Leadership Studies Inventory

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

Date Enrolled: Spring 2018
Date of Graduation: May 2021
*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 08/22/2017 !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 (Komives, 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 internship
3 credits or 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 (capstone PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication 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 objectives
R o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
S RE-EVALUATE R
former stages as E
you progress S
4. Develop and Refine S
Skills
▪ Leadership theory and

practice 3. Broaden Your Perspectives…
▪ Communication Understand others
▪ Group Development
▪ Inclusion ▪ Hierarchy of needs
▪ Citizen Activist Skills ▪ Racial, cultural, gender, sexual orientation,
Critical Thinking PROGRESS
▪ 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 HDF 190 Freshman Year of College In HDF 190, we constantly talk about our own decisions as well as life on campus. Life has been so
minimized need for approval much different from being on a college campus compared to living at home. I have more priorities as
well as responsibilities because of the fact that I am technically now living on my own. I'm making my
own decisions and get to do what I want because I live by my own rules. All of the choices that I make
benefit or harm me and me only and I don’t have to worry about the consequences and its impact on
others since these choices are made mainly only towards myself. Since starting college, I have started
to learn more about myself as a student and as a person. I’m becoming more aware of what my real
potential is and also what my limits are. I have started to see what type of people that I need to start
surrounding myself with. I’ve started to have more focus and more determination whether it’s through
my academics, involvement, or just normal life on campus. I have started to have more self-control
because it does come to certain situations where peer pressure has been a huge factor. I used to be
the type of person who would always want to go hang out with friends regardless of how much work I
might have for school. Although I have worked towards developing as a person and becoming
more dependent, there are times when’re I feel as though I am gaining feelings of doubt and
low motivation which has sometimes caused problems for me. I would usually depend on my
family to help me make important life choices or even sometimes try to follow the rules or
expectations that they seem to set for me. Having that easy route made things so much easier
for me while being at home, but coming to college and having to do things for myself has been
difficult in some cases but is also helping me to grow as a person. Procrastination was a huge
thing for me, but I have now learned how to manage myself and push myself to better focus. I’ve
started staying consistently on top of my courses, have gotten involved on campus, and still have time
to hang with people I love. With that, I’ve started to shape into the person that I believe will get me to
the level of success that I’m working hard towards.This expresses the idea of autonomy and a
minimized need for approval because I’m in charge of my own life now and all the decisions and
choices that I make are reflecting on me. In this way, I’m in control of how my life goes and have the
power to shape my future in the way I want and hope for.
This sense of autonomy and minimized need for approval is an important step because not
only does it move towards a greater degree of independent, but it also highlights the idea that
I’m the one in control of my life and shaping the type of person that I want to be. With
independence, I am learning how to do things on my own without having to worry about other
people’s thoughts as well as learning how to be motivated to taking the steps or using the
resources I have to help guide me if I ever get stuck. I’m becoming less dependent on those
around me and more dependent on my own capabilities. In regards to control, it serves as an
important step because I decide who i want to be, what are the best choices for me, and where
I want to go without having to worry about anyone telling me what to do. There are no
expectations for me to follow besides the ones that I set for myself. It gives me a sense of
greater responsibility because of the fact that I’m at fault for where i end so it gives me a drive
to be better and remind myself of why I am here and what I came to do. Need to keep pushing
myself to get to the end goal of being successful, but also being happy.
SEE EVIDENCE #1

2. Student will demonstrate personal, PHY 203 D.R.I.V.E. My courses have been picking up and I have started to encounter high amounts of stress. At first, I
organizational, and academic examples of MTH 142 Rotaract started to give up but I knew that it would harm me in the long run especially on my assessments and
self-discipline CHM 124 First Semester vs. Second semester in-class assignments which could destroy mu GPA. I believe that I have demonstrated academic
discipline as this semester started and continues to progress because of the fact that I have started to
take advantage of the resources given to me on campus. I’ve noticed that I have been struggling and
took initiative to using my resources to help me to comprehend what I’m learning. I’ve been going into
the AEC to get help on my physics (PHY 203) and calculus (MTH 142) homework, and have also
signed up for weekly tutoring groups for my organic chemistry (CHM 124) as well as my calculus
courses. I’ve also been managing out my time way better than and stopped procrastinating which has
put me ahead in my classes and has given me more free time in the long run, and through I showed
that sense of self-discipline on an academic level. With organizational self-disciple, I feel it has also
progressed because of the fact that I have now adapted to college life and it’s easier for me to
maintain. I am working to prevent procrastinating or any feelings of being overwhelmed.
Procrastination is no longer a thing for me, and it has actually helped to decrease the amount of stress
that I have. I’ve started to have better time management when it comes to both my involvement on
campus, academics, and my personal life. For involvement, I have set aside time and started to plan
out time to make sure that I’m more consistent and involved in Rotaract and D.R.I.V.E. For academics,
I have started getting my work done as soon as it is assigned so I don't have to stress about it later.
For personal life, I have started to spend more time with friends and meeting new people. The new
adjustments that I have made to create a smoother ride during college has made me into a happier
and more stress free person overall. I’ve been more willing to ask for help because I’m more aware
that sometimes I need assistance in order to reach my goals and working with a team can be very
beneficial. I’ve also started caring less of what people think and have starting to make decisions more
for myself and that had made me happier and have a positive outlook on what college is like.
SEE EVIDENCE #2
3. Student will demonstrate the ability to

manage emotions
4. Student will demonstrate knowledge of Personal Research As college students we are always undergoing points in our lives where we have so much stress
stress management methods placed on our shoulders from trying to balance our academic life, social life, and personal life. It may
seem like so much to handle, but being mindful that being able to create balance and maintaining
everything can make it so much easier.
Some of the stress management methods that can help to create that balance are time management,
organization, staying positive, and spending time with friends. Out of the four of these stress
management methods, the most important one would have to be time management. Having the
capability to plan everything and taking advantage of time will help to lower stress levels. Placing time
for work, school, and also time to relax will help people to feel less stressed and less overwhelmed.
Next, there’s organization. Being able to stay organized with everything will make it feel as though
things are less hectic because it allows us to know where everything is, when everything is, ad when
important things need to get done. After organization there’s staying positive. As individuals we tend to
focus more on the negative sides of things which makes us more paranoid and stresses us out even
more. Staying positive and being optimistic calms us down and relaxes us which as a result lowers
stress levels. Lastly, there’s spending time with friends. This is very important in a general sense
because there are times we just need to get away from work and school, and relax and have fun.
Going out with friends and just spending time with people we care about helps to keep us happy and
escape from our challenges just for a little bit. We always need time to relax and just be ourselves.
Stress Management Tips for Students. (2016, January 21). Retrieved April 16, 2018,
from https://psychcentral.com/blog/stress-management-tips-for-students/
SEE EVIDENCE #3

5. Student will demonstrate the ability to CHM 124 Stress is something that creates doubt in my mind and makes me hesitant on many decisions. In my
manage stress MTH 142 opinion, stress is something that I am constantly in a battle with and is always on my shoulder.
PHY 203 Overtime, I have learned how to manage my stress and have come up with different methods in order
to help me get there as well as gotten some pieces of advice. The first step for me was to first be
aware of where my stress was coming from then I came up with ways to lower it or get rid of it
completely. For academics, I gained a better knowledge of structure and time management. Time
management is something that has helped my greatly with stress because it has allowed me to me to
take more advantage of time especially free time. During the week, I do that "9-5 shift” where I don’t to
my room during classes but instead go to places where I can do my work. With the breaks I have
between classes I get some assignments done so I don’t have to worry about them later. I usually get
the easier assignments done in that time period since they son’t take as much time as the harder
assignments. When I find myself with free time and nothing to do, I sometimes push myself to do
homework so I have less on my plate. I also like to plan out my day where I put aside time to relax and
time to do work which has been very beneficial. Along with time management, I’ve also became more
organized. Setting check lists of the the assignments I have to do and their do dates along with
marking when exams and projects are coming up has helped me out a lot. With methods I’ve been
ahead in many of my classes and have realized I’ve been less stressed and more relaxed. This
benefitted me the most in CHM 124, MTH 142, and PHY 203 as these are the more difficult courses of
my freshman year.
For my personal life, I’ve just been able to manage my stress by doing less but working harder. I was
told at the beginning of my freshman year of college that it’s better to be part of 2 clubs and work
harder in them instead of trying to balance too many clubs. I’ve stuck to two clubs and have limited the
amount of things that I do and have been more committed to them. I now know when something
would be too much instead of trying to fit everything in which has helped to lower the stress that I used
to have trying to be involved in everything.
SEE EVIDENCE #4
6. Student will express a personal code of When it comes to being ethical, I believe that the most important components are being
leadership / membership ethics nonjudgemental and fair as well as being accepting and creating an environment that is comfortable
for everyone. I’m aware that being ethical mainly relates to the idea of being fair, honest, and
responsible, but I want to more farther on that line. I want to use these ideas related to being ethical,
these ideas being fair, honest, and trustworthy, and use them as a framework to creating my own
personal code of ethics.
A personal code of ethics is enforcing and serving as a symbol for these ideas to work towards
creating a more connected and stable community whether it being in an organization, residence halls,
or overall. I want to be fair by taking into account everyone’s ideas and opinions with remembering to
pass no judgement and encourage it. I want to remember to be honest with myself and others in
regards to capabilities and decisions because i believe all members of a group each have a role in the
overall process. Finally, I want to be able to take responsibility for my actions, whether it being a
mistake or wrong decision, proudly and learn from these experiences to better the group and
development of myself.

7. Student will demonstrate practice of the First Year Resident Assistant Being ethical, in my opinion, is the most prevalent or should be the most prevalent in leadership
personal code of ethics positions. Especially when others are coming to you for guidance and support, and even just looking
to you on what are the right things to do.
I feel as though my personal code of leadership/membership ethics are the most seen as a Resident
Assistant. As this being my first year as a Resident Assistant, I need to make sure the work i do is
impactful and important especially since I’m overseeing first year students and also serving as a part
of a staff. The specific components of my personal code of ethics is present in both my connection
with residents and also my work with my staff. Although, it fulfills my involvement in both these areas, I
feel it's more beneficial towards my connection with residents. First, there's the idea of being fair. I feel
as though I display this mainly with my values of Harmony and Communication. My value of Harmony
allows me to push away from conflict and work towards compromise between the two parties, and I
achieve this by listen to what each side has to say and work towards a solution that is beneficial to
both sides. My Communication value plays a role in just talking to them openly and using that as a
way to guide the conversation to a better place. Next, there’s honesty. I believe being honest on what
my limits are and when I need time to myself has helped me balance my job and my school work, and
also being honest with my residents by laying down the rules and making them aware of when things
have become an issue. This is projected through my Discipline value because it allows me to create
structure and rules for my residents to follow while also making sure I follow them as well to be fair,
and also providing structure and plans for myself to keep me from being overwhelmed. Lastly, there’s
taking responsible for my mistakes. This is shown through more of my Communication value because
it allows me to discuss with my residents on things I might have messed up and make sure that I
verbalize the right information to make them aware so there's less confusion. Also just being aware of
the what I need to do to be an effective and efficient Resident Assistant for the sake of of my
organization and for the sake of my residents.
SEE EVIDENCE #23
8. Student will express a personal values

statement (Sources = VIA, values
clarification exercises, etc.)
9. Student will demonstrate practice of the

personal values statement

10. Student will demonstrate the ability to EGR 106 Social Change Project (HDF 190) Having the strengths of Discipline and Achiever, it makes it so that I constantly stay focused and on
lead a project from start to finish (follow- KIN 275 Spinal Injury Prevention task with all my assignments and tasks that i’m given. With that, I constantly like to take a role in
through) Presentation (KIN 275) leading groups especially when it comes to class assignments. I usually lead in group projects by
taking initiatives to keeping all of us on track, setting deadlines, making sure that everyone has a role
in the development of the project, keeping everyone up to date, and taking into account everyone’s
ideas.
Specific examples as to the application of these strategies as I lead in projects is through a group
project from EGR 106 and the Social Change project from HDF 190. For EGR 106, I believe I took the
most control and lead by example when it came to my group. I was the one who reached out to
everyone to set meeting times, would try to set deadlines to help all of us all stay on task, and made
sure that everyone ideas were incorporated in some form regardless of other group members’
thoughts. I feel as though everyone in that group brought something unique to the table and I wanted
to make sure that everyone had a purpose and that the work went by smoothly.
Although my sense of leadership was greater in amount for my EGR 106 project, I also feel that I have
a role in leading when it comes to the Social Change project in HDF 190. We all played a part in
leading and all helped in the progression and development of the project, but I feel as though I lead
the most in the area of maintaining balance. I was the one who took initiative to once again have
meeting times for us to work on the project and also helped in breaking up the work load so that
everyone did a fair amount.
SEE EVIDENCE 5A AND 5B
Given new experiences to my role in group projects as I start move up higher in my

undergraduate studies, I have learned more on how to necessary lead more in regards to
people and not just to get the assignment done. I feel as though I have gained a better grasp
on how to adapt to people’s needs and be aware of the setting that I’m in in order for all of us
to work well together to accomplish our goal. As classes start to get tougher and projects start
to get more complex, having these abilities especially in regards to leading is very important
and makes a huge impact. Just by instinct, I’m the one who usually takes the bigger
responsibilities which most of the time results in me leading myself and my group members
over the course of the project.
A particular example to highlight the idea of my leadership in projects from start to finish is my
Spinal Injury Prevention Presentation in my KIN 275 course. At the start of the project when I
first met my group members, I could tell that they were both shy and more reserved which
made them fear presenting greatly. With that, I felt is best for me to take the lead being that I’m
more comfortable being outspoken and expressing my ideas. By doing that and presenting
that type of personality in a positive way, it created a comfortable environment for them which
pushed them to also become more verbal and less hesitant to express their ideas. I also lead
the project as i was the one who set the deadlines, set meeting times, but also made sure to
listen and communicate with my group to make that they were having a say in the progress of
the project. There was no sense of hierarchy, I was just the one putting myself out there to help
move in the right direction.
From this project, there were techniques and strategies that I could take away and apply in the
future especially with working with people. I learned how to adjust to different groups and
individuals in order to make sure that there was no conflict and more of a sense of cohesion.
This can be applied in the future as I am going to be working with various people, so it gives
me the ability to be aware that people don’t have similar needs and I have to listen and present
in order to understand what they need from me. It’s mainly the idea of coming in with an open
mind and being able to adjust. I have also learned how to be more expressive with my
capabilities, ideas, and my work ethic which can help me in the future to stay motivated but
also has a role in developing my credibility.
SEE EVIDENCE 5C

11. Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
12. Student will show evidence of goals and HDF 190 Resident Assistant Application and In HDF 190, we are constantly informed and constantly discuss the importance of setting goals and
objectives that were planned and Interview the use of specific leadership models in order to get us to those points.In my personal opinion, I feel
achieved Dean’s List as though setting goals is beneficial in general because it somewhat provides purpose for the things
that we do. For example, we do well in school in order to graduate and get our degrees. We get
involved for new experiences and getting out our comfort zones. For me personally, setting goals
allows me to be more focused and creates a plan as well as structure to my everyday activities
especially for academics.
Two major goals/objectives that I am very proud of myself for achieving are making Dean’s List my
first semester of college and getting the position of a Resident Assistant for my sophomore year. For
Dean’s List, the overall goal was just to make dean’s list in general. The objectives were to make sure
that I was up to date with all my assignments and all my assessments, make sure that I did practice
and had a full comprehension of the material, attend every class, and stay organized and on top of
everything. I wanted to move way from procrastinating and away from slacking. With the courses that I
had being a biomedical engineer, they were more difficult than I believed, but by always reminding
myself of my objectives and the end goal it motivated me to do what I needed to in order to be
successful. With the objectives that were set and planned, I was able to achieve the goal which was to
make dean’s list. When it came to the application to becoming a Resident Assistant (RA), the steps
that were taken were similar but different at the same time. It was the same because the goal was
what I was trying to do which was to be hired as an RA, but these objectives were slightly different.
One of the main objectives was to make sure that I wasn’t nervous and have more confidence in
myself. In other words, be myself. Also, another one was to be patient because the application and
interview process was over the span of time, so I needed to make sure I didn’t focus too much on it or
stress myself out. I would also say that another objective of mine was to make sure that I was
prepared so since I was close with some RAs, I would talk to them on what the interview process was
like and make sure that I didn’t go into blind. By following these and staying calm, I was recently hired
as an RA in Gorham Hall for my sophomore year.
SEE EVIDENCE #6
13. Student will show knowledge of the

“Hierarchy of Needs” theory by Maslow
14. Student will show application of Maslow’s

theory to own life
15. Student will show knowledge of the theory

of Superleadership by Manz & Sims
16. Student will show application of Manz &

Sim’s theory to own life

17. Student will describe StrengthsQuest HDF 190 Leadership Institute For our first assignment in HDF 190, we were to take a StrengthQuest assessment. From the results
Signature Themes, shadow side of of the assessment, I received my top 5 strengths and these five strengths in order are Harmony,
Strengths and/or weaknesses, and Discipline, Achiever, Communication, and Futuristic. At first, I wasn’t completely sure how all of them
examples of application (Source = Gallup) played a constant role in my life whether it’s as a student, friend, member, or person in general. A few
of them such as Achiever, Futuristic, and Communication were the strengths that I was certain were
present in my personality, but when it came to Harmony and Discipline I didn’t quite believe they were
as accurate back when I first got them as I believe now.
Through my time at the Leadership institute, I feel as though have used my strengths of Harmony and
Communication the most. My Communication strength was an advantage to me because of the fact
that I was so quick to open up and talk to people on my team and some people from other teams at
Institute which are some of my close friends now. I see communication being a major strength
because I see how I am not afraid of opening or expressing my thoughts and opinions even if it’s to
new people. Another strength that I felt was present throughout Institute was Harmony, and I think that
was mainly expressed through the different activities that we did where I wanted to include everyone. I
also wanted to create a comfortable and positive environment for my teammates especially since we
all just met each other. I feel my harmony strength also plays a role because I am usually the one to
step forward and get others involved or to solve disagreements that may be present. For my strengths
of Discipline and Achiever, I feel these two are mainly portrayed in the things I do related to academics
or positions I want to obtain. I use my Discipline strength to keep me on track because I believe
routine, structure, and organization are essential in maintaining balance. My achiever strength comes
from the fact that I always do more than expected and always like to stay ahead and be consistent.
For my final strength of Futuristic, I can consider both a strength and a weakness. I consider it a
strength because it helps with my decision making process. It can also be a weakness because of the
fact that since I’m always focused on the future, it causes me to get ahead go myself especially when
working with others. Although this might cause conflict, I’m constantly teaching myself to live and work
more in the moment when necessary especially with group projects.
The shadow sides of these strengths as well as showing which ones I relate to more over others was
shown to be during the group and partner conversations in class and during the activities in our first
retreat. I believe the class helped us to create some sort of definition for these strengths that connect
directly to our style in a way while also enlightening us on how we can use them in leadership. The
retreat in a way showed how we put these strengths to use in more hands-on and interactional
activities. I can see where I have used them to my advantage and how they have benefited myself as
well as other, but it’s going to take great deals of practice whether it’s application or just expanding my
knowledge to get it to that peak point.
In regards to my strengths, although they could be of advantage especially in my style of
leadership, there can also be shadow sides. Shadow sides refer to the idea of how these
strengths may cause problems in certain situations or events. In other words, there can be
instances where these strengths can be a disadvantage if raised or use to a higher degree. I
can honestly detect shadow sides of my Discipline, Achiever, and Futuristic strengths. If these
strengths are used more guided towards my needs rather than being mindful of other’s needs
then it could cause conflict or disagreements. For example, a shadow side of my Discipline
strength is that it could be me to trying to place too much structure or organization when
working with a group. With that, it can push me towards coming in with a closed mind and
trying to stick to routine which in most cases isn’t beneficial. My Achiever strength can cause
issues, have a shadow side, of pushing me to doing whatever I can in order to be successful
and reach the goal that was set. With that, it can push me to trying to take control and start to
step on toes because I’m just trying to work towards that goal and gain that sense of success
without being mindful of what I’m doing to get there. Lastly there’s my Futuristic strength. Mt
Futuristic strength pushes me to focus mainly on the end goal and base the decisions and
ideas on that which can have negative impacts on my leadership style and my work with a
group. It distracts me from focusing on what is happening and what can be done currently.
SEE EVIDENCE #7
18. 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., Type Focus (MBTI),
LAMP, DISC, and other career
inventories, etc.)
Outcome Category: Leadership Theories


“Authority and Bureaucracy” theory of
leadership Weber
20. Student will describe personal application

of the above theory (Weber)

“Scientific Management” theory of
leadership by Taylor

of the above theory (Taylor)

“Management by Objectives” theory of
leadership by Drucker

of the above theory (Drucker)
25. Student will show knowledge of “Theory

X and Theory Y” theory of leadership by
MacGregor

of the above theory (MacGregor)

27. Student will show knowledge of the HDF 190 Student Panel In HDF 190, we were introduced the idea of servant leadership. Servant leadership is characterized
“Servant Leadership” theory of leadership mainly as having the primary passion and feeling to serve whether it being with others, for others, or
by Greenleaf just serving in general. Through the act of wanting to serve, it then plays in the leadership portion
because this choice pushes us to lead. Servant leadership consists of ten major characteristics, and
these characteristics re broken up into three “dimensions” as explained in the book. The three
dimensions are servant, leader, and servant leader. The ten characteristics are listening, empathy,
healing, stewardship, commitment to people, building community, awareness, persuasion,
conceptualization, and foresight. Listening, empathy, and healing are included in the servant
dimension. Stewardship, commitment to people, and building community are in the servant leader
dimension. Awareness, persuasion, conceptualization, and foresight are in the leader dimension.
Starting with listening, it’s the idea of being able to see perspective by listening to what others have to
say and using communication to making the right decision. Empathy is being able to recognize that
people are different and have different perspectives so being able to understand that and provide
sympathy towards that is crucial. Healing is like being there are a support system for others and
oneself’s through the service that they provide. Helping others can go a long way. Stewardship is
having trust n each other and recognizes everyone plays a big role and everyone should have equal
opportunity. Commitment to people is sticking with the people that one is working with and wanting to
help each other grow and develop as result of the service. Building community is kind of like notices
the differences between different communities and doing what we can to help out those other
communities that can push us all to work and come together. Awareness is just realizing the issues
that are present which can help to see how service can make a change. Persuasion is the idea of
encouraging and motivating others to help rather than forcing them to. Conceptualization is thinking of
an issue from more of a long term perspective which can help tops towards that consistent service to
help that particular issue. Lastly, there's foresight which is being more observant of the past, present,
and future and notices how each is impactful.
Komives, S. R., Lucas, N., & McMahon, T. R. (1998). Exploring leadership: For college
students who want to make a difference. San Francisco: Jossey-Bass Publishers.
SEE EVIDENCE #8

28. Student will describe personal application HDF 190 Best Buddies Formal (Rotaract Being a member of Rotaract, there have been many opportunities fro us to serve as our organization
of the above theory (Greenleaf) volunteer event) lives by the phrase “Service above Self”. As expressed to us in HDF 190, service doesn’t have to be
something that that’s huge and can be something as little as helping out a friend. We are all small
parts of a bigger picture so just taking the initiative to serve, help others, and motivate others to take
on service is a crucial part to practicing being a servant leader.
One experience where I feel I recognize the application of servant leadership in myself and my fellow
Rotaract members is through our volunteering at the Best Buddies Formal. Best Buddies is an
organization at URI where current college students build relationships with individuals that have
learning or development disabilities. They provide them the opportunities to make new friends and get
experiences that we all should be able to have regardless of a disability. Just being at this event was
very eye-opening and touched my heart because it allowed me to see that even us young college
students can make a difference in someone’s life through serving as a friend. The components of the
servant leadership model that was the most prevalent in this experience was awareness, empathy,
healing, and building community. All of the components of the Servant Leadership model were
prevalent through this event as we worked to make an impact on these individuals and provide
them with a great experience. Listening was just being there to listen to what the organization
needed us to do, and listening to what the participants needed. Empathy was highlighted through
the act of building that relationship with these individuals whether it being a smile or having a general
conversation with them about how their day is going and seeing if they’re having fun. Healing was
shown through just making sure that everything is going smoothly for them and just working to making
sure that they are having a good time. Stewardship was shown through the idea that we knew
what our purpose being there was which was to give these participants a good time as well as
trusting each other with the stations we were assigned. Commitment to people was highlight
through the fact that we came in with a positive attitude and were motivated to work alongside
this organization to make this a successful event. Building community was highly shown because
we were able to come together as parts of a different community in one general environment and build
new friendships and get to know each other. There was awareness which I believe is the most
important in this case. It allowed us to be more aware that everyone has different stories and different
backgrounds, but even though we’re different we all are still looking for the same thing. Persuasion is
shown through the fact that we took initiative to help where it was needed, and by leading by
example it encourage others to do the same. Conceptualization was shown through the fact
that we understood that although these individuals were happy at this moment, they still face
other issues and we tried to take action and get involved in other events to gain personal
relationships with them. Lastly, there's foresight. Foresight was seen through reflection of the
event. We discussed what we did in that moment and how that made an impact, and also how
it makes a small, positive long-term impact.
SEE EVIDENCE #9

“Principle Centered Leadership” theory by
Covey

of the above theory (Covey)
31. Student will show knowledge of the “14

Points / TQM” theory of leadership by
Deming

of the above theory (Deming)

“Visionary Leadership” (now often cited
as “Transformational Leadership”) theory
by Sashkin

of the above theory (Sashkin)

“Individuals in Organizations” leadership
theory by Argyris

of the above theory (Argyris)
37. Students will demonstrate knowledge of HDF 190 In HDF 190, we were introduced to the "4 V’s” theory of leadership and discussed how it connected to
the “4 V’s” theory of leadership by Grace our specific values in whatever ways we thought. The basic purpose for the 4-V Model of Ethical
(Center for Ethical Leadership) Leadership is that is basically sets out a base or a guide for individuals to use their values in order to
push towards that sense of common good. It also reinforces the idea that values should be referenced
to along with behavior and actions which in a way encourages the concept of knowing, being, and
doing that are presented in the Relational Leadership Model. In other words, what this means is that
the acts that we do and the way that we act when it comes to leadership and being effective leaders
should symbolize our values and how we believe the common good can be obtained.
The 4 V’s of this theory are values, vision, voice, and virtue. From my understanding of this theory,
values connect to the top 5 values that were given to us through the VIA Assessment. Having
knowledge of what our specific values are is the starting point to this whole process. We need to be
aware of what we are passionate about as well as what we stand for as individuals, and that is
represented through our values. Virtue are the groups or categories that our values fall into. It also
refers to the general idea of what the common good or purpose is. It pushes us towards better
practice and making it more clear on what the right choices are in different situations. When it comes
to vision and voice, I have possibly interpreted in a different way as other students, but it could come
to the fact that we possibly all define it the same. I define vision as what we want to see change, and
what the ideal world we kind of want to live in or the environment we want to place ourselves in. Vision
somewhat gives us a visual of what type of change we potentially want to create as well as what we
want to live by. Through that it allows us to be more thoughtful of what actions we want to carry out
and how our actions can either benefit or harm the change we are striving for. As for voice, it portrays
a quote or idea of what we want to remind ourselves with in order to stay true to working towards
making that change. Along with the 4-Vs comes three other core elements that are essential to the
ethical leadership model. These three elements are service, polis, and renewal. Service is the help
that we provide for others and how our values create a frame for that. It helps us to realize what we
can do for others and what are the best choices for that. Polis, in other words politics, refers to the
idea of portraying what our vision is to the public. Lastly, there’s renewal. Renewal is the act of moving
away from acting and spending time on making sure that our values and vision are in like with the acts
that are being carried out.
SEE EVIDENCE #10

38. Student will describe personal application HDF 190 Leadership Crest Worksheet Keeping the purposes of the4 4 V’s in mind, through the “Leadership Crest” activity that we did in HDF
of the above theory (Grace) S.O.L.C. 190, we were able to plan out and create what time of ethical leadership we want to go by. In other
words, what our message is and how we want to remind ourselves of it.
Knowing that the 4 Vs were split into values, vision, voice, and virtue, each portion plays a certain
role. In regards to the four V’s, it can be applied in almost any situation in various forms. For
example, through my facilitation experiences as a member of S.O.L.C. First, there's values. The
values that I identify the most with is judgement and humor. My judgement value serves as seeing all
sides to a situation and using my knowledge to make sure that I make the right choices. My humor
value is there to create a positive and welcoming environment as a leader. With values, each fall into
a virtue. The virtue that my judgement value falls into is wisdom. Through this wisdom virtue, it
expresses judgement through critical thinking and open-mindedness. My value of judgement can
also help through my facilitation skills because it allows me to gain a better sense f adjustment
with groups that I facilitate in the future because each group or organization has different
values, different expectations, and have many people with different personalities. This value
works to scope the environment and see what the vibe is like and how the group is and make
changes or adjustments when and where they are necessary to provide the best impact and
experience for the group as a whole and the individuals separately. The virtue that my humor
value falls into is transcendence, and with that it highlights humor with being lighthearted and bringing
smiles to others. I can use my humor value to create a comfortable and upbeat environment for
participants because some of the times these individuals are either reserved or not interested
in being there. My humor allows me the ability to break through the superficial introductory
stages and start working towards deeper meaning and connection with being a positive
attitude and enthusiasm. Through the explanations of my most relatable values and their
connections to their specific virtues, it allowed me to create a vision that I want to work to create which
is basically what I want to see happen in the world. The vision that I was is “living the day with more
positivity and to push ourselves to our full potential. Also, to live with less fear, doubt, and hesitation.”.
In general, I just want to make it so that everyone is happy with what they’re doing in life, have no
regret, and are never scared to take risks or make change. Moving away from that and moving
more towards the presence of this vision in S.O.L.C., it serves through my dedication and
purpose to make an impact on these groups through the initiatives and de-briefs I facilitate. I
want them to be able to reflect on the new experiences they encounter through these activities
and be able to apply it in their organizations and also outside their organizations. With this
vision, I want to express my voice and through my voice I created a message that I want to project to
myself and to others. My voice is “Live everyday like it’s our last. Don’t think about what we can’t do
and more on what we can.” With facilitating, this voice can be expressed through the messages
that I give out to help me develop and grow as a facilitator and also create that impact that I’m
envisioning and working towards.
SEE EVIDENCE #11

“Situational Leadership” theory by Hersey
& Blanchard

of the above theory (Hersey & Blanchard)

41. Student will show knowledge of the HDF 190 Land mines Activity (in HDF) In HDF 190, we discussed and went over what the Relationship Leadership Model is and how it’s
“Relational Leadership” model by important. When it comes to the Relational Leadership Model, it doesn't just focus on the fact that it's
Komives, McMahon & Lucas a form of leadership in creating better relationships. Along with that, it’s a way of leadership that
stretches the concept of building relationships in order for individuals to come closer together to work
towards making decisions and achieving that common goal.
The Relational Leadership Model consists of three core principles known as knowing, being, and
doing. The principles of knowing, being, and doing are essential to the importance and use of the
model as it creates a framework for better application and understanding. Knowing in a sense serves
as being aware of perspective and opinion. Knowing how you believe change is made and what skills
can be used to make that change in comparison to others is a baseline for the knowing principle. The
principle of being, in my opinion, reflects that phrase “actions speak louder than words”. Being aware
of what you stand for (in there words your values) while keeping in mind that other people might have
different values and beliefs than yours is crucial to understanding what the purpose of being principle
is. Also, carrying out those positive values and beliefs in what we do and reminding ourselves that our
actions affect those around, whether it is in our groups or environment, is something that plays a huge
role in this principle. Finally, for the doing principle, it’s basically taking the ideas of knowing and being
and putting them into affect to get the goals that were set or being reached for. Using these principles
simultaneously can help individuals work towards being more positive and ethical leaders along with
the five components.
Again, the five components of the Relational Leadership Model are inclusive, empowering, ethical,
purpose, and process. Inclusive is to include and involve everyone as well as their thoughts, opinions,
and ideas which creates that diverse perspective in a group or team. Empowering serves as a form of
motivation that allows people to understand that their opinions and thoughts are wanted and helpful
and that they have a big purpose in the success of the group. Ethical is being truthful and fair to
yourself and others when carrying out decisions or working together. Purpose is being able to work
with others that generally have the same goal or idea but still being able to have that sense of
individual commitment that assists in the overall process or steps to getting toward the goal. Finally,
there’s process which refers to the decisions and steps that the group takes to achieving the goals
that they have set and carrying out the purpose.
SEE EVIDENCE #12

Student will describe personal application HDF 190 D.R.I.V.E. Many applications of different leadership models comes through different activities in HDF 190 as well as some
42. incorporation in a few of the organizations that I’m involved. More specifically, D.R.I.V.E. In HDF 190, we did an
of the above theory (Komives et al) Land Mines Activity (in HDF 190)
First Year Resident Assistant activity where we were to work in groups of 3, and the main point of the activity was for two members to help the
other member, who was blind folded, to get from one side to the other. What made it more challenging was that
there were many obstacles in the way that we had to get them around in order to make it to the other side. Through
the activity, there were a few of the components of relational leadership that were present. In my opinion, inclusive,
empowering, process, and purpose were the components that were mostly applied. Purpose came from the fact
that everyone had the same common goal which was to get their group member from one side to the other.
Process was present because different groups took different routes and made different decisions in order to get to
the other side. Empowering was present through the act of members encouraging the blind member as well as
motivating each other. Lastly, inclusive was present since everyone was involved in the activity and played a big
role in the success of the whole class and not just particularly their own group.
Outside of the classroom, the relational leadership model is applied also in D.R.I.V.E. which is one of the main
organizations I’m involved in on campus. The components of the relational leadership model that are applied the
most in this organization are purpose, empowering, ethical, and inclusive. Purpose serves somewhat as the base
for our organization because our main goal is to further diversify campus and we make all our decisions through
this main purpose. Inclusive is highlighted because we like to create a welcoming and comfortable environment for
all our members to be it easier for us all to express our voices. Empowering is there with encouragement and
motivation from each of us that also allows others to express their opinions and to take initiative in everything we
do. For ethical, we use this as a way to ensure that the decisions we are making will have positive impacts and are
the right choices.
SEE EVIDENCE 13A
As an employee on the Housing and Residential Life (HRL) team at the university, I’m constantly putting
the components of the Relational Leadership Model into action through facilitation as a Resident Assistant
(RA). As a RA, our main goal or “mission” is to ensure the safety of our residents as well as maintaining
the standards of the building. The first component is inclusive which is taking account everyone as well as
their thoughts, opinions, and ideas which creates diverse perspective in a group or team. I believe we
portray that as RAs by giving the residents the opportunity to speak out and share any thoughts on how
they believe the building could be better or how we can be of more assistance to them. Next, there’s
empowering. Empowering is a form of motivation that allows people to understand that their opinion and
thoughts are wanted and helpful. This is shown throughout the building by making sure that our residents
know that we are here for them and will listen to what they have to say. In that sense, motivating them to
be more verbal with us, and what issues are going on so that they have an easier time adjusting as first
year students. Ethical is being truthful and fair to yourself and others when carrying out decisions or
working together. This component is mainly prevalent in acts of enforcing rules or policies of the building
and university to the residents. Making sure that we present the policies, but also following them
ourselves to maintain balance. Also, being honest and responsible with them and with the choices we
make under this position. For purpose, it’s being able to with others that generally have the same goal or
idea but still having that sense of individual commitment. As each RA is a member of HRL, we are all
working together towards the same goal or purpose of playing a role in creating a comfortable and
welcoming environment for all residents on campus. Although we are all part of the same team, we still
have individual responsibilities and priorities that we must carry out. With the use of our individual styles
coming together in our staff, it’s creating a more diverse community in each residence hall and in HRL as a
whole. Lastly, there’s process which refers to the decisions and steps that the group takes to achieving the
goals that have been set. The process that we all take can differ greatly since we all have different styles
that we bring to them team. We are always learning from each other, and that can benefit our sense of
leadership in the building and how we lead our residents. The steps we take are related to making sure the
building is running smoothly. Although we might make mistakes here and there, we learn from our
experiences and do better for next time. It’s all part of the job, and all these components aid in our mission
of being a main resource for first year students as they adapt to new college experiences while creating a
comfortable and positive living environment for each and every one of them.
SEE EVIDENCE 13B

43. Student will show knowledge of the Personal Research With a new understanding of constructivism, it’s a concept that is prevalent in almost everyone’s lives
concept of constructivism regardless of it being in academics, service, or just personal life. It’s to express the sense of learning
and sometimes teaching. Constructivism is a theory that highlights the way that people learn whether
it being from experiences, beliefs, or knowledge that we have. This theory is something of great value
to us, especially as leaders, because it aids in our comprehension of the world and what’s going on
around us.
In regards to constructivism, there’s the constructivist view of learning which is shown through
different practices but ones that are more hands-on and active, such as experiments or real-world
examples. This is beneficial because it allows those who are learning to think more and work outside
the box to get to the point that they need to. They are using the current knowledge that they have on
the issue or event while also gaining new knowledge that will then be reflected and discussed upon.
Being able to also address how and why one is doing what they are doing is very crucial to the
concept of constructivism because it really shows how when it comes to individuals with different
experiences, beliefs, and knowledge they tend to act different as they see the world different in some
areas. It also helps to formulate the idea that the views and understanding of the world is also
constantly changing through these new experiences and this new way of learning.
What is Constructivism? (n.d.). Retrieved April 16, 2018, from

https://www.thirteen.org/edonline/concept2class/constructivism/
SEE EVIDENCE #14

44. Students will describe personal examples HDF 190 Servant Leadership Speeches In my opinion, application of constructivism is the most seen through almost all of the activities that we
of implementing constructivism do in HDF 190 once we are presented with a new leadership theory or model. As students, we all
come from different places and have different values which essentially means that many of have
different views and opinions in certain areas and have been through different experiences.
Once we learn about a new model of leadership, we are constantly discussing how we believe we
express the model and some of the components and also talk about how we can forward with it now
and in the future. This highlights the portion of constructivism that presents the idea of reflecting on
and discussing the new information given using the experiences and knowledge we already have to
help show that personal connection and application. Through all of the people that show their
connections to the models, it’s interesting to see that although we all are receiving the same
information because of the experiences we have had and our beliefs, each of us have a different
interpretation of how the model can we used and the components within them. This is specifically
shown through the Servant Leadership speeches we had to do. Before the Servant leadership
Model was first presented to us, I thought of service as more so events and acts that made a
huge impact on people, groups, or the community. I didn't necessarily consider service or acts
of servant leadership to be acts so small. Through that, it was great to see what various people
characterized as service, how they feel the servant leadership model could be used, and why
the assist in service primarily. We all learned the same model, but it was clearly shown that we all
had different understanding of what it was, how it can be applied, and how we define the
characteristics. Our specific experience, understanding, and beliefs shaped how we saw the model
and what we took away from it. This plays a role in how we think the model can be used or is being
used outside the classroom, in our community, and the world.
Generally, what I learned overall and took from the Servant Leadership Model was the fact that
service is not just one concrete or abstract concept. There is just one way to characterize or
define service. Being a servant leader is essentially what one makes of it based mainly on their
values and beliefs, but also could relate to their experiences. People can be a servant leader
and provide service in the ways they know how or what they are most passionate about.
Another thing that I took out of my knowledge of this model is also the fact that getting
involved in new forms of service can benefit us all in growing as a person. Remembering that
service doesn’t have to be something huge or major is an important thing to remember. Just
being there to serve in ways you think is important is a starting step to playing a role in greater
change for the future.
SEE EVIDENCE #15
45. Student will demonstrate knowledge of HDF 413 In HDF 413, we discussed Kolb’s Experiential Learning Model. Learning in a concept that’s very
the Experiential Learning Model (Kolb) beneficial to one's growth, especially one’s leadership growth. Leadership is not something that can
just be perfected in a short period of time. It takes consistent practice and application. This idea
relates specifically to the use of Kolb’s model of Experiential Learning which is where individuals
reflect on their new experiences.
Kolb’s model of Experiential Learning consists of four stages which are Concrete Experience,
Reflective Observation, Abstract Conceptualization, and Active Experimentation. Concrete experience
is when a new experience or new lesson is presented. Reflective observation is identifying the
importance or purpose of the new experience. Abstract conceptualization is identifying the lesson or
what ideas should be taken from the new experience. Active experimentation is applying what was
learned from the experience to outside and different situations.
McLeod, S. A. (2013). Kolb-Learning Styles. <https://www.simplypsychology.org/learning-

kolb.html>
SEE EVIDENCE #24

46. Student will describe personal application HDF 413 Leadership Institute After gaining new knowledge and understanding of this cycle, I feel this cycle was the most seen
of the Experiential Learning Model (Kolb) during my experience at the Leadership Institute my freshmen year. I feel it was at that point where
although I wasn’t aware of what the Kolb’s model of Experiential Learning was, I was still
demonstrating application of it because it was my first experience as a college student.
Concrete Experience was present at the point when I first arrived at the Alton Jones campsite
because I didn't know what to expect and I was basically just throwing myself out there to learn
something new. Reflective Observation was present during all of the daily activities we went to such
as the challenge course or breaking boundaries because there were so many different leadership
ideas that were the core to each activity such as teamwork, communication, trust, etc. These core
ideas served as the purpose and importance of the overall experience. Next, there’s Abstract
conceptualization. This stage of the cycle was mainly used in the debriefing points after every activity
during Institute. This is where we discussed what we learned, why we did it, and how we can use once
we got back onto campus. Lastly, there’s Active experimentation which putting that “how can we use
this once we get back to campus” into effect. It’s using the new knowledge of leadership, teamwork,
trust, communication, etc. that we gained to help be a crucial part of the URI community whether it
being in our residence halls, our classes, or even the organizations we become a part of. Using this
cycle could assist in learning how to practice better leadership skills, especially the primary skill of
facilitation.
SEE EVIDENCE #25
47. Student will show knowledge of the HDF 190 In HDF 190, we were introduced to the “Social change model of leadership”. Social change means the
“Social Change Model of Leadership COM 100 act of getting involved or establishing things that create a change or a solution to a problem out in
Development” by Astin et al society. It’s more about moving away from those in the moments events or activities and working
towards those that have a larger and longer impact. In the social change model of leadership there is
a portion called “the Seven C’s for change” which are consciousness of self, congruence,
commitment, collaboration, common purpose, controversy with civility, and citizenship. These seven
C’s are broken up into three groups known as individual values, group values, and society &
community values.Individual values consists of consciousness of self, congruence, and commitment.
Group values consists of collaboration, common purpose, and controversy with civility. Society/
community values includes just citizenship.
First, There are the individual values which starts with consciousness of self which are having
knowledge of what one believes in and values as well as their attitudes and emotions regarding a
situation. This specific value takes a part in practice towards communication (COM 100) because it
also relates to the idea of mindfulness. There’s also congruence which where one’s actions should
match their beliefs and values and commitment which is consistent involvement, time, and passion
towards people or an issue. Next, there’s the group values which starts with collaboration which is
working alongside or with other individuals or groups that have the same goal or vision. There’s also
common purpose which is individuals or groups having a similar goal, value, or vision, and
controversy with civility which is noticing that disagreements and conflict will arise and taking away
perspective from it. Lastly, there’s the society/community values which includes just citizenship.
Citizenship is just various people, groups, and organization coming together to play different role in a
bigger picture.
SEE EVIDENCE #16

48. Student will describe personal application HDF 190 Stepping Stones Activity (in HDF In HDF 190, we were given the opportunity to get a better visual of what the social change model was
of the above theory (Astin et al) 190) like through the activity we did together in class. The activity was that we were broken up into 3
Buy One More (URI Rotaract Club) groups and each group was to stay into their designated hoop. The hoops were placed in a triangle
shape with large amounts of distance between them. We were given stepping stones that were to
place on the ground to help each group get from one hoop to another. The motive of the game was
that all groups were supposed to around to each hoop and them end up back into their own hoop by
the end of the time given to us.
Specific components of the social change model was expressed throughout the progression of the
game and help us to understand what the lesson behind the game was. In the individuals values
portion, I feel as though commitment was seen the most because of the fact that even though things
got tough we didn’t give up and we tried to pull through to make it to the end. We remained calm and
committed to completing the task given to us all. In the group values, collaboration and common
purpose was the most applied in this activity. Collaboration was seen through the fact that we all were
aware that we couldn’t complete the challenge with just our own teams and they we need the help of
each team. With that, we all worked together and used each other resources and took each other’s
ideas into account to create a route that we could all get through. Common purpose was clearly there
because we all had the same goal which was to get our teams through the other hoops and end up in
our own hoop before time ran out. Finally, in the society/community values citizenship was highly
expressed over the course of the activity. Citizenship was present through the fact that were all split
into groups working towards the same purpose and goal so in that way we were all working together
playing smaller roles in a bigger event.
SEE EVIDENCE 17A
Moving away from in class activities and toward real life social change events, one experience
where the components of the Social Change model was applied was through the Jonnycakes
Buy One More event that I was involved in with Rotaract. This event was focused on making a
social change towards hunger, but although we didn't completely change that social issue
overall we still played a role in helping out and giving service. Our aim was mainly to help out,
work together as a team, and connect with Rhode Island residents to help families get healthy
and nice Thanksgiving meals. With this experience, I feel as though the components of the
Social Change model that were the most prevalent were consciousness of self, collaboration,
and commitment. Consciousness of self served as the frame to put these other components in
line because if we were aware of what our values in regards to making this change then we
wouldn't be as passionate to helping out. Those of us who volunteered clearly believe in
working to help others and provide service to those in need. Following this component was
collaboration and commitment. Collaboration was seen through working with Jonnycakes as
well as working with these Rhode Island residents as they played a primary role in the success
of our event. If it was for us working with and getting these individuals involved we wouldn't
have gotten as much food to send as we did. Commitment was shown by us just being present
while displaying a positive and upbeat attitude and environment especially to those we were
around. Social change with this situation, and also other events or social issues, can be done
just through small acts. These small acts can start a line to bigger and better change in the
long-run.
SEE EVIDENCE 17B
49. Students will demonstrate knowledge of

the “Leadership Identity Development
Model” by Komives et al
50. Students will describe personal

application of the above theory. (Komives
et al)

the Strengths-Development Model by
Hulme et al

of the above theory (Hulme et al)
53. Student will demonstrate knowledge of

behavior theories of leadership from
Michigan and Ohio State

of the above theories (Michigan & Ohio
State)

Charismatic leadership

of the above theory

contingency approach to leadership by
Fiedler

of the above theory (Fiedler)

Path-Goal theory by House

of the above theory (House)

Leader Member Exchange (LMX) theory
by Dansereau, Graen & Haga; Graen &
Cashman; Graen

of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)

Leadership Substitutes Theory

of the above theory

Models of leader emergence

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

Chaos approach to leadership by
Wheatley

of the above theory (Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

69. Student will demonstrate how cultural

anthropology / paradigms relate to
leadership
70. Student will describe personal example

of using cultural anthropology /
paradigms as a leader

the “Cycles of Socialization” (Harro)
theory and its uses in leadership
72. Students will demonstrate personal

application of the “Cycles of
Socialization” (Harro)

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

application of the “Cycles of
Liberation” (Harro)

the “Configuration of Power” (Franklin)
and its relationship to leadership

application of the “Configuration of
Power” (Franklin)

racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)

application of model(s) of racial identity
development above

models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)

application of model(s) of gender identity
above

additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate personal

application of additional social identity
development model(s) above

McIntosh’s theory of privilege and its
relationship to leadership

application of McIntosh’s theory
85. Student will describe the differences and

similarities of individual and institutional
oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
86 Student will demonstrate knowledge of

relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87. Student will show knowledge of effective

leadership as it relates to change agency

88. Student will describe personal examples
of being a change agent
89. Student will demonstrate knowledge of HDF 413 Being aware of differences and being able to adjust and be respectful of differences is a characteristic
the “Model of Intercultural Sensitivity” by and concepts that’s very important in leadership. Having the ability to provide equal opportunity and
Bennett and its uses in leadership be encouraging and accepting of people’s experiences, values, beliefs, and culture aid in being a
more impactful and positive leader. With that an important model related to this idea is the
Development Model of Intercultural Sensitivity (DMIS).
The Development Model of Intercultural Sensitivity is a model created to basically explain how
individuals see, go through, and experience cultural difference. The model starts from ethnocentrism
to ethnorelativism. Ethnocentrism is the cultural experiences of one’s specific cultural being the center
of reality while ethnorelativism is cultural experiences on one’s specific culture and other cultures
being more relatable. There are 6 experiences of difference on this scale that starts from
ethnocentrism and moves towards ethnorelativism. These 6 experiences are denial of difference,
defense against different, minimization of difference, acceptance of difference, adaptation of
difference, and integration of difference. Denial is rejecting that there are differences in culture.
Defense is where cultural differences are stereotypes and explained in negative contexts.
Minimization is where one views the characteristics or values of their own culture as the frame for
cultures in a worldview. Acceptance is being aware that one’s own culture is just one of many cultures
out there. Adaptation is adapting new positive behaviors and opinions towards cultural difference.
Lastly, integration is getting involved and gaining one’s own experience about the different views of
cultural difference.
Bennett, M. J. (2014). DMIS Model. Retrieved September 15, 2018, from <https://
www.idrinstitute.org/dmis/>
SEE EVIDENCE #26
90. Students will demonstrate personal

application of the “Model of Intercultural
Sensitivity” by Bennett

the ally Action Continuum by Griffin &
Harro
92 Student will demonstrate personal

application of the Action Continuum by
Griffin & Harro

93. Student will show knowledge of the HDF 413 In HDF 413, we learned about the Multicultural Organizational Development Model. The Multicultural
Multicultural Organizational Development Organizational Development (MCOD) Model is a model that assists and supports organization that are
Model (Jackson) switching from an monocultural organization to a multicultural organization. This model helps to get to
that point in three crucial ways. These ways being first helping that organization to recognize where
their sense of multiculturalism is on a scale, then to aid in creating a vision to what idea of
multiculturalism they want to portray, and lastly having them establish goals and points that need to be
reached in order to reach that vision.
The MCOD model consists of three main categories, and these categories are monocultural,
transitional, and multicultural. Monocultural is expressing almost a favor or bias towards one group or
culture. Transitional is moving towards that idea of including other groups and cultures, but trying to
have that express the culture of that one group that the organization is in favor off. Multicultural is
valuing the different identities and cultures of other groups and trying to incorporate those ideas in that
organization. Each of these categories have different subcategories that basically highlights what
these organizations carry out in these “steps” or “titles”. Exclusionary and Passive Club are the two
subcategories in the monocultural portion. Exclusionary is excluding those who are not in favor or as
passionate about their group or its values from their mission. Passive Club is passively and actively
excluding others and only including those who they think fit into their group. Compliance and Positive
Action are the two subcategories in the transitional portion. Compliance is the act of stating to include
others , only a few, but not pushing towards making big changes. Positive Action is taking the effort to
bring others from different groups into that organization with also taking into mind the differences.
Redefining and Multicultural are the two subcategories in the multicultural portion. Redefining is
basically involving everyone regardless of styles or culture and working towards creating a new and
more positive definition behind inclusion. Multicultural is creating that diversity by representing
individuals along with their different cultures and perspectives.
Holvino, E., Ed.D. (n.d.). Developing Multicultural Organizations: A Change

Model. Retrieved April 19, 2018, from <https://naaee.org/sites/default/files/
mcodmodel.pdf>
SEE EVIDENCE #22
94. Student will show personal application of

the Multicultural Organizational
Development Model (Jackson)

Multicultural Change Intervention Matrix
(Pope)
96. Student will show personal application of

the Multicultural Change Intervention
Matrix

97. Student will create a personal code of Rhody Ambassadors As an individual who has been involved in many different organizations on campus I have bene
inclusive leadership SOLC exposed to many different forms of leadership, but one that stands out specifically to me is inclusive
leadership. I believe in order to successfully progress as a team and as an organization, members
need to be inclusive and provide a welcoming and judge-free environment for current and new
members so everyone is comfortable to express their thoughts and ideas. With that, personal codes
that I follow regarding inclusive leadership are acts of “No judgement” and “Keep an open-mind”.
Being part of organizations such as Rhody Ambassadors and SOLC, there is a great group of people
that bring different ideas and personalities to the group which means that each of most of the time
have different ways of learning as well as expressing ourselves. No judgement plays a role and is
important because it allows me to work towards creating a more welcoming environment for those in
my organization or team by being aware that people have their own ideas and thoughts and they
should be able to express that without any criticism. Keeping an open-mind enforces and highlights
the idea that people are coming from different backgrounds and have various experiences that shape
the people that they are. Having an open-mind helps to understand difference while also be more
accepting and encouraging to lack of similarities that works to make organizations more diverse and
unique in ideas, choices, and personalities. This holds weight specifically when facilitating in retreats
as a part of SOLC.
SEE EVIDENCE #27
Outcome Category: Critical Thinking
98. Student will show knowledge of principles

of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of

critical thinking
100. Student will show knowledge of

metaphorical analysis to critically analyze
self and leadership situations

metaphorical analysis to critically analyze
self and leadership situations

102. Student will show knowledge of at least five Personal Efficient problem solving is very beneficial when it comes to making the right decisions as well as the
decision making methods Research most ethical ones especially in regards to leadership. Being able to have the ability to make the best
choices in different situations can bring nothing but positive and impactful outcomes. Five different
decision making methods in order are first to identify the problem, analyze the problem, identify
decision criteria, develop multiple solutions, and lastly to choose the optimal solution.
By starting the process by identifying the problem is very important because one must make sure
that they are trying to solve the right problem. This can be carried out by asking questions and
observing. Basically, active listening skills can be very helpful in this stage. Next, there’s analyzing
the problem. This relates mainly to deeply observing the problem, and focusing on how severe it is
and what components or circumstances are consistent in the problem. After, there’s identifying the
decision criteria. This refers to the idea of what concepts and areas should the decision cover. In
other words, just being aware and having knowledge of what areas need to be addressed before
making that decision to making sure that it solves the problem. Developing multiple solutions comes
next. This is just having multiple options and coming up with more than one solution rather than just
stopping at the first because it helps to see perspectives. It also aids in potentially coming across
easier routes to making that decision. Lastly, there’s choosing the optimal solution. It brings the
whole process together ad a whole and using these steps can assure that us as leaders make the
best decisions, not just for us but for others as well.
Westside Toastmasters is located in Los Angeles and Santa Monica, California. (n.d.).
Retrieved from <http://westsidetoastmasters.com/resources/laws_selling/lib0011.html>
SEE EVIDENCE #21
103. Student will describe personal examples of First Year Resident Assistant As a Resident Assistant, there are many instances where problems arise whether it is roommate
having used five decision making methods conflicts or staff disagreements. Roommate conflicts are one of the many areas of my position that
requires decision making in order to enforce regulation and maintenance between the residents in
the building, but also provide fairness between the parties involved. With the first step which is
identifying the problem, the problem is usually presented to me by one or more of the roommates
within that room, but I try to go further with information by asking the roommates what’s been going
on that led to this issue to further identify why it is a problem. Next, there analyze the problem.
Working with these residents, we discuss what aspects of the problem are causing further issues and
what the main reasons or routes of the problem are. After, there’s identifying decision criteria. This is
the point where I act as more of a facilitator and partially a mediator between these residents where
we move towards what type of decisions need to be made and what ideas can be brought up to
move towards a solution. Then, there’s developing multiple solutions. With the information I’ve
gathered from all sides of the situation, I first open up the floor to the residents and see what they
feel they can do in order to get rid of the issue and solutions they think could prevent it from occurring
again. If it gets to the point where there are no ideas towards a solution, then I step in just a little to
push them towards the right direction. Lastly, there’s choose the optimal solution. Usually in these
cases, there is more than one optimal solution but through the discussion with the residents, we
choose solutions that hold more weight and will have a higher degree to avoid this issue in the future.
SEE EVIDENCE #28
104. Student will show knowledge of at least five

problem solving / conflict management
methods, as well as understanding the
roots of conflicts
105. Student will describe personal examples of

having used five problem solving / conflict
management

106. Student will demonstrate the ability
to synthesize multiple knowledge
perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)

leadership that is used in crisis (i.e., James
& Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108. Student will describe examples of

leadership in crisis situations (i.e.,
application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)
Outcome Category: Interpersonal and Organizational Concepts & Skills
109. Student will demonstrate knowledge of HDF 190 FLITE Retreat Active listening is more than just listening and providing responses. It is a much more complex
active listening techniques COM 100 process, but with practice, it can be developed easily. My personal definition or interpretation of active
listening was just the simple idea of relying of receiving a message from another person and either
holding onto that message or giving a response. There are many more steps that are taken in order to
be much more successful in active listening.
I was first introduced to active listening during my in my communications course (COM 100). Over the
span of taking this course, although active listening was presented to us in one chapter, it was
consistent throughout many of the chapters that we were assessed on and discussed. With this
lesson on active listening, it was mainly reinforcing the ideas of interpersonal relationships and
development of verbal and nonverbal communication.
At our FLITE Retreat for HDF 190, active listening was brought up to us. Active listening is more
complex than just listening and responding. There are five steps to it. These steps involve
encouraging, restarting basic ideas, reflecting feelings, clarifying, and summarizing. The first step is
encouraging which basically pushes the conversation to continue by showing interest and well as
possibly giving off verbal and nonverbal cues that motivates the person to continue talking. Next, there
is restating basic ideas which is the process of reiterating parts of the story that shows the person you
were listening and understood what they were saying. After, there’s reflecting feelings which is making
statements in a way that shows that you see where that person or group of people are coming from
and understand how they’re feeling. The fourth step is clarifying which is being more engaged and
asking questions in order to make sure that all parts of the conversation are understood. Lastly,
there's summarizing which is just restating and reflecting the major ideas that were presented over the
course of the conversation.
SEE EVIDENCE #18

110. Student will describe examples of using HDF 190 FLITE Retreat After gaining a greater knowledge of what active listening was, I believe that I have started to use it
active listening skills Rotaract Retreat more easily and constantly in many of the things I have been involved in. I’ve used it in places such as
the meetings for the clubs I’m involved in, some of my classes, and regular interactions. In order to
work towards practice of active listening skills, it’s best to first understand why it’s important
in leadership. Active listening not only helps with sense of communication, but it also provides
a sense of community and cohesion between organizations and groups. It might not be fully
clear as to how it creates community, but after thinking and reflecting on active listening skills
it enforces the idea of a free space. it establishes a warm and judge-free environment for
others to express their ideas while having their ideas and opinions taken into consideration
and discussed upon fairly and equally. Working towards a sense of growing as a team which
helps to push towards a greater sense of performing which in the long-run helps to
accomplish goals. It eliminates the sense of hierarchy and pushes more towards a sense of
community.
The first ever retreat I attended was the FLITE Retreat which is where I was introduced to the model
for active listening. During this retreat, active listening really came into play during the values timeline
discussion that we have with our groups. This activity almost reflected the breaking boundaries activity
that we had during leadership institute but had more interaction. Active listening was present during
this activity because as we were discussing our thoughts and personal connections on the ideas of
gender, socio-economic status, race and ethnicity, and sexual orientation, each of us were actively
listening to each other as we spoke and were mainly encouraging each other through nonverbal cues
such as head nods or snaps. Some of us even expressed that step of reflecting feelings because we
were learning some many touching stories and experiences that each of us have went through.
Through this, we were able to learn more about each especially coming together as a group of
strangers, and express to the other members of the group of our experiences and connect it to
how we are or changed as a person. This activity helped to increase those senses of interpersonal
relationships as many of us related to one another on different levels which was an eye-opening
experience. It highlights that idea of being more comfortable and less hesitant to show
ourselves in full light because of the type of environment and vibe that is set through active
listening. Just seeing that these new people are listening but also responding positively to
what is being said makes it less terrifying to share what our values are as well as who we are.
In the end, this was the starting step to the family that we became at the end of HDF 190.
Active listening also played a part during the Rotaract retreat, but wasn’t as deep as the values
timeline discussion during the FLITE Retreat. Through the introductions and little discussions we had
with new people, we were expressing those steps of active listening without even being aware of it.
While these conversations were going on, each us were encouraging with head nods or verbal
agreements as the others were talking, restated ideas and clarified whether it was for better
understanding of choices or the other person related to what their partner was saying which was
something that was present for me as I talked to my partners, and reflected feelings by talking about
what their values are or why they made those choices to understand how they feel or how they felt in
the moment.
SEE EVIDENCE #19

functions of group communication by
Hirokawa

of functions of group communication
(Hirokawa)

113. Student will show knowledge of techniques
regarding giving and accepting of feedback
114. Student will describe examples of giving

and accepting feedback.
115. Student will show knowledge of the 7D

coaching model (Knott)

application of the 7D Model (Knott)
117. Student will show knowledge of elements

of a Crucial Conversation and steps to
maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118. Student will describe examples of

engaging in a Crucial Conversation

facilitation techniques

facilitation techniques
121. Student will demonstrate knowledge of de-

briefing techniques

122. Student will demonstrate proficiency of de- HDF 413 Rhody Ridiculousness Retreat Before actually taking on my first facilitation activity, I was very nervous and worried that I wouldn't do
briefing techniques well especially when it came to de-briefing. I feel as though debriefing is one of the most complex
concepts when facilitating because it consists on abilities to adjust and think on the spot with the
information the group provides in regards to their values. Although I was nervous at first, I feel as
though the fact that I kept specific de-briefing techniques in mind helped to successfully accomplish
my goal.
During the Rhody Ridiculousness retreat, I facilitated the Full Value Contract (FVC) and I felt the de-
brief for this activity was important and essential since it's putting what they believe their their values
were out to the rest of the organization. The way I de-brief it crucial because I need to create a way or
path for the participants to reflect on these values. The de-briefing techniques that I believe I
presented and used to my advantage during the de-brief of the FVC were giving the group the floor
and letting the guide the conversation, asking open ended questions, and encouraging the de-brief in
the direction the group was going. In regards to the first technique of giving the group the floor and
letting them guide the conversation, I let them discuss among themselves what they believe were
important and stepped back as though they were talking to each other as a team instead of to me as a
facilitator. The techniques of open ended questions helped to create an environment of expression
between each individual and also a better sense of reflection on the activity. When it came to the
technique of going in the direction of the group, I did that by listening to words and phrases that they
were highlighting and using those in further questions to continue to the debrief. Overall, the style that
I feel I present in my de-brief is more of an observer style where I give the group the opportunity to
have their conversation in the way they feel is the most beneficial and impact to them while only
stepping in where I feel it is necessary. I do that through the questions I ask to continue the discussion
or making sure that they don't fall of track.
SEE EVIDENCE #29

framing based on psychology and its use in
group facilitation

framing based on psychology and its use
in group facilitation

125. Student will demonstrate knowledge the HDF 413 In HDF 413, we were presented new knowledge in regards to reframing and how they plays an
four frames of organizations, and the essential role in an organization or groups development and growth. Reframing is generally the
meaning of reframing by Bolman and Deal capability to think or go about various situations in various ways which helps to establish new and
more impactful methods and strategies. It is important to groups and organizations because it allows
the presence of better comprehension of values, goals, and decisions, allows for retainment or
balance and structure, allows for the incorporation of new ideas and choices, and most importantly
allows for the creation and establish of new methods and techniques to create a bigger impact.
Along with the definition and importance of reframing, there are also four frames that are in included to
crucial to full understand. these four frames are the Structural frame, the Human Resource frame, the
Political frame, and the Symbolic frame.The structural frame highlights the idea of clear division of
labor as they fit an organization's values or wishes such as their goals. The human resource frame
focuses on the task of aligning the human needs and organizational needs in order to reach success
and become for efficient as an organization. The political frame relates to the idea of being aware of
conflict and categorizing it as normal because of the fact that there's competition for power in regards
to specific tasks. This frame moves towards a power-based structure. The symbolic frame is focused
on moving away from rules and policies while moving towards a sense of cohesion and identity.
Bolman, L. G. & Deal, T. E. (2013). Reframing organizations: Artistry, choice & leadership
(5th ed.). San Francisco: Josse-Bass.
SEE EVIDENCE #30
126. Student will describe personal application HDF 413 Department of Housing and As a employee of the Department of Housing and Residential Life (HRL) at the University of Rhode
of organizational analysis using the four Residential Life Island along with my new knowledge of the four frames of organizations, it’s clear that there is
frames of organizations, and breaking the application of each of these four frames within this organization. HRL accounts for residential life of all
frame / reframing (Bolman and Deal) students that live on campus which comes with various responsibilities for all involved such as the
Area Coordinators, Hall Directors, Resident Assistants, and even higher positions. The four frames of
organizations are the structural frame, the human resource frame, the political frame, and symbolic
frame.
In regards to the structural frame, it's mainly present through the different positions that are included in
this organization. The responsibilities and tasks are split between groups based on the position that
they have in order to make sure that we are completing our job properly and efficiently while so have a
big role in the development of HRL overall. While Resident Assistants have responsibilities guided
more towards direct connection to residents, Hall Directors and Area Coordinators take care of more
of the serious and higher responsibilities that we send up to them. The human resource frame is
applied in a sense of paying attention to what the residents need and basing our decisions or finding
out what we can do to give them that. The political frame isn't as prevalent inHRL, but I believe it
relates to the split of power through the positions that we have. The higher positions hold more weight
to the decisions that are being made while lower positions don’t have as much leverage to changes or
decisions being made. Conflict happens as we try to get involved and suggest changes we feel will
make a greater change, but our suggestions aren't taken into account as much or are still being
worked on. Finally, the symbolic frame is enforced through what we want to put out as HRL in a
professional sense, what we all bring to the team in regards to our identity which helps to create
cohesion, and the concepts we focus on such as academic success and interpersonal relationships.
For breaking the frame or reframing, it’s more towards the political frame. As said before, the political
frame isn’t as prevalent in HRL due to the idea that we all play a role and do about the same work.
There isn't much of a sense of power-based structure because not much conflict has been present
because of the fact that it's clear we all help each other rather than seeing our jobs as a power-based
position.
SEE EVIDENCE #31
127. Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
128. Student will describe personal examples of Individual Resident Assistant As a first year Resident Assistant, I decided to collaborate with the Center for Student Leadership
organizing meetings / setting agendas / Program Development (CSLD) to plan a program for first-year students to help them to get better exposure to
leading meetings student leadership on campus. It was more guided towards students who were pursuing the minor
and those who don't know where to start in regards to getting involved, but was open to anyone who
wanted to attend. Given that this was my individual program, I was the one who was taking charge in
organizing everything and also making sure that everything was finalized and moving smoothly.
This program allowed me to develop better skills in organizing meetings, setting agendas, and leading
meetings because of the fact that I was taking on a LEAD position even though this wasn’t in a retreat
setting. With organizing meetings, it was mainly shown through the fact that I was the one reaching
out to coordinators and other individuals in order to let them know what I wanted to get done and also
express what I needed help on. These meetings were of a long duration and weren't as formal as
retreat meetings, but I feel as though I was successful with reaching out to organizations, meeting with
individuals of these organizations, and also doing follow-ups with my facilitators with a little help from
one of the coordinators of the CSLD. For setting agendas, I feel I improved on this skill greatly
because of the fact that I was the one setting the overall plan for the program in general when it came
to time, the purpose of the program, and what I want the students to get out of it and basing
everything on those components. On my agenda, I had a starting plan as to what organizations I
wanted there, what types of activities I wanted, the timing for everything, and deadlines but also made
sure to make revisions when and where they were necessary. Finally for leading meetings, I made
sure to do follow-ups with the people that were involved in the program to make sure that everyone
was on the same page and knew what needed to be done. I also made sure that these people also
got back to me with their plans and ideas while also giving them the resources and ideas that I had to
help us all as a team be successful in the end.
SEE EVIDENCE #32
129. Student will show knowledge of

Parliamentary Procedure
130. Student will show knowledge of techniques

for working with difficult people

using techniques to work effectively with
difficult people

132. Student will show knowledge of the stages HDF 190 In HDF 190, Tuckman’s stages of group development was briefly introduced to us but during HDF
of group development (Tuckman/Tuckman HDF 413 413, I feel as though we gained a better understanding and grasped of each concept. In regards to
& Jensen, Bennis or others) Tuckman’s stages of group development, there are 5 stages overall. These stages, in order, are
Forming, Storming, Norming, Performing, and Adjourning. The importance of this theory is mainly to
assist organizations and groups to be aware of what stage they currently are on, what stages they
need to get passed, and what they need to do in order to get to the point of adjourning. This model
isn’t just in the form of getting starting at the first stage of Forming and going to the fifth stage of
Adjourning. Organizations or groups can move forward, backward, and jump throughout the model
depending on their situation. For example, a group can start moving towards norming stage then
move towards the storming stage as problems start to arise then move directly to the performing stage
as they get pass their issues and start to work together.
As said, the stages of Tuckman’s stages of group development, in order, are Forming, Storming,
Norming, Performing, and Adjourning. Norming is the idea becoming familiar with those in the group
through introductions and interaction and then the presentation and discussion of rules, values, and
purpose of the group or organization. Next, there's Storming. Storming is the instance where there’s a
lack of communication and cohesion because members might have their own ideas, thoughts, and
opinions which might play a role in halting the group’s progress or journey. After, there’s Norming
which is where people start to become aware that they play a role in the team's overall growth and
success and start to work together to get to their goals. Performing is after Norming, and it's the act o
working together hands on while developing trust and become comfortable with each other which
creates flexibility and a sense of community. Lastly, there’s Adjourning. Adjourning is simply the act of
reflecting on what was done and going over what went was done well and what can be done better
while recognizing everyone’s effort and dedication.
Leadership & Team-building. (n.d.). Retrieved December 3, 2018, from <https://

wheatoncollege.edu/campus-life/activities-organizations/leadership/student-involvement-
handbook/strengthening-group/leadership-teambuilding/>
SEE EVIDENCE #33

133. Student will describe personal examples of HDF 413 URI Rotaract Club Coming into a new year of Rotaract, it seems as though all of us as members went through Tuckman's
group development in use (Tuckman/ stages of group development once again because of the presence of new members. Forming which is
Tuckman & Jensen, Bennis or others). the introduction and establishment of ground rules is shown, in my opinion, at least once a month as
we are always getting new members. We express to these members what URI Rotaract Club is all
about, what our values are, what we do, and why we do it. We continue to follow “Service Above Self”
and follow what comes with that.
This semester I feel as though as an organization we skipped to the Norming stage and didn't
encounter the Storming yet in the semester. The Storming stage relates to the idea of conflict that may
arouse as a result of strong-minded people and lack of cohesion in the organization with differences in
views, but I don't believe we have ever reached that point. Everyone is very accepting of other’s ideas
and suggestions without any judgement which allows us to push towards the Norming stage. The
Norming stage is the idea of these members feeling welcomed and being aware that they play a role
to the success of the team as well as bringing in their ideas and listening to others. This is shown
through meetings as we are constantly coming up with brand new ideas and taking into account
opinions to perform better which pushes us to the Performing stage. For us, performing seems to also
follow our norming stage.We are currently in the state of moving back and forth between between
Norming and Performing when it comes to every new event. The dedication and effort that members
are putting into preparation of each event and involvement in these events allows us to perform to the
best of our ability. With that, I feel we have made the type of change and different that we wanted to
and also made the biggest impact that we potentially could have. Lastly, there’s the Adjourning stage.
As the semester is coming to an end, I feel we are moving towards the Adjourning stage as we are
putting aside time to reflect on the semester, recognize our successes and mistakes, and come up
with plans for the next semester.
SEE EVIDENCE #34
134. Student will show knowledge of group roles

and how they contribute to group dynamics
(Johnson & Johnson; Benne & Sheats;
Knowles & Knowles; etc.)

group roles and how they contribute to
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)

memberships skills in groups

membership skills in use

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

using the theory of Challenge and Support
(Sanford)

construction / elements of informative and
persuasive speeches
141. Student will demonstrate proficiency in COM 100 In COM 100, public speaking was one of the chapters that we focused on where were learned certain
informative and persuasive public speaking BME 181 elements that made a great presentation and also some things that made a terrible presentation. It’s
clear that public speaking is something that is terrifying for so many people, but it can be overcome
with confidence and practice. Also, some techniques that are useful to have a successful speech are
organizing main points, creating outlines, and most importantly practicing.
Public speaking is something that I had huge trouble in because I wasn’t a fan of being the center of
attention and speaking in front of people that I didn't know. I would get so nervous that it would cause
me to be monotone, play with my hands, and shake. After learning the different things that help to
make a great presentation, I have been able to grow as a public speaker. I feel as though most of my
issues came from lack of confidence and practice which are crucial to providing a great speech, so by
taking those into account I’ve been able to move from a bad public speaker to one that is constantly
growing and learning new things. Also, the information that I have learned in my classes on public
speaking, and the criticism or advice I have received from my professors has helped me to make
changes and practice to be better for next time.
As I am constantly giving presentations whether it was informative speeches in COM 100 or

presentation in my biomedical engineering seminar (BME 181), For COM 100, my concept was
related to an informative speech discussing school systems between the U.S. and Spain. I
used public speaking techniques as a way to frame all of my information and have my ideas in
order. I made it so that I have 3 main points, an introduction, and conclusion. Once I found my
main points, then I created an outline to put all my thoughts on paper to help me present it
better, and I practiced days before to be more prepared. I constantly use the techniques to my
advantage as it provides a sense of practice to further developing my public speaking skills. From
that, I feel as though I have grown as a public speaker because of the fact that I am more willing to go
first or volunteer when giving speeches or presentations, I go up there with more confidence and less
fear, and I have a full understanding of the material that helps to inform or persuade my audience.
For BME 181, I used these same techniques but in a different form. I still started with the
technique of organizing my main points, but in regards to an outline, I wrote down my
information as addition to the information on the slides to further explain my research. Using
these strategies and techniques assisted in successfully presenting my topics to the class.
With that, I can take use this in other events and situations because it allows me to develop
my credibility especially when talking to a group by presenting myself as more confident and
enthusiastic about the concept I’m presenting.
SEE EVIDENCE #20
142. Student will show knowledge of planning

and conducting interviews (as the
interviewer)

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

for and effective answers in interviews (as
the interviewee)

preparing for and being interviewed

collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)
working in collaboratives/coalitions

techniques to communicate and engage in
difficult dialogues related to diversity and
inclusion.
149. Student will demonstrate proficiency in

communicating and engaging in difficult
dialogues related to diversity and inclusion.
150. Student will describe ways to maintain

accountability in leadership / member
relationships

related to maintaining accountability as a
leader
152. Student will describe ways to build

relationships between leaders and
members

building relationships with members as a
leader
154. Student will describe how credibility applies

to leadership, as well as the characteristics
and skills of a credible leader

building, maintaining, and repairing his/her
own credibility as a leader
156. Student will describe ethical standards in

influence
157. Student will describe influence applies to

leadership
158. Student will describe principles of effective

mentoring, as well as problems particular
to the mentoring relationship

mentoring and being mentored
160. Student will describe principles of effective

peer leadership, as well as problems
particular to peer leadership

related to being a peer leader and being
led by peers

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LEADERSHIP

Name: Sheaffeel Gedeon

Leadership Inventory Revised 08/22/2017 !1

ADVISING INFORMATION (students will include own documentation)

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

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MINOR ELECTIVES-9 credits

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▪ Leadership theory and

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3. Student will demonstrate the ability to

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8. Student will express a personal values

9. Student will demonstrate practice of the

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Given new experiences to my role in group projects as I start move up higher in my

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13. Student will show knowledge of the

14. Student will show application of Maslow’s

15. Student will show knowledge of the theory

16. Student will show application of Manz &

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Outcome Category: Leadership Theories

19. Student will show knowledge of the

20. Student will describe personal application

21. Student will show knowledge of the

22. Student will describe personal application

23. Student will show knowledge of the

24. Student will describe personal application

25. Student will show knowledge of “Theory

26. Student will describe personal application

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29. Student will show knowledge of the

30. Student will describe personal application

31. Student will show knowledge of the “14

32. Student will describe personal application

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34. Student will describe personal application

35. Student will show knowledge of the

36. Student will describe personal application

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39. Student will show knowledge of the

40. Student will describe personal application

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What is Constructivism? (n.d.). Retrieved April 16, 2018, from

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McLeod, S. A. (2013). Kolb-Learning Styles. <https://www.simplypsychology.org/learning-

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49. Students will demonstrate knowledge of

50. Students will describe personal

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