Leadership Inventory Website

Leadership Inventory Revised 8/30/2013 1
LIADIRSHII
DIVILOIMINT
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MINOR IN LIADIRSHII STUDIIS
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Name: }acob Roulhier
Dale InroIIed: IaII 2012
Dale of Gradualion: Sring 2016

The Oulcomes & Ividence Irogress Invenlory is lhe inleIIecluaI roerly of lhe Cenler for Sludenl Leadershi DeveIomenl (CSLD)
al lhe Universily of Rhode IsIand and cannol be reroduced in arl, or in ils enlirely, vilhoul lhe vrillen ermission of lhe acling
Assislanl Direclor of lhe CSLD.
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Cenler for Sludenl Leadershi DeveIomenl Informalion
Minor Informalion
DeveIomenlaI ModeI

ADVISING INIORMATION B(#".'/#( D->> -/$>".' %D/ .%$"&'/#:#-%/C
Tracking Sheel / Advising Udales
SyIIabi of Minor CIasses (Core and IIeclives)
Inlernshi
o GuideIines
o SyIIabus
o Mid-lerm
o IinaI

OUTCOMIS
Oulcomes (SeIf-Leadershi, InlerersonaI and OrganizalionaI, Leadershi Theories, IncIusive Leadershi,
CrilicaI Thinking)
Targeled CIasses
Ixeriences
Ividence

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Office: MemoriaI Union Room 210 Ihone: (401) 874-2726 )345 (401) 874-5317

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To enhance lhe mission of lhe Universily of Rhode IsIand, The Cenler for Sludenl Leadershi DeveIomenl aims lo:
Irovide deveIomenlaI oorlunilies for aII sludenls lo become informed, incIusive, effeclive, and elhicaI Ieaders in lhe gIobaI markelIace lhrough lhe imIemenlalion of
Iearner-cenlered academic, exerienliaI, and co-curricuIar rogramming.
Ingage in research, assessmenl, and advancemenl in order lo osiliveIy imacl lhe exanding fieId of Ieadershi sludies.

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The URI Cenler for Sludenl Leadershi DeveIomenl viII romole dynamic slrenglhs-based Ieadershi deveIomenl lhrough muIliIe deIivery melhods lo reare sludenls lo be
comelilive in lhe vork Iace and gIobaI markelIace. The CSLD seeks lo rogress as innovalors for exerienliaI engagemenl and enriching assessmenl.

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Grounded in lhe SociaI Change ModeI of Leadershi DeveIomenl (Higher Iducalion Research Inslilule), ReIalionaI Leadershi ModeI (Komivies, Lucas, & McMahon), and Servanl
Leadershi (GreenIeaf), lhe URI Cenler for Sludenl Leadershi DeveIomenl vaIues:
Ingaged and exerienliaI Iearning lhrough a conslruclivisl aroach
IncIusion, SociaI }uslice, and Civic Ingagemenl
IlhicaI and VaIue-based Leadershi & ReIalionshi uiIding
Innovalive Assessmenl and Iresenlalion ModeIs

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Al URI, ve are among onIy a handfuI of coIIeges and universilies across lhe counlry lhal offers a Minor in Leadershi Sludies and one lhal is cuslomized for each sludenl. We
uliIize a cross-disciIinary aroach lo Ieadershi educalion designed lo comIemenl your academic sludies. AII courses uliIize a variely of leaching melhods bul uIlimaleIy incIude
some form of exerienliaI Iearning, raclicaI aIicalion, and refIeclive Iearning. ImIoyers, nov more lhan ever, are seeking candidales vilh excelionaI skiIIs in lhe areas of
inlerersonaI and grou managemenl, robIem soIving, crilicaI lhinking and effeclive communicalion. We can heI vilh aII of lhe above.

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RegardIess of your ma|or, you can minor in Leadershi Sludies.
Requiremenls may be salisfied by comIeling 18 or more credils reIaled lo Ieadershi and offered by more lhan one dearlmenl.
TveIve (12) of lhe 18 credils musl be al lhe 200 IeveI of inslruclion or above. A course grade of C or beller musl be earned in each graded course. Al Ieasl 12 of lhe credils
musl be earned al URI.
No course may be used lo aIy lo bolh lhe ma|or and minor fieIds of sludy. Courses in GeneraI Iducalion or for olher minors may be used for lhe minor (lhis does nol
aIy lo sludenls in lhe CoIIege of usiness). Wilh lhe excelion of inlernshi credil, aII courses for lhe minor musl be laken for a grade. The Inlroduclory cIass musl be laken
before lhe inlernshi and lhe caslone course.
AIicalion for lhe minor musl be fiIed in your academic dean's office no Ialer lhan lhe beginning of lhe finaI semesler or lerm.
ArovaI of lhe minor does nol guaranlee lhal lhe suggesled courses viII be avaiIabIe lo you on a scheduIe correIaled vilh your gradualion Ians nor guaranlee sace in any
required course.
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Required IIemenl CIass olions Noles

Inlroduclory Course
3 credils

HDI 190: ILITI
or
HDI 290: Modern Leadershi Issues

OnIy offered in sring for firsl-year sludenls

Offered IaII and Sring for sohomores & |uniors

Inlernshi
3 credils

HDI 417: Leadershi Inlernshi
or
Ixerience lhrough Office of IxerienliaI Learning & Communily Ingagemenl
or
Inlernshi CIass in Academic Ma|or

Requires 40 hours/credil vilh a min. of 80 hours & a max. of 120 hours of documenled
inlernshi exerience for graded credil

The onIy lime lhe ma|or and minor can overIa

Caslone
3 credils

HDI 412: HisloricaI, MuIli-elhnic & AIlernalive Leadershi
or
COM 402: Leadershi & Molivalion
or
US 441: Leadershi SkiIIs DeveIomenl
or
HIR 411/412: Honors Senior Seminar

Offered onIy in lhe faII vilh reference given lo seniors

Offered in lhe sring and summer vilh Dr. Lealham

Offered in lhe faII and sring vilh Dr. Cooer

Musl be in Honors or have GIA of 3.3

IorlfoIio
1 credil

HDI 492: Leadershi Minor IorlfoIio

Taken Iasl sring semesler of enroIImenl (some excelions)

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AAI 300: CiviI Righls Movemenl in lhe US
US 341: OrganizalionaI ehavior
US 342: Human Resource Managemenl
US 441: Leadershi & Molivalion (caslone olion)
US 443: OrganizalionaI Design & Change
US 448: InlernalionaI Dimensions of usiness
US 449: Inlrereneurshi
COM 100: Communicalion IundamenlaIs
COM 202: IubIic Seaking
COM 208: Argumenlalion and Debale
COM 210: Iersuasion: The Rheloric of InfIuence
COM 221: InlerersonaI Communicalion
COM 250: SmaII Grou Communicalion
COM 302: Advanced IubIic Seaking
COM 308: Advanced Argumenlalion
COM 322: Gender & Communicalion
COM 351: OraI Comm. in usiness & lhe Irofessions
COM 361: InlercuIluraI Communicalion
COM 383: RheloricaI Theory
COM 385: Communicalion and SociaI InfIuence

COM 402: Leadershi and Molivalion (caslone olion)
COM 407: IoIilicaI Communicalion
COM 415: The Ilhics of Iersuasion
COM 421: Advanced InlerersonaI Communicalion
COM 422: Communicalion and ConfIicl
COM 441: Race, IoIilics and lhe Media
COM 450: OrganizalionaI Communicalion
COM 461/462: Managing CuIluraI Differences in Organizalions
CSV 302: URI Communily Service
GWS 150: Inlroduclion lo Women's Sludies
GWS 310: Race, CIass, SexuaIily in Women's Lives
GWS 350: InlernalionaI Women's Issues
HDI 190: Iirsl-Year Leaders Insired lo IxceIIence (ILITI)
(inlroduclory course olion)
HDI 290: Modern Leadershi Issues (inlroduclory course olion)
HDI 291: Rose ulIer rovne Irogram Ieer Menloring Irogram
HDI 412: HisloricaI, MuIli-Ilhnic, & AIlernalive Leadershi
(caslone olion)
HDI 413: Sludenl Organizalion Leadershi ConsuIling
HDI 414: Leadershi for Aclivism and SociaI Change
HDI 415: ILITI Ieer Leadershi
HDI 416: Leadershi in Organizalions
HDI 417: Leadershi Minor Inlernshi
HDI 437: Lav & IamiIies in lhe U.S.
HDI 450: Inlroduclion lo CounseIing
HIR 118: Honors Course in Seech Communicalions
HIR 203: The Ireared Mind
HIR 412: Honors Seminar (caslone olion)
MSL 101: Inlroduclion lo MiIilary Leadershi
MSL 201: Leadershi & MiIilary Hislory
MSL 201: MiIilary SkiIIs and Hislory of Warfare
MSL 202: Leadershi & Team uiIding
MSL 301: Leadershi & Managemenl
IIX 375: Women in Sorl - Conlemorary Ierseclives
IHL 212: Ilhics
ISC 304: Inlroduclion lo IubIic Adminislralion
ISC 369: LegisIalive Irocess and IubIic IoIicy
ISC 504: Ilhics in IubIic Adminislralion
SOC300/WMS350: Women and Work
THI 221: Slage Managemenl
THI 341: Thealer Managemenl

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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:

1. Know Yourself

! Strengths
! Weaknesses
! Values
! Needs
! Styles
o Learning
o Teaching
o Personality
o Membership
o Leadership

2. Lead Yourself

! Time management
! Organization
! Self care
! Self discipline
! Perseverance
! Develop and maintain family,
interpersonal, and intimate relationships
! Academic, social, personal goals and
objectives

4. Develop and Refine
Skills

! Leadership theory and
practice
! Communication
! Group Development
! Inclusion
! Citizen Activist Skills
! Critical Thinking
! Teaching and Programming
3. Broaden Your Perspectives!
Understand others

! Hierarchy of needs
! Racial, cultural, gender, sexual orientation,
religious, class, ability, etc. diversity and
commonalities
! Power, privilege, oppression, liberation;
individual and institutional discrimination

RE-EVALUATE
former stages
as you progress
P
R
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G
R
E
S
S
PROGRESS
PROGRESS
P
R
O
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R
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S
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Lead Others
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1.
Student will demonstrate autonomy and a
minimized need for approval

2.
Student will demonstrate personal,
organizational, and academic examples of
self-discipline
HDF 290 Student Entertainment Committee
Zeta Beta Tau

In HDF 290 we were given roughly seven papers to write of the course of the semester and four
presentations. It was important academically to make sure that all of these papers were completed to
the fullest with minimal to no mistakes, were in the correct format, followed the rubric, and were handed
in on time, in addition to balancing my other school work. In regards to the presentations I had to be
prepared with handouts, a speaking outline, and had to know what I was going to say in a clear and
concise manner to stay within the time limit. To complete these I had to make sure I devoted enough
time in my schedule. It is common knowledge that academics are not the only aspect of college life
additionally there is involvement in organizations and a personal life. As far as self-discipline in
organizations I needed to allot enough time to complete the tasks required of me as a member of the
Student Entertainment Committee Executive Board. For SEC there were required office hours, 4 per
week, attendance of the Executive Board meetings every week, advertising for events throughout the
week, bonding events to get to know other members of the board, and fulfilling the tasks of my position
as Vice President of the Special Events Committee. Quite apparently this required a lot of time
management and often times I would have to turn down opportunities to relax or hang out with friends
to complete all that was asked of me. Since everyone else on the committee had as equal
responsibilities as I did I had no one to tell me what to do so it was my job to motivate myself and
become autonomous in working in the organization. Finally is the aspect of personal self-discipline.
This applies in a multitude of aspects in my personal life one of them being making time for friends. As
someone who is very busy I find that often times brothers in my fraternity will notice my absence and
question as to where Ive been. I understand that an important part of college is a social life so
sometimes instead of going to an optional event Ill make the choice to stay in and hang out with
brothers. All of these components put together create overarching self-discipline throughout all
aspects of my life. See evidence 30
3.
Student will demonstrate the ability to
manage emotions

4.
Student will demonstrate knowledge of
stress management methods
URI 101 In URI 101 one of the units covered throughout the eight-week course was stress management. Here
we learned various ways to deal with the stress of coming into college, assimilating, and classes. A lot
of the causes of stress come from lack of organization and time management so to reduce it we
learned to keep a planner of all of our assignments as well as keeping a schedule of dates and times of
meetings, classes, and other obligations. Another way to deal with stress is to sometimes take a step
back from whatever the stressor is at the moment and take a break to yourself doing something you
enjoy doing, for example, playing music, doing physical activity, playing videogames, or even just
sitting and doing nothing. A stress reducer that not many people think of is keeping healthy. Regularly
eating healthy and exercising makes you feel better and also can help in reducing the stress of things
like weight management. Something I learned from personal experience that helps with managing
stress is breaking things down. Especially for things like large assignments, breaking them down into
smaller more manageable parts can make it easier to accomplish the project rather than trying to do
everything all at once. These tactics are not strictly for use in education but can also be utilized in
stresses of finances, social life, and involvement. See evidence 28
5.
manage stress

6.
Student will express a personal code of
leadership / membership ethics
7.
Student will demonstrate practice of the
personal code of ethics

8.
Student will express a personal values
statement
HDF 290 CSV 302 In HDF 290 I learned that a personal values statement is statement that describes what is important to
you in your life and why. In CSV 302 every class we would do an activity relating to the lesson plan for
the week, which we could bring back to our class and use. One week we did a values activity where
we all had cards with either a dollar value or different personal values written on them like, Having a
very well paying job that requires no work but you hate going or Not being able to have kids or
Marrying your college sweetheart. The goal of the activity was to talk to everyone in the class and try
to exchange your values, dollar or personal, to get other peoples values that you wanted within 5
minutes and after we would share what we have. When it came to me I realized I traded things like
Fame and popularity and more material values for family and relationship oriented values. This made
me realize that my personal values stem from relationships with others and achieving happiness and
success through theses relationships. My personal values statement is that: I value my relationships
with others and consider success in measurements of depth of relationships and happiness brought
about from relationships in regards to my own happiness and the reciprocation of it to others. See
evidence 1
9.
Student will demonstrate practice of the
personal values statement
HDF 290 Orientation Leader 2013 Through HDF 290 and CSV 302 I came to understand what a personal values statement is as well as
learning mine. Where I found this most applicable was being an Orientation Leader during the summer
of 2013. Throughout the Spring semester we were trained as a group of people in aspects of what are
strengths are, what we are to expect, how to talk to student, knowledge of majors and the campus, and
how to clean up our social media. Once we moved into campus and had our week of intense training
and spent days and nights with each other we began to become a team rather than just a group of
people. Looking back the experience was successful in the sense that no students were lost, everyone
got a schedule made, and they were informed and prepared to begin their college experience at URI.
Yet in terms of my personal values, I considered the summer to be unimaginably successful. Over that
course of 5 weeks I developed relationships with people I otherwise would have never met,
relationships that could and some that will last a lifetime. I never considered myself closer with a group
of people or happy than I was during orientation and its the development of these strong relationships
and bonds that made my experience so unique, successful, and exemplified my values. See evidence
2
10.
lead a project from start to finish (follow-
through)

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

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

13.
Student will show knowledge of the
Hierarchy of Needs theory by Maslow
PSY 113 In PSY 113 I learned about Maslows theory of the Hierarchy of Needs. Essentially the theory is that
humans should place importance of needs based on this model, which is often presented in a pyramid
form. The model is divided into five different needs: Physiological, Safety, Belonging/Loving, Esteem,
and Self-Actualization. Using the pyramid model best describes the theory with the bottom of the
pyramid being the most important and pressing needs and then as you go up the pyramid you get to
the lesser levels of needs. The bottom level of the pyramid is the Physiological level where Maslow
describes that the most important needs are things like: air, food, water, sleep, and bodily functions.
Going up a level in the pyramid brings us to Safety. Here its found that people need a form a security
whether its of their own being, job security, their house, health, or resources. Next is the need for
Belonging/Love where people need things like friendships, romantic relationships, family relationships,
and sexual intimacy. One level up in the pyramid is Esteem. This is the need for confidence,
achievement, gaining respect, and self-esteem. The last part and the top of the pyramid is Self-
Actualization. Here is the need for things like: creativity, morality, problem solving, and absence of
prejudices. See evidence 3
14.
Student will show application of Maslows
theory to own life
NFS 207 Zeta Beta Tau
Tour Guide
Student Entertainment Committee
In NFS 207 I began to analyze my own personal hierarchy of needs and its comparison to Maslows.
For the class we had to do a diet analysis and input our diet for 3 days and from the input we were
received back all nutritional information as well as dietary needs. My report showed that I did not
intake enough kilocalories per day than what was recommended. In addition I only receive about 5
hours of sleep per day every week. This started to show myself that Im not fulfilling Maslows
Hierarchy of Needs for the in the traditional way. Personally my hierarchy is arranged in a different
order. As I see it my pyramid starts with Belonging/Love then Esteem, Self-Actualization,
Physiological, and lastly Safety. Personally I put my relationships with others as the most important
need. For me relationships with friends and other personal relationships are most important. Not in
the sense of belonging but more in having people I trust and can rely on and share in experiences of
life with, both theirs and mine. Next is Esteem, for me its mostly achieving my goals: social, academic,
or otherwise, as well as earning others respect because to truly make connections with others you
must first earn their respect. On the next portion of the pyramid is Self-Actualization, where I feel the
need for morality, spontaneity, and lack of prejudice to supersede Physiological and Safety needs.
There are few things I value in myself more than sticking to morals, considering everyone as an equal
and looking at the world without prejudice. One of the most personal needs that I value is spontaneity,
it was this value and more specifically the saying, Say Yes to the adventure that really opened up
doors for me and allowed me to live my life to its fullest. Since, I place my needs in a different order
than Maslow sometimes I become extremely tired and run down because Physiological is the fourth
most important as shown by my lack of nutrition and sleep. This leads into Safety as the fifth most
important need, which for me is safety and security in body and health because of my poor nutrition,
consistently busy schedule of ZBT where I devote time to building relationships, Tour Guiding, and
involvement in the Student Entertainment Committee, in addition to my erratic sleep schedule. As you
can see though Maslow has his own established order for the hierarchy of needs not everyone elses
follow in the exact order. See evidence 4
15.
Student will describe personal leadership
style and/or personality style including
strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., StrengthsQuest,
Type Focus (MBTI), LAMP, and other
career inventories, etc.)
HDF 290
CSV 302
HDF 290 Retreat During the HDF 290 retreat and CSV 302 we got to learn about our strengths as well as our TypeFocus
that helped me better define my leadership qualities. In regards to my TypeFocus I was categorized as
an Extrovert, Intuitive, Thinker, and Perceiver (ENTP). Being an extrovert means I that being around
other people energizes you. For me in the context of leadership, being an extrovert means that I work
well leading a larger group of people and am very willing to put myself out there try to get everyone
involved. Yet unlike the official definition of an extrovert I also like to develop more personal
relationships with others and am energized listening to others and learning about them rather than
developing a more shallow relationship with a larger group. People who are Intuitive generally look at
the bigger picture instead of focusing on smaller details and their trust hinges more on impressions
rather than concrete facts. Unlike the Extrovert categorization, my personal Intuitive leadership is more
congruent with the model. As a leader I look at things in the larger picture and put less focus on the
small details it takes to achieve the goal. In ways this can be a hindrance, for instance not taking
details or problems into account until they are in front of me but because of my Thinker and Perceiver
qualities these problems are neutralized. I also rely heavily on my impression of others and if that
impression is negative I feel less inclined to trust them in my role as a leader. The largest divider
between leadership styles is the Thinker/Feeler category. As a Thinker I approach situations and
problems logically leaving out emotional aspects. This makes decisions, especially in groups,
sometimes difficult because others who are Feelers are not always understanding of the thinker logic
and always want to please everyone and make all sides happy. While on the flipside, as a Thinker, I
dont always understand why when making a decision I need to consider others rather than settling for
the most logical solution to a problem. The final aspect to my TypeFocus is being a Perceiver. Being a
Perceiver I tend to stray away from the hardcore scheduling and organizing and planning, and instead
take things as they come, organize only when needed, and am extremely flexible with plans. On one
side it is a positive because Im adaptable to changes whether in the context of leadership or in life and
more importantly it is my comfort zone. In the context of leadership my adaptability allows me to
change certain aspects of my leadership style to best further the group to success. On the other side,
my planning is more or less all over the place but despite this everything does get done. Since Im not
organized with my planning it does make it challenging to work in groups when others want to know the
exact plan and every detail of it. It was said in the retreat in the leadership program we are to focus
more on our strengths and capitalize on them rather than focusing on our weaknesses. Yet there was
a point towards the end of the retreat after we did the rope activity where as a group we had to weave
a rope through a set of spaces without the rope touching the space dividers. After the activity we
debriefed and were asked to reflect on something we could improve on as leaders and create a goal
for ourselves and state it in one sentence. It was here that I began to realize a component of my
leadership; that despite the idea of focusing on strengths my leadership growth stems from recognizing
my weaknesses and using my strengths to enhance my weaknesses. With this in mind my goal was:
Being able to let go and trust others especially those who are different types of leaders than myself. It
is this statement that I keep in mind as a move forward in the evolution of my leadership style. See
evidence 5
16.
Student will show knowledge of the theory
of Superleadership by Manz & Sims

17.
Student will show application of Manz &
Sims theory to own life

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18.
Authority and Bureaucracy theory of
leadership Weber

19.
Student will describe personal application
of the above theory (Weber)

20.
Scientific Management theory of
leadership by Taylor

21.
of the above theory (Taylor)

22.
Management by Objectives theory of
leadership by Drucker

23.
of the above theory (Drucker)

24.
Student will show knowledge of Theory
X and Theory Y theory of leadership by
MacGregor
HDF 290 In HDF 290 each student or group of students was assigned to a leadership theory and then presented
on what they had learned while also creating a handout for students to refer back to throughout the
semester. Theory X and Theory Y is leadership looked at through the eyes of management. In this
management thinks of employees one of two ways. Theory X would consider employees lazy, driven
only by incentive, and inherently lazy and unlikely to do work on their own. Theory Y is the second way
to look at employees; that they are self-motivated, autonomously do work and enjoy the work their
doing, and that they will succeed in their work and seek out more work and greater responsibility. In
regards to Theory X and Theory Y being applied together on the same work spectrum, MacGregor
states that they do not, but instead work separately and are rather two individual theories and
spectrums of worker, existing on two different planes. See evidence 6
25.
of the above theory (MacGregor)
HDF 290 Management Position at Cold Stone
Creamery
In HDF 290 we learned about the Theory X and Theory Y leadership theory, which I applied to a
management position I held at Cold Stone Creamery in Westerly Rhode Island for a year and a half.
Being in this position I saw many of the differences between workers and their varying work ethic. For
instance some of them would come in 10 minutes late, take their time doing each task, doing each task
with minimal effort and to the lowest possible standards, and then complain about how much work they
had to do. Meanwhile on the flipside I saw those workers that would come in on time, immediately start
doing whatever needed to be done to the fullest potential and not complain about everything they did. I
see how this theory applies fro a management perspective seeing workers who are lackadaisical and
lazy, Theory X, and those who are self driven and self motivated, Theory Y. Yet unlike MacGregors
second part of the theory I do not think that the two are mutually exclusive. There were workers who
exhibited Theory X components in regards to doing the preparation and backroom aspects of work but
when I came to working with customers were completely autonomous and self motivated showing
Theory Y traits. This idea also applied in the other direction. There are those who were very good at
getting all the work done to the highest standard, Theory Y components, but had no initial drive and
had to be told what to do, traits consistent with Theory X workers. See evidence 7
26.
Servant Leadership theory of leadership
by Greenleaf

27.
of the above theory (Greenleaf)

28.
Principle Centered Leadership theory by
Covey

29.
of the above theory (Covey)

30.
Student will show knowledge of the 14
Points / TQM theory of leadership by
Deming

31.
of the above theory (Deming)

32.
Visionary Leadership (now often cited
as Transformational Leadership) theory
by Sashkin
HDF 290 In HDF 290 we learned about the components of Sashkins Visionary/Transformational Leadership
theory. Unlike many of the other leadership theories this one is more of a classification of a type of
leader. A Visionary Leader is characterized as someone who is: goal oriented, not phased by
problems, has a strong leader/follower relationship, is sensitive, imaginative, persistent, open-minded,
and places importance on relationships. See evidence 8
33.
of the above theory (Sashkin)
HDF 290 ZBT Recruitment Chair Elections
Speech
In HDF 290 we learned what a Visionary/Transformational Leader is. This semester I ran for an
executive position in my fraternity as Recruitment Chair for Zeta Beta Tau. During elections you have
an opportunity to present a speech to the entire chapter and then field questions. So in preparation for
this speech I did a lot of thinking and research and talked to past recruitment chairs. Compared to how
recruitment was in the past I had many ideas of how to transform it into something more, in regards to
how we would recruit, different events that we would hold during rush, and add events after rush to
create a stronger brotherhood bond between the new guys and old guys. The aspect of where
Visionary Leadership comes in is with my ideas to introduce new events, create post-rush bonding
events, and to redesign the rush process. During my speech one of the key points was that if elected I
would utilize my committee, the executive board, and the general brotherhood, showing the
leader/follower relationship of a Visionary Leader. Another point was that I would talk to all of the
brothers and hear out their ideas on how rush is keeping an open mind and listening to what each
brother has to say an make changes in the rush process accordingly. Additionally I was sure to tell
them about the end goal of the rush process: to recruit quality guys and be sure to always focus more
on great quality guys rather than looking for numbers. On the same note I assured them that no matter
what we would maintain the diversity of brothers that is ZBT and to recruit those who we could see in
our family of brotherhood. Though I did not win, from these points it is seen how much importance I
put on my vision of rush and what ZBT is and will be, affirming the use of Visionary Leadership. See
evidence 9
34.
Individuals in Organizations leadership
theory by Argyris

35.
of the above theory (Argyris)

36.
Students will demonstrate knowledge of
the 4 Vs theory of leadership by Grace
(Center for Ethical Leadership)
HDF 290 In HDF 290 I learned about the 4Vs theory of leadership, Values, Vision, Voice, and Virtue. Values is
about understanding what your individual core values are. This means taking a look at yourself
discovering who you are, what is important to you, and what you stand for. Once this is discovered it is
you must then begin to implement it throughout all aspects of your life. Following Values is Vision.
Vision is seeing where your values become implemented and you are to begin to start to center your
actions, especially in regards to service to others, to align with your beliefs and to avoid hypocrisy.
Next is Voice, which is where you begin to explain your values to others without forcing them upon your
audience. In Voice it is key to present your values in a way that they will understand why you hold
them so dearly to help motivate them to act in alliance with your values. The turning points of
leadership within this model are the 3
rd
and 4
th
Vs. Voice requires the action of taking a stance on your
values and trying to get others on board with you, putting yourself and values on the line with the
possibility of rejection. The last V is Virtue. Virtue is the act of standing up for and standing by your
values. It is the idea that if you practice your values in a positive way standing by what is right and
good, you will foster others to act in a manner of virtue. Practicing this helps to develop a more
permanent virtuous character and takes true leadership. It is someone who can consistently make the
choice between standing up and doing what is right to better the common good even if it is the
unpopular decision. See evidence 10
37.
of the above theory (Grace)

38.
Situational Leadership theory by Hersey
& Blanchard

39.
of the above theory (Hersey & Blanchard)

40.
Relational Leadership model by
Komives, McMahon & Lucas

41.
of the above theory (Komives et al)

42.
concept of constructivism

43.
Students will describe personal examples
of implementing constructivism

44.
experiential learning in leadership
development (Kolb)

45.
of experiential learning in leadership
development (Kolb)

46.
Social Change Model of Leadership
Development by Astin et al

47.
of the above theory (Astin et al)

48.
the Leadership Identity Development
Model by Komives et al

49.
Students will describe personal
application of the above theory. (Komives
et al)

50.
the Strengths-Development Model by
Hulme et al

51.
of the above theory (Hulme et al)

52.
behavior theories of leadership from
Michigan and Ohio State

53.
of the above theories (Michigan & Ohio
State)

54.
Charismatic leadership

55.
of the above theory
URI 101 In URI 101 I ended up with a class of students less than enthusiastic about being in the class. Once I
understood this it became my job to become their motivator, and this was done through Charismatic
Leadership. None of the students were fully engaged in the class and had minimal to no energy or
responsiveness throughout the entire semester. Rather than giving up on the class and putting in
minimal effort to get them engaged I went the opposite direction but not in a way that was obnoxiously
overbearing. Much of my charisma comes from being relatable, my slight undertones of sarcasm, and
my general underplayed goofy demeanor within a semi-professional setting. This showed the students
that I have a personality and Im not just someone who is there to teach and do the bare minimum
because its requirement. Teaching in this style also showed them I had personal interest in the class
because I wanted to motivate them to become involved in the class and wanted to hear their input.
Being relatable stems from stories of my experiences in the same classes they were in whether they
were recounts of successes or of failures. Additionally I would tell them about some of the struggles I
was facing even now as a sophomore so they wouldnt feel alone in their struggles. In regards to my
struggles I would identify them, showed how they related to how they were feeling, and then how I
deal/dealt with it. The sarcasm helped in breaking tensions and creating a more relaxed environment
where they would feel more comfortable opening up in class discussion. My goofy demeanor showed
that like them, I like to crack jokes and that even though I was their mentor I was also a college student
just like them. With all of these factors working together they began to open up, though it was only a
little, they began to ask more questions, talk to each other more, and became slightly more engaged
both mentally and in regards to participation. See evidence 11
56.
contingency approach to leadership by
Fiedler

57.
of the above theory (Fiedler)

58.
Path-Goal theory by House
59.
of the above theory (House)

60.
Leader Member Exchange (LMX) theory

61.
of the above theory

62.
Leadership Substitutes Theory

63.
of the above theory

64.
Models of leader emergence

65.
Student will describe the impact of traits
on leadership emergence and
performance

66.
Chaos approach to leadership by
Wheatley

67.
of the above theory (Wheatley)

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68.
Student will demonstrate how cultural
anthropology / paradigms relate to
leadership

69.
Student will describe personal example
of using cultural anthropology /
paradigms as a leader

70.
the Cycles of Socialization (Harro)
theory and its uses in leadership

71.
Students will demonstrate personal
application of the Cycles of
Socialization (Harro)

72.
the Cycles of Liberation (Harro) theory
and its uses in leadership

73.
Student will demonstrate personal
application of the Cycles of Liberation
(Harro)

74.
the Configuration of Power (Franklin)
and its relationship to leadership

75.
application of the Configuration of
Power (Franklin)

76.
racial identity development via the Cross,
Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)

77.
application of model(s) of racial identity
development above

78.
McIntoshs theory of privilege and its
relationship to leadership

79.
application of McIntoshs theory

80.
Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership

81.
Student will show knowledge of effective
leadership as it relates to change agency

82.
Student will describe personal examples
of being a change agent

83.
Student will create a personal code of HDF 290 In HDF 290 we learned about inclusivity within the workplace with our workplace inclusivity case study.
inclusive leadership Understanding what inclusivity in the workplace is gives me a better path towards creating my own
personal code of inclusive leadership. My personal code of inclusive leadership is as follows.
Everyones voice must be heard and involved to create a successful and well-rounded team.
Sometimes, though it may be difficult, you must get everyone involved it is important as a leader to
take charge and hear out every individual. It is important not to discount or discredit anyone regardless
of age, race, gender, sexuality, education, socioeconomic status, or on any other factors. See
evidence 12
84.
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.
the ally Action Continuum by Griffin &
Harro

87.
application of the Action Continuum by
Griffin & Harro

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88.
Student will show knowledge of principles of
critical thinking (logic is used in this minor)

89.
Student will demonstrate proficiency of
critical thinking

90.
Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations

91.
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.
having used five problem solving / conflict
management methods (if student has been
trained in mediation, that information goes

here)
96.
Student will describe what it means to
analyze, criticize, synthesize and utilize
information as a leader

97.
leadership that is used in crisis

98.
Student will describe examples of
leadership in crisis situations
NUR 103 Warped Tour Summer 2013 During Warped Tour, a concert festival that tours the nation annually, I was put into a crisis situation. I
went with a friend to the festival and recently she had been having some health issues but despite this
we still attended. Once we arrived we went to see the first band and were standing towards the back
of the crowd, my back to her. About 10 minutes in she said she needed water so I gave her water, all
of which she drank, and she said she felt better. Roughly five minutes later she frantically tapped my
shoulder and said we needed to go and as a I turned around she collapsed. I quickly grabbed her
before she fell and hurt herself, removed her sunglasses and found her eyes rolled into the back of her
head. After yelling her name I realized it wasnt working and I had to do something. I proceeded to
pick her up and carry her out of the crowd into a less populated area. While doing this I yelled for help
and for someone to get medical assistance. Once she was out of the crowd I sat her down and poured
water on her trying to wake her up while others brought the medics to the scene. Waiting for the
medics she regained consciousness and it became my focus to make sure she stayed awake till help
arrived. Once the medics came they took her to the medical tent where there rehydrated her and took
care of her making sure she was okay and I waited outside the tent trying to keep her company the
best I could and reassured her. My ability to stay calm and handle the leadership role in this situation
came from my Nursing 103 class where we learned how to be there for others, support them, and give
them basic help in otherwise stressful or intense medical situations. See evidence 13

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99.
active listening techniques

100.
Student will describe examples of using
active listening skills
HDF 290 Throughout the duration of HDF 290 we had several guest speakers come in talking about there
personal experiences as: small business owners, a human resources consultant, the vice president of
a university, and as members of different types of families. During these presentations we listened to
short introductions from each speaker and the floor was either opened for questions or for an activity
relating to their leadership specialty. While listening were expected to take in the information process it
and then ask relevant questions pertaining to their forms of leadership and group dynamic. The active
listening process involved taking in the information, processing it, understanding what is being said, sit
on the information, and then create pertinent questions to ask the speaker. See evidence 29
101.
functions of group communication by
Hirokawa

102.
of functions of group communication
(Hirokawa)
103.
Student will show knowledge of techniques
regarding giving and accepting of feedback
COM 246

In COM 246 Communications and New Media, we had to make two wiki internet pages for two
different lessons working in a group of four. What was interesting about this was that we were tasked
with creating this wiki page that included a summary of the unit, a critique talking about new ideas not
discussed in class, a glossary, links to a media presentation (video, song, etc.) connecting to the unit,
and a works cited. Since this was clearly a lot of work it was clear that the work would have to be
divided between the four of us to complete the assignment. Yet despite dividing the work we were all
graded on the collective wiki page and would all receive the same grade on it. To ensure we were all
on the same page and creating content fitting the rubric we had to learn how to give and accept
feedback on our work. Through out the process I learned a few techniques for both processes. When
giving feedback it is important to carefully review others work and fully understand what they are trying
to get across to the reader. After that I had to look back and pick apart each aspect making sure it
made sense, hit all key point, didnt have unnecessary information, and clearly conveyed the message.
Following this would be the actual act of giving feedback. For this it is important to give feedback in a
professional and constructive manner not making any personal attacks or discrediting their work in any
way. Additionally it is also helpful to give suggestions on ways to improve their work but when giving
suggestions it is a good idea to first note something done very well then follow it up with the
suggestion. In regards to receiving feedback there are certain things that need to be taken into
account. It is important when receiving it to not take any of the feedback personally in any way and to
listen carefully to suggestions and criticism and heed them. Also, I found its a good idea to write down
the feedback so it is not forgotten when going back and editing. See evidence 14
104.
Student will describe examples of giving
and accepting feedback.
HDF 290 CSV 302 In HDF 290 we had roughly seven papers that we were required to write for the class. With each paper
the more work that was put into it the more comments and feedback on the work was received. The
great part about this was that as the semester went on and the papers continued I was able to see
progress in writing especially not being used to such vague guidelines for writing each paper. Looking
specifically at the last two papers we had to write, from a consultant point of view, I found the first
paper extremely difficult to write because I had never had to write a paper in this style before. On the
first paper when I received it back I found that there was a lot of writing and that I struggled in
maintaining a consultants point of view and refraining from the use of judgment. Therefore on the next
paper I took all of the comments and corrections into account and had a much easier time writing the
paper itself and made it a point to maintain the consultant point of view and refrain from using
judgmental language. Also in CSV 302 we had to create Learning Contracts outlining three major
activities we would be doing throughout the semester in the categories of: Adjustment, Social
Engagement and Involvement, and Campus Resources. We were tasked to come in with our Learning
Contracts and then were divided into groups of four where we had to peer review others Learning
Contracts and give constructive feedback. For many it was trying to clear up what exactly they were
saying a concise and clear manner. It was also important when giving feedback to present it in a
constructive manner without offending them for the hard work that they did. See evidence 15
105.
facilitation and de-briefing techniques

106.
facilitation and de-briefing techniques

107.
framing and breaking the frame

108.
framing and breaking the frame

109.
Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
COM 246 Student Entertainment Committee In COM 246 we had to do three group projects where we had to meet outside of class to complete
them and come up with a lesson plan to teach the class. When organizing a meeting there are a few
key things that need to be done. Tasks that need to be done include, contacting the group and finding
out a day and time that work for the majority of the group. Once the day and time are established a
meeting place needs to be chosen that is appropriate for the attendance of the organization and be in
contact with the owner or manager of the area to book it for the decided date and time. Next is setting
up the agenda. The agenda should include a(n): introduction/icebreaker, overview of talking points,
goal of the day, each individual point/activity, wrap-up/debrief of the meetings main points, and some
sort of concluding statement (announcements for the coming week, changes in meeting time/day, or a
simple see you next week). When leading meetings it is key to establish your role as the leader of
the meeting, convey all important information to the members, facilitate any activities, be able to field
questions, and keep control of the meeting, staying on track and getting through everything on the
agenda. See evidence 16
110.
organizing meetings / setting agendas /
leading meetings
CSV 302 Student Entertainment Committee
Vice President of Special Events
Committee
URI 101
In CSV 302 we learned how to run all aspects of URI 101 from creating a lesson plan, creating an
agenda for each class, and leading the class its self throughout various activities. As a URI 101
mentor I had to be in contact with my cooperating professor to create a lesson plan every week for
class. Once in class it was my job to follow through with the lesson plan in an organized manner and
to facilitate activities such as TypeFocus and academic advising to help build there next semester
schedule. In addition I learned how to do all of these things and became more comfortable with doing
them on a regular basis as the Vice President of the Special Events Committee in the Student
Entertainment Committee. Every week for the meeting it was my job to come up with an icebreaker for
the beginning, have an agenda of what would be discussed, and to help run the meetings with the
President of committee. See evidence 17
111.
Parliamentary Procedure

112.
Student will show knowledge of techniques
for working with difficult people

113.
using techniques to work effectively with
difficult people

114.
Student will show knowledge of the stages
of group development (Tuckman, Bennis or
others)
HDF 290 In HDF 290 I was tasked with doing a group presentation on Tuckmans Stages of Group
Development. The first stage is the Forming stage. Here a leader establishes control of a group, the
groups purpose is established, and the roles of each member begin to form. The next stage is the
Storming stage where the leader begins to assign tasks to the members, the group begins to think of
new ideas and group dichotomy and power struggles begin to emerge. Next is the Norming stage. In
this stage most of the groups decisions are made, the group begins to develop a working style, and the
group begins to actually do work together as a whole. After Norming is the Performing stage where the
leader takes a back seat and simply delegates, the task is accomplished, and the group becomes
highly functional and united, able to work without the leaders active involvement. The final stage is the
Adjourning stage. This stage acts a stage of closure and is the completion of the task and involves the
disbandment of the group and can open up insecurities in individuals due to the breaking of the group
routine. Not all groups adhere to this exact form and some are perpetually stuck in certain stages in
their groups and simply have to deal with being in that arrested development. It is also possible to skip
some stages and hop around between stages because every group is different and group dynamics
and development are always dependent on its members. See evidence 18
115.
group development in use (Tuckman,
Bennis or others).
URI 101 As a URI 101 mentor I got to experience a less conventional application of Tuckmans Group
Development Theory. In the class as hard as I tried in my leadership role none of the students
progressed far in the development of the group and the leader to group relationship. In line with
Tuckmans theory the group started in the Forming stage with the first few classes where I tried to
establish my role as a leader, specifically for them someone who they can ask any question to while
still maintaining a professional relationship. Next the group moved to the Storming stage where in
class I would facilitate various activities corresponding with the syllabus lesson. Yet it was in this stage
that I began to see this would not be the conventional group development. Here it seemed there was
always a power struggle between us, me and the accompanying professor, and the students. This is
not to say the students did not respect us but there would always be a conversation that they were
having that was more pressing than the activity or lesson that we would be teaching. It was not always
verbal sometimes it was just that none of them paid any attention and would be on their phones for the
majority of the class. Despite my attempts to try and create a close group of students who would at
least try to be involved very few of them actually worked towards getting to know one another and
generally showed no care in their group roles. Though there were no specific roles for the students it
was expected that they would take on the role of participating and discussing current material in the
class. For my class we never progressed from this stage of development and at the end jumped to the
Adjourning stage. Here I left them with some sense of closure, telling them I was here for them as a
resource and to feel free to say Hi and catch up if they see me around campus. Also in this stage
once class was over they all thanked me for a great class much to my surprise and not many showed
signs of insecurities after Adjournment. See evidence 19
116.
Student will show knowledge of group
dynamics and group roles
HDF 290 In HDF 290 I learned about the leadership theory of Individuals in Organizations. According to this
theory within groups each individual will fill one of four roles. These roles are: Worker Bees, Creators,
Peacemakers, and Leaders. The Worker Bees are those who do not have any original ideas, no
autonomy in working, and no signs of rising up to leadership roles. This is not a bad thing, in fact, for a
group to function successfully Worker Bees must be present because you cannot have a group of all
leaders or nothing would be accomplished. Each person would try to do things their own way and
there would be a constant power struggle therefore there needs to be people like the Worker Bees who
simply do what their told and take direction without causing conflict. Next are the Creators, these are
the people who come up with new ideas and think creatively bringing different perspectives to the
group dynamic. Additionally there are the Peacemakers. Their job is to maintain peace within the
group between Worker Bees, Creators, and Leaders. They make sure that every voice is heard and
everyone is pleased to the best ability of the group and they help to support the leader if power
struggles arise. Lastly are the leaders, whose job it is to delegate tasks within the group, and help
move the group towards the end goal, working with the Worker Bees, Creators, and Peacemakers.
See evidence 20
117.
group dynamics and group roles
HDF 290 Zeta Beta Tau 2013 Fall
Recruitment
In HDF 290 we learned about the roles of Individuals in Organizations and group dynamics, but where I
saw the best representation of this was during Fall Recruitment this year for my fraternity. As a part of
the Recruitment Committee I was able to see all of the different roles of individuals in action and found
that they were not always so defined. In the process of recruitment the person who is Recruitment
Chair at the time defines the Leader role. It seemed that the job of the shadows (those who are
extremely involved in recruitment in preparation to follow in their footsteps as the next chair) would be
defined as Worker Bees and Creators. They would do whatever the Recruitment Chair asked of them
generally without question but would also take initiative and come up with and facilitate rush events
bringing the ideas to the Recruitment Chair. My job as a more general member of the committee was
as a Worker Bee doing whatever tasked the Chair or his shadows asked of me. In some ways my
position could be considered the role of Peacemaker or Creator at times. Being more removed from
rush I had a third part perspective on a lot of the rush process and when I saw problems would take
note and bring them up to the Recruitment Chair to help solve them. Regarding the role of Creator I
came up with the idea earlier in rush to create a Facebook page for everyone rushing to keep them up
to date on the rush schedule, impromptu rush events, and any important schedule changes. In this
instance of group roles and dynamics many of the members of the group played more than one role
and I feel that to have a successful group that is necessary so that not all the responsibility of a role
hinges on a single person while also giving opportunity to others to rise up to smaller leadership roles.
See evidence 21
118.
memberships skills in groups

119.
membership skills in use

120.
Challenge and Support theory by Sanford,
and its relationship to organizations

121.
using the theory of Challenge and Support
(Sanford)

122.
construction / elements of informative and
persuasive speeches

123.
Student will demonstrate proficiency in
informative and persuasive public speaking
HDF 290 A part of HDF 290 was to research and present a topic in the realm of an informative or persuasive
public speaking presentation. For the class we had to either persuade or inform the class on a
controversial topic in education system. I personally did the latter and informed the class about the
importance of the arts within education. To do so I researched the topic and organized the information
in a logical and chronological order starting with the general history and background of the arts
influence in the education field. From there I moved onto the philosophy of arts importance in
education and continued the presentation by discussing legal issues, moral/ethical issues, leadership
structures used, decision making and problem solving, funding, opposing views, actions taken in
promoting arts in education, and ended with a statement about my thoughts on the future of the issue.
I did very well on this assignment hitting all the necessary points, was concise and clear about my
points, and most importantly stayed within the allotted time limit. See evidence 22
124.
Student will show knowledge of planning
and conducting interviews (as the
interviewer)
HDF 290 For HDF 290 we had to conduct an interview for a small business owner and acquire enough
information to fulfill the requirements for the paper and speech we had to do about the interview. To
conduct a smoothly executed and well thought out interview I had to do a lot of preparation and follow
through with the interview in a professional and succinct manner. In preparation for the interview I
created a set of questions that catered to attaining the required information by the rubric. When
creating the questions I tried to state them in a way that would reduce the intake of unnecessary
information. Another important part of interview preparation is contacting the person being interviewed
and setting up a time and place to meet that is quiet enough to answer questions and an atmosphere
appropriate to the level of interviewing (setting, dress, level of speech). In regards to conducting the
interview it is important to be familiar with the questions you have created and to prepare some general
follow up questions to get more in-depth and detailed answers. Also while conducting interviews it is
important that when asking questions and listening to answers to try to maintain as much eye contact
as possible and to take concise notes hitting key points in the interview. Once the interview is
concluded you should thank the person you interviewed for their time. See evidence 23
125.
planning and conducting interviews (as the
interviewer)
HDF 290 Orientation Interviewing In HDF 290 we had to plan an interview with a business owner and I chose David Ahrens owner of
East Coast Karate. In preparation I created a list of questions and set up a place and time to meet to
conduct the interview. We decided to meet October 13
th
at 3:00pm at Burger Shack at the top of
campus. This time and location was chosen for his convince and availability. In regards to conduction
of the interview the best example is the Orientation Leader interview process. As a returning leader I
had to be part of the interviewing process seeing a large pool of applicants and within a short 5 minutes
finding out as much about them as possible. For this process the interview was separated into three
stations: a fishbowl type station, teamwork station, and a questioning station, and for each station there
was a different style of conducting the interview. The fishbowl station was the most laidback portion of
the interview where all the applicants would pick questions or activities from a bowl and have to
perform or answer the questions. Though there was not much work on the side of the interviewer, it
was imperative to be actively listening and responding to participants questions and to ask follow-up
questions to gather more information. Next was the teamwork station. At this station we gave them
purposefully vague instructions to create a house of cards to the best of their ability and while they built
it we observed how they worked together as well as individually. This displayed their creativity,
leadership, and teamwork capabilities. After we debriefing questions asking them to reflect on the
process and its importance. Finally was the questions station, which is what could be considered the
most tradition part of the interview. The atmosphere for this portion was more serious so we could see
how they would respond to questions that students would ask including questions about partying,
drinking and dorm/roommate life. During this portion we would ask these questions and then continue
with follow up questions imitating something that a curious student might ask. From these experiences
I learned that there are several different ways to conduct an interview and that each interview must be
approached individually. See evidence 24
126.
Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)

127.
preparing for and being interviewed

128.
collaboration / coalition building

129.
working in collaboratives/coalitions
COM 246 Extrasensory Perceptions In my COM 246 class we were placed in groups of four and had to work together to create two wiki
pages and create and present enough informative content to fill 50-minute class to teach our class
regarding the topic of the unit. Additionally I was able to experience collaboration in something that I
love to do: playing music. The band Im in, Tyler and Joel, decided that we wanted to create a record
together. This involved a lot of communication and collaboration, starting with creating all of the
original music together. Personally this was the first time I had ever recorded music and did not realize
quite how much collaboration was needed. First we had to make sure we collectively had enough
microphones to record the drums and cymbals as well as acquire an interface with enough inputs for
eight microphones, and make sure we had the correct recording software across three separate
laptops. After all the materials were gathered and set up we began to record. During this stage there
was also a lot of preparations; testing the microphone levels to try to get the sound we wanted and the
what we thought sounded good, as well as adjust levels of reverb, bass, and delay. Once we were all
set to record I had to make sure that I was playing at the right time with the track and maintained
consistency while also adjusting to what the other members thought might improve the track. For each
part of the song after it was recorded we would listen together as a group decide if we like how it
sounded and even if it was played perfectly it might not sound exactly fitting to the feel of the song and
Id have to record it again. After all recording was done by each of us the songs were put together and
mixed and the demos were sent out to each of us and we would respond with suggestions and
criticisms. Finally after it was mixed to our liking to the best of our ability we sent sample songs out to
various mastering companies who send us samples of their mastered versions of our songs and we
would discuss what we liked best and made a unanimous decision. To finish the album we had to
create a CD case and design it with our own artwork. The artwork consisted of pictures we took as a
band and of nature and like with every other part of the process they were edited, critiqued, and
discussed until we came to an agreement on what we liked and wanted. This collaboration lead to the
creation of one of the things Im most proud of out of all my accomplishment; the creation of our CD
Extrasensory Perceptions. See evidence 25
130.
Intercultural communication considerations

131.
Student will demonstrate proficiency in
intercultural communication

132.
Student will describe ways to maintain
accountability in leadership / member
relationships

133.
related to maintaining accountability as a
leader

134.
Student will describe ways to build CSV 302 Orientation Leader In CSV 302 we learned that a great way to build relationships between leaders and members are with
relationships between leaders and
members
Student Entertainment Committee
Executive Board
icebreakers. These are small and easy activities that accomplish a few things. The first is making the
group comfortable with the leader themselves. Next is making the individual comfortable with the
entire group. Lastly is creating connections between members of the group and with the leader as
well. This could be as simple as a name game where everyone gets to know each others names, or
even as far as making group members aware of similarities in their diversity and creating strong
relationships between members and the leader. As an Orientation Leader I personally learned that a
great way to create relationships between a leader and the members, especially when in a large group
is to create one on one time between the leader and individual members. This was also seen within
the Student Entertainment Committee Executive Board where the chairperson of the organization
would create one on ones with each of the members. See evidence 26
135.
building relationships with members as a
leader
URI 101 Orientation Leader As a URI 101 mentor I was charged with working with students creating a comfortable environment,
establishing the role as someone they can ask any question, and assisting them with their transition
from high school into college. To help create this relationship between myself and them I would come
up with different icebreakers to help learn their names, find out more about them, discover their
concerns, and help establish my role as a resource for them during this time in their life. This was a
great way to get to know a large group and establish a relaxed but more professional relationship
between leader and members. In contrast, as an Orientation Leader, I would have smaller groups and
have a lot more time with all of the members. In this role as a leader, I realized I could connect better
with students if I created a more personal relationship so they would feel comfortable asking me
literally any questions or concerns they had about college before they got here to reduce any anxiety
they might have. So, to create this more personal relationship I would talk one on one with each
student in my group throughout the two days of Orientation to get to know more about them individually
and try to find similarities and connections to create that more personal and comfortable environment
to reduce nerves. See evidence 27
136.
Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader

137.
building, maintaining, and repairing his/her
own credibility as a leader

138.
Student will describe ethical standards in
influence

139.
Student will describe influence applies to
leadership

140.
Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship

141.
mentoring and being mentored

142.
Student will describe principles of effective
peer leadership, as well as problems
particular to peer leadership

143.
related to being a peer leader and being
led by peers

144.
Student will describe the four frames of
organizations by Bolman and Deal

145.
of organizational analysis using the four


frames of organizations (Bolman and Deal)

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