture, the interviewer
should then ask probing questions to ensure he/she gets the full story from the candidate. In
any interview situation, it is important for the interviewer to follow-up with the interviewee to
get the most and best information possible. When taking notes, it is important that the
interviewer takes notes that are specific to the interview and that are related to the job. All
notes are discoverable, and the interviewer needs to keep his/her notes appropriate and
relative. When concluding the interview, the interviewer should inform candidates of the next
steps. Though behavioral interviewing is only one type of interviewing, it is one of the most
commonly used interview techniques in the professional world. After all, many people can
learn how to “interview”, but in a behavioral interview candidates cannot rely on simply
knowing the answers to the questions. They have to be compelling and share the truth
because the interviewer is looking beyond “correct answers”.
Information obtained from lecturer Jim Gallagher on October 3, 2017.

125. Student will describe personal examples of PHP401 Orientation This year, I had the opportunity to conduct both first and second round interviews for the
planning and conducting interviews (as the Orientation team. I really enjoyed this opportunity, as I was able to apply much of the
interviewer) knowledge I had learned in PHP401. Orientation interviews are very unique compared to
other interviews. As discussed previously with behavioral interviewing, orientation interviews
are designed to best understand all aspects of a candidate. The first round interview contains
a variety of activities, including activities which allow us interviewers to see candidates’
professionalism and ability to speak about controversial topics, their ability to share their
thoughts, their personalities and passions, and their ability to work as a member of a team.
Each year, the interviewers come up with new ways to assess all of those desired qualities.
This year, we planned three activities. The first was Fish Bowl, an activity used to get to know
candidates and how they think and what their personalities are like. The second was
Agree/Disagree, where we got to assess candidates’ opinions on different topics related to
URI, got to see how candidates expressed themselves verbally and non-verbally, and got to
see how candidates responded to others who shared the same opinions and who had
differing opinions. The final activity was Marshmallow Tower, where we had the opportunity
to assess how candidates worked in groups. The interview we planned was a very interactive
interview where us interviewers could get a better picture of what the candidates would be
like as orientation leaders. The second round interview was a much more traditional interview
based off the techniques for behavioral interviewing discussed above. Much of the interview
consisted of conversation with the candidate where interviewers were able to assess how
candidates acted in certain times, how they overcame difficulties, and what their goals and
passions were for the program and in life in general. As an interviewer in both first and
second round interviews, I had many goals. My first goal was to build rapport and a good
reputation among candidates. I greeted candidates and welcomed them, shared with them
what the position they were applying for entailed, and ensured they understand what the
values of orientation were. I took thorough notes of candidates all related to their interviews,
and was able to view all candidates objectively without bias. In second round interviews, I
asked questions that would best help me understand the candidate and help me determine if
they would be a good fit for the orientation team. In the end, I believe I successfully planned
and conducted interviews, as well as hired an incredible orientation staff for Summer 2018.
126. Student will show knowledge of preparing for and HDF 190 When it comes to interviews, interviewees must prepare in advance, as well as be prepared
effective answers in interviews (as the for the unexpected during the actual interview (such as questions that catch one off guard,
interviewee) etc.). Before arriving at the interview, one should research the company/person he will be
interviewing with. The interviewee should have extensive background knowledge on the
company, and should know what exactly the company does, some history about the
company, what all of the company’s employees have in common, and the specifics about the
job within the company that the interviewee is applying for. Once the interviewee has gained
knowledge on the company, he should prepare for answering questions in the interview. In
HDF 190, we learn about our strengths so that we will be prepared to answer any questions
regarding what our strengths are, what our weaknesses are, how we work on teams, how we
work as individuals, and any other questions along those lines. Being aware and having
extensive knowledge on his individual strengths will prepare the interviewee for a majority of
the questions he will be asked during the interview. In order to give effective answers in
interviews, interviewees should avoid filler words, and should be sure to answer the question
in the most direct way possible. Interviewers do not want to listen to the interviewee’s entire
life story when they ask why he applied for this position. So, by being direct and precise, but
still thorough, the interviewee will be able to provide effective answers for interview
questions. The last couple things that an interviewee should do to prepare for an interview
include dress professionally and appropriately and prepare a couple of questions to ask the
interviewer at the end of the interview. If an interviewee completes and executes everything
mentioned above, he will be sure to feel prepared for his interview and will be sure to provide
effective answers for all questions asked. The interviewee should also plan to arrive to the
interview at least 20 minutes early.
127. Student will describe personal examples of HDF 190 -URI Tour Guide Team In Fall 2014, I applied to be a tour guide here at URI. The application process consisted of an
preparing for and being interviewed -Pharmacy Student Interviews online application and two rounds of interviews. In the second round of interviews, I was
instructed to give a short presentation on something I was passionate about. One thing I am
extremely passionate about is dancing, but I was hesitant at first to talk about something that
is such a common passion. However, I ultimately decided to talk about dancing as my
passion, because it is the one activity on this planet that I love most. I read the instructions
for the interview multiple times and tried to determine what exactly the interviewers were
going to be looking for in my presentation. I concluded that they were not deeply going to
care what my topic was, nor what I actually had to say about it. Rather, I could tell from
studying the instructions that they were looking for applicants who were capable of sharing
their love for something through words. Upon settling on dancing as my passion, I spent
hours choosing the best photos for my slide show, and determining what it was about dance
that made it so special to me. I took notes on the things I might like to share with the
interviewers, and practiced formulating the passion inside of me into words. When I actually
arrived at the interview room, I felt calm and excited, because I was prepared and I was
passionate. Preparing ahead of time and being aware of how I should present myself during
the interview helped me feel ready to conquer the challenge. I had determined what the
interviewers would be looking for and felt as though I could perform exactly how they wanted
me to. I spoke clearly when answering the questions, and when it was time to share my
presentation, I stood up confidently. I spoke about dancing and let the passion run through
my body and flow out of my mouth. I was prepared to answer all questions the interviewers
asked, as I had thought about possible questions ahead of time and had a general plan of
how I may answer them. I ended up being hired as a tour guide, and I think that my final
interview really contributed to me being hired. Also, I am aware that the reason my interview
was so successful was because I was prepared and had dedicated time to the interview in
advance. Now that I have learned more about myself and about leading myself in HDF 190, I
can see why I was ultimately successful in my interview. By being confident, I showed the
interviewers that I have a good grasp of who I am and what my goals are. Additionally, I
demonstrated during my presentation that I know why dancing is so valuable to me; I showed
that I know and understand my values, and can see how they have helped me in the past.
Lastly, I learned my top strength, and can see how it came into play during my interview
process. I am an Achiever, and I was willing do whatever it took to be successful in my
interview and become a tour guide. In the 0-6 Doctor of Pharmacy program here at URI, all
students must complete an interview in the second semester of their sophomore year in
order to continue on in the program. The interview covers topics such as Commitment to the
Pharmacy Profession, Conflict Resolution, Personal Insight, and Commitment to Patient-
Centered Care. On January 30, 2016, I had my pharmacy interview. This interview had the
potential to alter my future career path, as students who do not pass the interview cannot
continue in the program. So, I spent a lot of time preparing for the interview. I was provided
with the four topics that the interview would be covering (listed above) via email, and I spent
a lot of time considering each one and thinking about in what ways I could connect things
that I have accomplished or things that I am doing currently to my future career in those four
areas. By brainstorming and writing out my ideas, I was able to solidify my thoughts on all
four of those focuses. Furthermore, in preparation for the interview I scheduled a mock
interview with some older pharmacy students who had already completed the interview. By
completing a mock interview, I was able to practice answering questions related to the
provided topics, and was also able to receive general feedback on my interviewing skills,
such as speaking tone and rate, posture, word choice, etc. After my mock interview, I
received incredible feedback, and felt very prepared for the actual interview. On the day of
the interview, I got up, dressed professionally, and reviewed the topics one last time to
ensure that they were fresh in my brain. As soon as I entered the interview room, I introduced
myself to the three interviewers and shook their hands. This immediately showed my
confidence and showed that I was a respectful student who was willing to interact.
Throughout the interview, I simply breathed and stayed calm while answering questions. I
was prepared for most questions, but there was one question that caught me completely off
guard. The question was about a virus that I had never heard of before; since I did not have
any background knowledge on the virus, I was honest and told the interviewer that I did not
have much knowledge on the subject, but that I would do my best to answer the question. I
ultimately was able to give her the answer she was looking for in saying that as a pharmacist,
it is necessary to provide patients with valid, accessible resources regarding certain viruses
and diseases. So, even when I was unprepared for a certain question, I was able to rely on
being calm and on my other cornerstones as a pharmacy student to answer the question. By
staying true to myself and my goals throughout the interview, I was able to complete the
interview successfully. I received very high scores from all three of my interviewers, and am
able to continue moving forward in the Doctor of Pharmacy program here at URI. So, the
keys to success in this interview were preparation, professionalism, and composure.
128. Student will show knowledge of effective COM402 A coalition can be defined as “an alliance for combined action, especially a temporary
collaboration / coalition building alliance of political parties forming a government or of states”. I have the opportunity to play
Diplomacy, an online game, in COM402 with Dr. Leatham; the primary goal of this
game/activity is to use communication and leadership skills to build coalitions. There are 7
students involved in each game, and each student is assigned a country from World War II.
Dr. Leatham taught us that the most important aspect of coalition building and being
successful is communication. After all, one cannot successfully create an alliance without
communicating with another to ensure matching values, goals, thoughts, and next actions. In
addition to communicating initially to facilitate the birth of a coalition, leaders must
communicate often so that they may continue to be on the same page. Situations are often
changing, and leaders must be in constant communication with those they are coalescing
with to ensure that despite situational changes, they are still sharing the same mindset.
Though communication is the most important aspect of coalition building, there are many
steps that must be taken to successfully build and sustain a coalition. The first step is
determining the core values of the group and identifying what the main objectives of the
coalition would be. The second step is putting together a core group of individual leaders and
recruiting the right people with the right values. The third step involves identifying preliminary
objectives of the group and determining activities for the coalition. The fourth step involves
actually bringing the coalition together. The fifth step requires leaders to anticipate the
resources necessary for maintaining the coalition. Lastly, the coalition must constantly
evaluate and reflect in order to continuously make improvements and facilitate success. All
these steps played a role in being a successful country in Diplomacy, so I had the opportunity
to see coalition building in action. I won Diplomacy, which demonstrates sufficient knowledge
of basic coalition building.
129. Student will describe personal examples of HDF 190 Intervarsity Christian Fellowship The Merriam-Webster Dictionary defines coalition as “ the action or process of joining
working in collaboratives/coalitions Hillside, Bressler, Butterfield together with another or others for a common purpose”. I have had the opportunity over the
Community Group past semester to get together with other Christians who live nearby where I live on campus.
The common purpose that we share as a group is that we are all here to celebrate Jesus and
spread God’s love throughout the campus community. We meet once a week for our
meetings/bible studies, and then also meet at other times in the week to hang out, since we
have such a strong connection with one another. At our weekly bible studies, we work
together by having discussions in which everyone builds off of one another. During our
discussions, I work to employ the five components of the Relational Leadership Model. When
working within this coalition, I aim to include all members. Additionally, I do my best to
empower each member and give him/her the courage to speak and share their thoughts with
the group. I also act ethically, so that the other members of the coalition will hold me in trust
and will respect me as a fellow member. I work to constantly remind the members of the
group of our common purpose: we are here to share God’s love with the rest of our URI
community. Lastly, I help the group focus on the process. Our entire community group is
based off discussion that comes naturally. We do not plan every minute of our meeting, nor
do we worry about straying from our original topic. So long as we are focused on the process
and focused on truly studying the Word, then we are successfully fulfilling our purpose as a
group. By joining Intervarsity Christian Fellowship Community Group, I have worked in a
coalition, or a group of people who have come together for a common purpose.

130. Student will show knowledge of Intercultural PHC416 In PHC416, I learned about how to communicate with and treat patients from different
communication considerations backgrounds. Intercultural communication is dependent on many competencies and skills, on
teaching and learning from others, and on evaluation/assessment of one’s biases and
progress. Competencies can be defined by one’s knowledge, understanding, and skills in a
certain area. The many components of intercultural communication need to be utilized to
understand different cultures and behaviors, and to facilitate awareness of others’ values and
beliefs; leaders also need to be aware of how other cultures may differ from their own.
Leaders must know and understand cultural stereotypes and barriers to communications in
addition to being aware of their or their subordinates’ cultural biases. Practicing these
competencies will allow leaders to develop the ability to identify cultural differences among
people and will encourage leaders to strengthen and open communication with all persons.
In order to effectively be competent in intercultural communication, one must teach others
and continue to learn from all people whenever possible. Leaders can learn about culture in
many different scenarios. The learning often occurs when the leader least expects it, so
he/she should be listening and continuously developing cultural competence at all times. It
may take multiple attempts for a leader to understand the best form of communication with
others, particularly others who speak a different language or have different views, before an
established relationship can be built. However, this communication is key for the leader to
learn and practice intercultural communication. Aside from cultural differences such as
language barriers and beliefs, body language also plays a major role in intercultural
communication. Leaders must not only practice verbal communication, but must become
aware of nonverbal communication methods for many different cultures. People may say
they understand but their facial expression or body language could send an entirely different
message. So, leaders must not only learn what people from different cultures may be like,
but then must practice communicating interculturally so that they may improve their
intercultural communication skills.
131. Student will demonstrate proficiency in PHC416 Orientation As mentioned before, I learned briefly about intercultural communication in PHC416. I have
intercultural communication Lambda Kappa Sigma had the opportunity to practice intercultural communication as an Orientation Leader over the
past two years. Many students from many different cultures and backgrounds attend
orientation and as a leader, you never know what students you are going to get. I have
worked with students who speak Spanish and Chinese, as well as students who observe
different holidays than I do or who have a different perception on life than I do. I have really
enjoyed getting to know these students and showing them that even though I may not fully
understand their lives and the deep roots of their culture, I respect them, am able to
communicate with them, and am willing to breakdown the barriers between us so that we can
connect. In addition to working with students from different cultural backgrounds in
orientation, I also have met many girls within Lambda Kappa Sigma, the professional
pharmacy sorority, who are from different places around the world. In fact, my little Julie is an
international student from South Korea. Julie and I get along very well even though we do not
share the same culture. We are able to communicate effectively and bond over the things we
do have in common. I do my best to learn from her as much as I can. I try to understand her
persepective as an international student, as well as do my best to learn about her culture and
teach her about mine. By communicating and creating relationships with students on campus
despite differing cultures, I am able to demonstrate proficiency in intercultural
communication.
132. Student will describe ways to maintain HDF415 Accountability is defined by the Merriam-Webster dictionary as “an obligation or willingness
accountability in leadership / member relationships to accept responsibility or to account for one’s actions”. In HDF415, I had the responsibility of
leading a group of first-year FLITE students. In this position, it was extremely important for
me to maintain accountability as a leader, so I did my best to learn how to do so. One major
way to maintain accountability in leadersihp/member relationships is to be present. Leaders
who are at every meeting, every event, every class, and every lunch break are able to
demonstrate their commitment to the group, which in turn shows the subordinates that the
leader is practicing accountability in their relationship. Leaders can also maintain
accountability by practicing ethical leadership. Leaders should uphold high ethical standards
and should avoid hiding the truth, blindsiding subordinates, or acting unjustly or unethically in
any shape or form. Leaders who do not practice ethical leadership will likely lose
accountability with their members. Further, leaders can maintain accountability by being
consistent. Leaders who are consistent gain more trust from their followers and in turn,
maintain better levels of accountability. Lastly, leaders can maintain accountability by
recognizing and admitting their mistakes. Of course, leaders should not be consistently
making mistakes. However, if a leader is able to own up to his/her mistake and follow up by
solving the problem, he/she will be much more likely to maintain accountability than a leader
who does not admit mistakes.
133. Student will describe personal examples related to HDF415 Orientation As mentioned above, I learned the importance of maintaining accountability when I had the
maintaining accountability as a leader opportunity of acting as a FLITE Peer Leader. I learned the importance of owning up to my
mistakes, which is something I have always struggled with as a leader and person. I am a
completely Type A perfectionist and in the past I have been too embarrassed to admit to my
mistakes and maintain accountability for my actions. Of course, I try to avoid making
mistakes at all costs, but I am human so that is unrealistic. Last summer, myself and a few
other Orientation Leaders made an honest mistake. A few of us had gone to McDonald’s late
at night when we technically still had students on campus. At the time, we did not realize the
implications our decision would have; we were simply thinking we were hungry, we hadn’t
eaten in hours, and we wouldn’t be eating until breakfast the following morning. The next
day, our boss was very upset that Orientation Leaders had left campus while students were
still there. While the mistake seems obvious and a ridiculous mistake to make, it was an
honest mistake at the time. Our boss asked everyone who went to McDonald’s to please
speak to him after our full staff meeting. Once the meeting ended, I went up to him and
apologized for my actions, sharing that I understood the implications and that I would never
make that same mistake nor any similar mistakes. Differently, some of my co-workers did not
take the apologetic approach, but rather stood quietly in front of our boss waiting for him to
speak. While their silence was not rude in any way, it still showed a lack of accountability
maintenance and leadership. I believe that by owning up to my mistakes and communicating
with my boss, I was able to demonstrate the way I maintain accountability as a leader and
within relationships.
134. Student will describe ways to build relationships HDF190 In HDF190, I learned the Relational Leadership model by Komives, McMahon & Lucas for
between leaders and members the first time. This model describes leadership as “a relational and ethical process of people
together attempting to accomplish positive change” (“Relational Leadership Model”). Prior to
joining the Leadership Studies minor and taking HDF190 and HDF415, I had never thought
of leadership as a relational process. I simply saw leader and follower as two completely
separate entities. However, I now know that leaders cannot be successful without building
relationships with those whom they are working with, and that every leader should strive to
strengthen these relationships prior to attempting to accomplish other goals. There are a
variety of ways that leaders can build relationships with their members. Some of the most
effective ways are through face-to-face time and direct, open communication. By speaking
directly and spending time with one another, leaders and members can work to build
relationships by getting to know one another through conversation and experiences. Whether
this be spending time together in a work or academic setting, or meeting for coffee, a leader
and member can build a relationship by spending time with one another and sharing a line of
open interpersonal communication. This interpersonal communication must be equally two-
sided, as the leader must learn as much about the member as the member learns about the
leader. So long as all relationship development is mutual and somewhat constant, the leader-
member relationship will be built to be a strong, functional relationship. Further, relationships
between leaders and members can be built by developing trust and confidence. Trust is
greatened as members see that the leader stays true to his/her values in action, so if a
leader’s words and actions are congruent in reflecting his/her values, trust can be built
between leader and member; in turn, the relationship between leader and member can be
developed further. Once a foundation of trust is built, a leader can maintain a level of
confidence, which also helps advance the leader-member relationship. As long as members
can be confident in trusting and following their leaders, the leader-member relationship will
be much stronger, and the overall likelihood of success is much greater.
Reference: “Relational Leadership Model” (http://studentleadershipcompetencies.com/higher-

ed/frameworks/relational-leadership-model/).
135. Student will describe personal examples of HDF415 URI 101 Mentor At URI, I have had two major opportunities to work as a mentor for students. One of these
building relationships with members as a leader opportunities was being a URI101 Mentor for a class of 27 freshmen PharmD. students at
URI, and the other was being a FLITE Peer Leader for a small group of 7 freshmen in the
Leadership Studies Minor, as well as for all other FLITE students. In both of these positions, I
wanted to not only help my students academically and be a resource to them, but I also
wanted to create relationships with my students so that I could be part of their whole college
experience, not just one semester of it. With my URI101 students, I built these relationships
by providing my students with extra time before and after class to talk to me about their
needs, and to simply hangout. My students would always come ten minutes early or stay ten
minutes late so that we could spend a little bit of extra time together that was not class time.
This was really helpful because I was able to hear about how my students’ lives were going,
as well as give them a little bit of insight to my life. This really helped me create a relationship
with my students. Also, I would always say hi to my students and talk to them outside of class
whenever I saw them around campus. This helped them trust me, and trust that I wanted to
get to know them as much as I said I wanted to. By staying congruent and telling them I
wanted to build relationships with them and then taking actions to do so, I was able to help
my students trust my motives and have confidence that I truly wanted to know them as
individuals. While having 27 students made it difficult to create these relationships, I was still
able to build lasting relationships with many of my students. One of my students, for
example, was inspired by me to become a URI Tour Guide. She got hired and is now a tour
guide, so we get to spend a ton of extra time together, which is great. I also now get to be
part of her life throughout her journey here at URI, which is extremely rewarding and shows
that I successfully built this relationship with a member as a leader. Differently, as a FLITE
Peer Leader, I only have seven students in my small group. Having a small group makes it
much easier to build relationships with each member. One major step that I took when
building a relationship with my FLITE students was scheduling one-on-one time to get coffee
with my students and catch up. I was able to learn a lot about how they were doing in FLITE,
as well as learn a lot about who they are as individuals and what else interests them. This
really helped me to understand my students as individuals, and I think that by spending one-
on-one time with each student, I was able to further my relationships with each individual.
Furthermore, by sitting near my small group in almost every FLITE class, walking to other
locations with some of my students after class, or hanging out with my students in the
Memorial Union before class, I was able to spend more time with students and help build
relationships with them outside the physical classroom. My students now all feel comfortable
coming to me with questions or concerns, sharing personal struggles or information with me,
and speaking to me outside of class when they see me. I truly believe that by spending a lot
of time with my students in a variety of settings, I have been able to help them trust me and
build lasting relationships with me.
136. Student will describe how credibility applies to
leadership, as well as the characteristics and skills
of a credible leader
137. Student will describe personal examples of
building, maintaining, and repairing his/her own
credibility as a leader
138. Student will describe ethical standards in influence COM402 One of my assignments in COM402 this semester was to complete a Leadership Project.
The Leadership Project assignment involved getting a group of at least six other people
together to do an activity that they would not normally do. I was not allowed to tell them the
activity was for a class, nor was I allowed to have anyone in my class count as a member of
the six. This was very challenging because the Project was graded on boldness and success.
With that being said, I had to determine how to influence and convince my friends to
complete my project with me. However, I had to determine how to do so in an ethical way
without lying or deceiving the six friends I was including. I believe that influence can be
achieved in an ethical way by maintaining dignity and respect when influencing others. So
long as the leader does not twist the truth or blatantly lie, not necessarily sharing the truth
does not need to be considered unethical. Ethics is related to morals, and if the morals of the
leader are benevolent, he/she will be able to influence others in an ethical manner. Leaders
should be treating everyone fairly and giving them the same information. Altering information
between different subordinates could be considered unethical influence. Ethical standards
play an important role in influence because a leader needs to lead ethically if he/she wishes
to be successful long-term and big-scale.
139. Student will describe influence applies to
leadership
140. Student will describe principles of effective HDF415 There are a variety of principles that a mentor must know and practice in order to be effective
mentoring, as well as problems particular to the in his/her role. By taking HDF415 and acting as a FLITE Peer Educator to first-year students
mentoring relationship in HDF190, I am learning, through discussions, articles, and other resources, and practicing
all of these principles. One principle is that the student-mentor relationship needs to be built
on mutual respect. The mentor must be aware of his/her students and respect them despite
the fact that they may be younger or less experienced. Vice versa, the students must respect
the mentor and remember that the mentor is a human being just like him/her. A second
principle is that the student-mentor relationship needs to be built and maintained with care.
The student-mentor relationship is like no other, as it is not a friendship, not a hostile
relationship, not a parenting relationship. Rather, the student-mentor relationship is a
combination of many other types of relationships. The mentor must be wise when
determining boundaries and setting the tone of the relationship. A third principle focuses on
the purpose of mentoring. Both mentee and mentor must have the same purpose in mind so
that the relationship can be synergistic as opposed to antagonistic. If a common goal is set
for what each person wants to receive from the student-mentor relationship, then the
mentoring is likely to be much more effective. A final principle of effective mentoring involves
the mentor to act as an example to his/her mentee(s). The mentee(s) deserves to follow the
lead of someone who behaves in a way that is inspirational. So, the mentor has an obligation
to the mentee to set a good example and to provide the mentee with a person he/she can
truly learn from. Some problems particular to the mentoring relationship include failure to set
appropriate boundaries, as well as failure to create a meaningful, useful mentoring
relationship. A common problem of mentoring relationships revolves around poor boundaries.
The mentee cannot be effectively mentored by the mentor if the relationship loses credibility
as a result of social issues, academic decisions, or other factors that could potentially result
in a deterioration of credibility. Additionally, problems in the mentoring relationship arise
when the mentor fails to set a good example for the mentee, fails to support the mentee, or
fails to fulfill his/her responsibility as a mentor in any way. If both partners are not putting full
effort into creating and maintaining a successful mentor relationship, then problems will
result.
Reference: “10 Principles of Effective Mentoring”
(http://www.pcrest.com/LO/TI/mentors2.htm).
141. Student will describe personal examples of HDF190, HDF415 Orientation In HDF190, I had the opportunity to be mentored by incredible leaders and had the chance to
mentoring and being mentored learn about how to be a mentee. Differently, in HDF415 I learned a lot about how to be a
mentor to others. I used many of the skills I learned about being a mentor and mentee in my
time on the Orientation team. My first year as an OL, I was mentored by Nicole Everett.
Nicole was an incredible student leader, with passions for service, learning, and growth and
development of others. I learned so much from her during the time we got to spend together
over the summer. The key to being mentored is having open eyes, open ears, an open heart,
and an open mind at all times. As a mentee it is important to learn from your mentor in all
ways possible: observing, listening, communicating, practicing, asking for feedback, and
more. I was sure to learn from Nicole in every way that I could. I observed how she spoke to
others. She always lead with such class. She was respectful of others, used inclusive
language, spoke powerfully yet gracefully, and always knew exactly what to say. I better
learned how to express myself by watching her. I also had many individual conversations
with her to learn from her experiences and to receive feedback. Mentors have so much
wisdom to offer their mentees, and one of the best ways for mentees to learn is by listening
to what their mentors have to say and by receiving constructive criticism and feedback.
Nicole always told me everything I was doing well as an OL as well as many ways in which I
could improve for the next session. The greatest thing about being mentored is that mentors
have the ability to change who you are as a person. They can help you become better at
what you do, but they can also inspire you to become a more passionate, loving, inspired
individual. Nicole helped me break out of my shell, and that was one of the best things
anyone has ever helped me with. She showed me that it is okay to be myself and to embrace
all my quirks and imperfections, as well as my perfections. Similarly to how Nicole mentored
me my first year, I had the opportunity to mentor new OLs when I was hired as a Team
Leader. One OL, Robbie, who I began mentoring when he was my orientation student is still
one of my mentees today. We have spent three years in the mentor/mentee relationship, and
I truly feel I have been able to help him in many ways. Robbie and I spend a lot of time
together as mentor/mentee, and we both fully understand each other. The special part about
mentoring Robbie is that I am able to help him in many aspects of his life. For example,
Robbie wanted to learn more about how to stay organized and keep track of his daily life. I
helped him create a system so that he could feel more prepared for everything he needed to
accomplish. Without me, Robbie would likely still be unorganized and approaching his daily
life in the same way. Additionally, I have been able to encourage Robbie to be a more a
generous, caring person. He naturally has such a kind heart, but life has forced him to
harden his heart slightly. I do my best to set an example for him and encourage him to treat
others the best way he possibly can. I encourage him to always go the extra mile, and he
says that his life has been different and better since he met me. Mentors and mentees have
a special relationship from which both people can gain so much. In my experiences as a
mentor and mentee, I have definitely reaped the benefits and become a better leader and
person, and I hope that I have had the same effect on those I have mentored.
142. Student will describe principles of effective peer HDF190 There are many aspects and characteristics that contribute to being an effective peer leader.
leadership, as well as problems particular to peer HDF415 I had the opportunity to learn about peer leadership in HDF415/HDF190. In HDF190, I was
leadership able to observe effective peer leadership from the student persepective. Jessi Feiner was my
peer leader, and she was incredible. I learned a lot about peer leadership by watching how
she interacted with her students. I believe the most important aspect of peer leadership I
learned from her was the need for individual connection with those you are leading, as well
as the importance of developing a unique leadership approach for each individual. Jessi met
with each of us one-on-one and did her best to make individual connections with each of us.
She got to know our passions, our past, and our future ambitions and goals. Once she
learned about each of us, she aimed to always stay up-to-date with what was going on in our
lives. This made each student she was leading feel important and helped her build the
unique peer leader relationship. I also learned from Jessi the importance of being able to
create a safe space and being able to maintain appropriate boundaries. She always created
an environment where all students felt comfortable, accepted, and able to grow. She used
the challenge and support theory to help each of us come out of our shells and get to know
one another better. In terms of boundaries, Jessi got to know each of us well, but she was
always sure to keep reasonable boundaries in tact. This is one of the most challenging parts
about being a peer leader. Peer leadership can go wrong if boundaries are not set from the
start. Leaders and students struggle to recover from broken boundaries, which can cause the
special peer leader relationship to be sacrificed. In order to keep boundaries, the boundaries
must be set by the peer leader from the start and must be made known to the students.
Then, peer leader and students must aim to keep mutual respect for one another and make
an effort not to cross the boundaries. In addition to learning from my peer leader in HDF190, I
also had the opportunity to learn further about effective peer leadership when I was chosen
to be a FLITE Peer Leader. In HDF415, I learned similar principles to those Jessi
demonstrated. However, I also learned that peer leadership can go wrong when the leader
does not devote appropriate time to his/her students. Peer leaders must spend enough time
with students or at least communicating with students to show that they care and are devoted
to the relationship. However, peer leaders who give too much time to their students and
support them late into the night are also sacrificing effective peer leader relationships. The
relationship needs to somewhat maintain a certain level of professionalism, and if leaders
give too much support and devote too much time to students, the students will not benefit
from the challenge factor that plays such an important role in peer leadership. In the end,
effective peer leadership begins with what I discussed and stems way beyond. Peer leaders
must communicate, aim to create personal relationships, challenge and support students,
facilitate a safe environment, and set and maintain appropriate boundaries. By accomplishing
these principles and avoiding the problems caused by failing to maintain appropriate
boundaries, peer leaders will have a much better chance of being effective.
143. Student will describe personal examples related to
being a peer leader and being led by peers
144. Student will describe the four frames of CSV302 Sean Thompson taught me about the four frames of organization. The frames discuss
organizations by Bolman and Deal different organization styles that suit different types of leaders and people. The first frame,
Structural, is often used by leaders who appreciate strict organization and structure and who
rely on structural elements to solve problems. The seoncd frame, Human Resource, is an
organization style used by relational leaders. Human Resourse leaders focus on people, and
use tactics such as empowerment and support to help the group be successful. The third
frame, Political, is an organizational framework that relies on political tactics to run. Political
leaders use negotiation, coalition-building, and other political related tactics to be successful.
Lastly, leaders within the fourth frame, Symbolic, focus on vision and inspiration. Symbolic
leaders aim to help others understand the work of the organization and help them to make
meaning from their work. Leaders can and should use these four frameworks to understand
what kind of organizationalleader they are; they should use that awareness to become more
successful leaders within their organizations. However, while leaders likely have an
organizational frame they are most comfortable working within, they should be aware that a
combination use of frameworks would likely be successful and that different frameworks are
appropriate for different situations and different subordinates.
145. Student will describe personal application of CSV302 Orientation After learning about the four frames of organization with Sean in CSV302, I was able to
organizational analysis using the four frames of revisit the concept with him during orientation training. During training, each leader took an
organizations (Bolman and Deal) assessment and identified what his/her primary organization frame was. I found that mine
was structural. This made perfect sense considering my top 5 strengths (Achiever, Learner,
Relator, Belief, and Discipline) and based on my TypeFocus (ISFJ). I have always taken a
very structured approach to life. I love making to-do lists, following rules, solving problems
logically, and basically approaching everything in a structured manner. I was not surprised to
find that this was my preferred organizational framework. Once each leader had determined
his/her framework, we separated into four groups based on framework. We facilitated
conversation within the groups and other leaders confirmed my structural framework
preference. They said they had seen the structural nature in me and had noticed when I lead.
When spekaing with other leaders with the same framework preference, I could see many
ways in which this framework worked for me. After speaking to people within the same
framework, we were told to go to the framework which was our least utilized framework. In
my case, that was political. When moving to the political circle, I was able to better
understand why this framework was not my strong framework. However, by speaking to other
leaders who had this framework as their strength, I learned the ways it can be beneficial. I
was fascinated by this activity because each individual leader’s go-to framework made
complete sense, as did mine. I could see how each leader relied on his/her preferred
framework, and this ultimately helped me better understand and apply the model of
organizational framework to myself and to real-world leaders.

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LEADERSHIP

Leadership Inventory Revised 8/30/2013 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 8/30/2013 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

 Leadership theory and

Leadership Inventory Revised 8/30/2013 5

Leadership Inventory Revised 8/30/2013 6

Outcome Category: Leadership Theories

Leadership Inventory Revised 8/30/2013 24

“Situational Leadership After 25 Years: A Retrospective” by Kenneth H. Blanchard, Drea

Reference: “Constructivism as a paradigm for teaching and learning.”

Reference: “A Leadership Identity Development Model: Applications from a Grounded

Reference: “Strengths Development Model”, a class handout.

“Path-Goal Theory of Leadership” by Robert J. House, University of Toronto.

“Influence of Leader Behaviors on the Leader-Member Exchange Relationship” by Gary Yukl,

“Leadership: Do Traits Matter?” by S.A. Kirkpatrick and E.A. Locke.

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

Outcome Category: Critical Thinking

Leadership Inventory Revised 8/30/2013 51

Leadership Inventory Revised 8/30/2013 52

Reference: Merriam-Webster Dictionary.

Reference: “Great Crisis Leaders: 10 Key Characteristics”

Outcome Category: Interpersonal and Organizational Concepts & Skills

Reference: “The Role of the Facilitator: Guiding an Event Through to a Successful

Reference: “Sanford’s Challenge and Support Theory”

Information obtained from lecturer Jim Gallagher on October 3, 2017.

Leadership Inventory Revised 8/30/2013 75

Reference: “Relational Leadership Model” (http://studentleadershipcompetencies.com/higher-

Leadership Inventory Revised 8/30/2013 82

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