Lauren Eng Inventory

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

Date Enrolled: September 2016
Date of Graduation: Spring 2022
*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
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
MINOR ELECTIVES-9 credits

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

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

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

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a Varsity Cheerleading My high school experience was not your typical high school experience. I went to a private Catholic all
minimized need for approval girls high school about 30 minutes away from my house. I only knew two people from my middle school
going to my high school, so I wanted to make as many friends as possible. My freshman year, I tried
out for my high school’s cheerleading team. I made JV as a freshman and was on Varsity for my
sophomore through senior year. At the time, I wanted to make many friends, but I was very shy. My
sophomore year I started to spend time with some girls on my team who were not the best people to
me. I sat with them at lunch and spoke to them at practice but never spent time with them outside of
school. I was invited to the many parties they threw but was never able to go since I lived so far away
from them and wanted to focus on schoolwork during the weekends. As a result, they started to bully
me more and more. One time I got up and left our lunch table for a few minutes and returned to the
table with all of them laughing about something that they wouldn’t tell me about. Other instances also
occurred. At first, I took it very harsh since I considered these girls my friends. But, over time I began to
speak to other people in my school and form new friendships with people who were accepting of who I
was. I no longer felt the need to be accepted by the “popular” girls and I became an overall better
person. After my sophomore year, I continued on the cheerleading team but became closer to other
girls who I connected with. I never felt a desire to become close to them again and looked towards
improving myself through my faith and other relationships. To this day, I never feel as though I need to
impress people since I realized that there are so many different people out there who will appreciate
me for who I am.
2. Student will demonstrate personal, CVS Intern Throughout college, I have learned a lot of self-discipline. I have shown personal self-discipline every
organizational, and academic examples of Pharmacy School day. Some days, I just don’t want to get out of bed and just want to watch Netflix all day. But I realize
self-discipline that would just be a waste of a day and I hate the feeling of wasting a day doing nothing productive.
So, whenever I feel lazy, I use my self-discipline to get me out of bed and think about different things I
can accomplish on that day that may help me in the long run. Some examples would be things such as
getting my hair cut or working out. I have shown organizational self-discipline at work very often. One
time at work, it was extremely busy, so we had multiple calls on hold, a huge line at pick up, and a lot
of prescriptions to fill. I couldn’t find a prescription, so I was looking through every bin to try and find it
while the line is growing. Once I found it and finished the transaction, the next person came up and
was giving me attitude and making rude comments since she had to wait so long. Since I was at work, I
couldn’t say anything back, so I tried to apologize for the wait and I explained why it had taken so long.
She ended up being very understanding and I know that had I not shown self-discipline our
conversation may not have ended up as well. I show self-discipline academically as well. I am in a
rigorous program and need a lot of time to prepare for upcoming exams and completing assignments.
For example, sometimes my friends who are not pharmacy majors have a lot more time than I do and
want to go out every weekend. I can’t always go with them due to the amount of work I have. I know
that if I just chose to go out, I would regret it and my grades would slip as a result. I am at college to
learn and get my degree which takes priority over everything else. Without self-discipline, I would not
be as successful socially, academically, and organizationally.
3. Student will demonstrate the ability to Tour Guide Interview Process and In the fall of my freshman year, I applied to be a tour guide. I remember being a senior in high school
manage emotions Rejection and going on a tour of URI and thinking about how badly I wanted to become a tour guide. In my high
Neighborhood Health Plan of RI school, I was very involved and gave open house tours every fall. When I got to URI, I knew I wanted
Job Rejection to apply and had high hopes of getting it. As soon as the application came out, I saw how extensive it
was, but I knew it was something that would be worth it. I went to my first round of interviews and got
called back for the second round. I was very excited but also nervous. I thought that since I had made it
to the second round, I would be able to easily get hired as a tour guide. When I walked into the
interview, I was nervous but had everything I needed to know prepared ahead of time. I was confident
when I spoke and felt as though I had nailed my interview. When the interview was finished, I was told I
would find out if I got it or not right a few weeks later, right around Thanksgiving. I remember being at
my cousin’s house in New Jersey spending time with my family when I received the news that I was not
going to be accepted as a tour guide and was encouraged to apply the following year. When I got the
email, I felt a rush of emotions run through me. Some being confusion, anger, and sadness. I went to
my parents and told them the news and they told me that they were still proud of me for even applying
regardless of the fact that I didn’t get chosen to be a tour guide. I didn’t let it affect me personally and I
took a few seconds to myself to think about all of the positive things I could do in the future and that I
can always try for other leadership positions. The more I thought about it, the more I realized that their
decision had nothing to do with who I am as a person. I was no longer sad but grateful and proud that I
had even made it to the second round of interviews. I saw the interviews as a great practice for future
interviews that I would go to and was thankful for the process.
Since being rejected for a tour guide position, I have gone through other rejections as well. I
was rejected from being an orientation leader, rejected for an internship, and applied to many
jobs without hearing back. Growing up I was always top of my class and then I came to college
and I felt very average. I still do feel very average, but I am learning that it is okay to not be the
best at everything, in fact it is nearly impossible. I take 16-19 credits per semester of all
pharmacy classes, I work 8-15 hours a week, and still try to balance my social life. I have come
to realize that I can’t always get every position I apply for or get an A in every class I take. I
know that I will make mistakes and I will learn from those mistakes. I recently interviewed for a
position with Neighborhood Health Plan of RI to work remotely under the direction of a
pharmacist to contact doctors for inappropriate prescribing, performing drug utilization
reviews, and drug information requests. Since this job is very different from working at CVS, I
really wanted this job badly. I wanted to explore other areas of pharmacy and build that
connection so that if I felt passionately about this style of work, I have the experience. There
were about 10 applicants for 2 positions, and I received an email that I was not offered the job. I
was confused about why since I felt the interview went very well and was devastated since I
really wanted the internship. But the longer I thought about it I realized, everything happens for
a reason and maybe it was a good thing I didn’t get the job. I still don’t know how this semester
will be run since it is half remote and half in person and I am working once a week for 8-10
hours at CVS. This internship would require me to work one shift a week from 9-5. Working 9-5
twice a week and having three full days of class would be a lot for me to handle. I realized that I
may have been overloading myself if I had been offered the job and accepted it. So, although I
was sad that I didn’t get the job, I was able to see the positives in a bad situation.
SEE Evidence #1
4. Student will demonstrate knowledge of Personal Research Managing stress is something that every college student should learn how to do at some point or
stress management methods another. Since my major is quite difficult, I always need to find ways to manage stress. Before I started
college, I’ve read many articles on how to keep my stress levels to a minimum. One method of stress
management is to manage time. Time management is key in college and time must be spent on
activities wisely. During studying and work, small breaks can help to stay focused. Another method of
stress management is to exercise and get some air. Being healthy in college is essential. During the
day when studying can get overwhelming, it is helpful to go outside and get some fresh air or even go
to the gym. Another method of stress management is staying positive. By focusing on the negatives of
a situation, the stress will feel even worse. Instead of being upset over a bad grade, it is better to think
about how you can improve for the next time. Another method of stress management is to remain
organized. Some good ideas would be to color code classes, have a planner, and keep track of
deadlines. By staying organized, stress levels will be reduced. Another stress management method is
to stop procrastinating and do the most difficult tasks first. This will allow you to not put off the one
assignment you’re avoiding. Another stress management technique would be to spend time with
friends and do things you love. By making time for fun activities, you will be temporarily distracted from
all the stress and be able to enjoy life more.
Malik, S. (2016, January 21). Stress Management Tips for Students. Retrieved December 10, 2017,
from https://psychcentral.com/blog/archives/2016/02/03/stress-management-tips-for-students/
5. Student will demonstrate the ability to Organic Chemistry I Server position at Ovelia Ever since I started school, I was always able to ace my classes with flying colors. But, that all changed
manage stress & II once I came to college and realized that a 4.0 was not always possible, considering I am a pharmacy
HDF 492 major and take many science classes.
This past summer I took Organic Chemistry I & II at John Jay College of Criminal Justice for transfer
credit. I had class every Tuesday, Wednesday, and Thursday from 9 AM to 5:30 PM with lecture,
recitation, and lab. Every health science major would say that Organic Chemistry is the most difficult
course they have ever taken in their undergraduate years. Before the class began, I knew nobody in
my class since I do not attend that college and I had no idea what to expect. All I knew is that Organic
Chemistry is the reason most people can’t get into medical school or switch their major. I thought that I
would be able to do exceptionally well in it by taking it over the summer since it would be the only class
I would be focusing on. But, once I began the course, I understood how much work was required. We
had exams every Tuesday and prelab & post lab reports due every class.
I quickly made friends in my class but struggled throughout the entire thing. I would study everyday as
soon as I got home from my long day just to wake up the next morning and do it all over again. Not
only was I in class three days a week, I also worked in a restaurant as a server on Friday’s, Saturday’s
and Sunday’s, leaving Monday’s as my only day off. During my weekends when I wasn’t working, I was
also studying or working on a lab report. And of course, every Monday was spend studying for an
exam.
Clearly, I was very stressed leaving little time for fun during my summer. When I would check
Instagram, I would see all of my friends on vacation or out and about in New York City enjoying their
time off from classes. Once my stress levels became even higher, I was determined to find ways to
destress. One method I used was going to the beach. On a few Monday’s, I was able to go to the
beach with a few of my friends and I would bring my notes with me and study on the beach in a
relaxing environment. This method helped me to enjoy my summer and study at the same time.
Another method I used for stress management was going to the gym on the weekends. After a long
brunch shift, I would go straight to the gym to clear my mind from work and be able to focus on
studying for the rest of my night. This helped me to stay more focused and alert while studying.
Another stress management method I used was spending time with my friends from class after lab
finished on Thursday’s. We would walk to Central Park and lay on the grass for a little and all talk to
clear our heads from the past three days of hard work.
To this day, I still try to go to the beach here at URI in the warmer months and go to the gym whenever
I need a break from studying. I believe that a key to staying less stressed when life becomes
overwhelming is finding small time for fun to keep calm.
In HDF 492, I had to finish all of my leadership outcomes. I only had 30 done from HDF 290 and
hadn’t had the opportunity to take many leadership courses that required me to do outcomes. I
had 50 outcomes left to do and I was overwhelmed at the idea of having to do so many in such
a short period of time. I had asked Camba for an extension since I’m not graduating until 2022
so that I had more time for more experiences to complete these outcomes. Throughout the
summer, I have worked on them little by little every day and avoiding leaving them until the last
minute. When I took HDF 290, I left them all until the weekend before they were do and I
regretted it when I spent all weekend trying to finish them all. This helped me to manage stress
since I have been better at time management. Doing a little bit of work day by day makes it
easier than having to put all of the work off until one day where I have to do all of the work at
once and become stressed out.

6. Student will express a personal code of HDF 492 While making my portfolio presentation, I had to think about my most valuable lesson in the minor
leadership / membership ethics which really helped me to develop my personal code of leadership. Throughout my time at URI, I have
learned that leadership isn’t a one size fits all type of model. People show leadership in so many
different ways whether it be a traditional executive board position of a club or in their daily lives. In
leadership positions, it’s not about what you do but how you do it. Utilizing your strengths as a leader is
an important part of leadership. I also believe that leaders should treat others as equals and not
discriminate against race, age, gender, creed, or sexual orientation. I also believe that leaders should
not be defined by the number of positions they hold but by what they do with those positions.
7. Student will demonstrate practice of the PHL 212 Personal faith My first semester of freshman year, I completed “PHL 212: Ethics.” In PHL 212, we read numerous
personal code of ethics Community IPPE articles by different authors on different topics. One topic in particular that stood out to me was the
Various leadership roles topic of the right to health care. In the book A Theory of Justice by John Rawls, one of his main points
is that everyone has equal rights. I believe that in America in the year 2017, we all deserve to all be
treated as equals, especially with all of our laws in place. With all of the new health technology,
everyone deserves the right to have access to it regardless of factors such as race, age, gender,
creed, and sexual orientation.
Not only is this class important to my major, but it is important in my life. Coming from a Roman
Catholic family, I was always taught to stay true to myself and do what is right. I also received
reinforcement outside of my home since I was in Roman Catholic school from nursery until my senior
year of high school. Through taking numerous religious classes growing up, taking Ethics at the
University of Rhode Island has given me a sense of security I felt growing up.
Rawls, J. (2013). A Theory of Justice. New Delhi: Universal Law Publishing Co Ltd.
During winter break of my P2 year, I completed my Community Introductory Practice Rotation

where I shadowed a pharmacist at Rite Aid. It was in a community where a lot of the population
spoke Spanish and although I do not speak Spanish, I didn’t let the language barrier stop me
from allowing the patients to receive quality care. For patients without insurance, I used coupon
codes to allow them to still save money on medications. I treated everyone equally and fairly
regardless of who they were or where they come from. In my various leadership roles, I treated
everyone fairly as well. Although I have not held a large amount of leadership positions, in each
one I learned how to adapt and be the best leader possible for the position. For example, when I
was a P1 pharmacy peer mentor and a Greek 101 Facilitator, I helped to be a resource to
younger students and lead by example. When I was a Recruitment Counselor, I helped younger
students make informed and personalized decisions about which sorority is best for them
without being biased in any way. I hope to use my personal code of leadership and ethics in the
future as a pharmacist to advance the profession and work to be my best self.
8. Student will express a personal values HDF 290 VIA Values At the beginning of HDF 290, we used VIA to take a survey which told us our top 24 values in order.
statement (Sources = VIA, values Personal faith My top 5 values are perseverance, judgment, curiosity, kindness, and love. I believe that all of these
clarification exercises, etc.) reflect who I am as a person. My personal values statement would be to finish everything that I start,
understand all sides of every story, and to treat others as I wish to be treated. My personal values
statement ties in all of my top 5 values. As a person, I enjoy completing tasks that are thrown at me.
When I decided to take HDF 290, I knew that I wanted to be a leadership minor. I told myself that no
matter how overwhelmed I may feel with being a pharmacy major and minoring in leadership studies
and biology, I want to achieve my goal of double minoring. I know that it will all be worth it in the end
and that struggling now will benefit me in the long run. I never will let myself give up on something that
matters to me. When I am put in tough situations with opposing sides, I try to remain free from
judgement. I like to hear everyone’s side of the story and weigh everything equally. Growing up right
outside of New York City has impacted me a lot with this value. My area is extremely diverse with
people from many different backgrounds. Knowing people from different backgrounds has taught me
never to stereotype others and to “never judge a book by its cover,” As cliché as that may sound, I
think that everyone deserves a fair chance in everything they choose to take on in their lives.
Whenever I was younger, my grandma always used to tell me to treat others the way I wish to be
treated. To this day, that has still stuck with me. Loving others and being kind to them is something that
I always hope to feel reciprocated. In 2017, sometimes people wonder where all the love has gone
since many people are filled with hate and animosity. But, in this harsh world, I hope to be a light to
everyone in my life and be kind to everyone I encounter.
9. Student will demonstrate practice of the Various personal life experiences I took the VIA survey my sophomore year of college. My top 5 values were perseverance, judgement,
personal values statement curiosity, kindness, and love. I have practiced my personal values statement ever since then. I have
displayed perseverance in pharmacy school. During my P1 year, I struggled with severe test anxiety. It
got so bad that I sought out help from the URI Counseling Center. I was referred to health services for
medication and was tested for ADHD and have been working on managing it ever since I received my
results that I did have ADHD. When my test anxiety was at its peak, I never gave up. I considered
looking into other majors and felt impostor syndrome within my major. I felt that I was never good
enough or smart enough to become a pharmacist. But seeking help allowed me to regain my
confidence in my academics. I persevered through the difficult times and if I didn’t, I never would be
where I am now. I have demonstrated judgment by weighing all aspects of a situation. I have often
been put in the middle of my friends during disagreements and I was always able to see both sides to
the situation and understand why each person involved reacted the way they did. I have demonstrated
curiosity by researching different things that interest me. I also have displayed curiosity in my major.
When I find something interesting, I like to read more primary literature sources on the topic. I also
used curiosity when choosing to do the leadership minor because I felt it was very interesting and that I
can learn a lot from it about myself and others. Doing the minor was one of the best decisions of my
life. I have demonstrated kindness by always treating others how I wish to be treated. I like to think I
am a very kind person and I always am kind to others. Sometimes, this works in my disadvantage as I
have been told by some people that I am too nice. That is something I wish to work on because I avoid
conflict as much as possible and I don’t often say how I feel. But I am always kind to others and expect
others to be kind to me back. I show my value of love every day whether it be with my family, friends,
coursework, or relationships. I love my major and love learning new things. I am always very loving to
my family, friends, and anyone I am dating. I will hold my personal values statement close to my heart
and continue to demonstrate practice of it every day.
10. Student will demonstrate the ability to
lead a project from start to finish (follow-
through)
11. Student will describe goals and objective PHP 464 Personal Reflection During spring 2020, I took PHP 464: Pharmacy Leadership and Advocacy. In this class I was able to
statements regarding personal issues, learn more about advocacy within the profession of pharmacy. I wrote a paper about a current bill
career issues, and community issues named the Strategies to Address Antibiotic Resistance Act (STAAR Act). If this bill gets passed, it
would address the rising concern of antibiotic resistance by stating goals and reevaluating each year to
ensure these goals are being met. I believe that as a pharmacist we should advocate for our goal to
reduce antibiotic resistance to keep our communities safer and healthier. In my career, I also want to
be the best pharmacist I can be by providing accurate information, honesty, and utilizing my degree to
its highest potential to help others. I set a personal goal for myself that each semester I would do my
best and try to get Deans List again as often as I can until I graduate. I also set a personal goal to live
more in the moment and enjoy college while I can. As a student, it is my time to make mistakes and
learn from them. I also set a goal to not be so hard on myself when I make a mistake or don’t do well in
something and instead to learn from that experience moving forward. In my community, I want to
advocate against any forms of injustice and stand up for what is right.
12. Student will show evidence of goals and PHP 464 Personal Experience In PHP 464, we had to write a letter to our state senators advocating for a pharmacy related bill. I wrote
objectives that were planned and P1 Spring Classes a letter to Senator Kirsten Gillibrand showing my support for the STAAR Act. Although I may just be
achieved Pharmacy Rotations one person, having more people advocate for it as well would help to achieve my goal of seeing more
stewardship programs being implemented. During fall of my P1 year, I had a difficult time adjusting to
the increased course load and my grades dropped. I came back spring of P1 year and set higher goals
for myself such as learning new study strategies to get better grades. During the spring semester, I
achieved Deans List and was so proud of myself. If someone had told me after P1 fall if I would make
Deans List the next semester, I would have never believed them. While on my community pharmacy
rotation, I was able to counsel patients and help with over the counter product recommendations.
When thinking about which product to select for the patient, I forgot to ask them about if they are taking
any prescription medications already since some over the counter medications interact with
prescription medications. When I forgot to ask the patient, my preceptor reminded me to. Although they
weren’t on any prescription medications, if they were and I had recommended something that would
interact, I would have had a negative impact on them. Instead of being mad at myself for making a
mistake, I took it as a learning experience going forward. Since a lot of my friends are outside of the
pharmacy program, they all graduated in May 2020. I remember one day my friends asked me to go
with them to shop for Halloween costume accessories and initially I told them I couldn’t go since I had
an exam coming up but then I realized that this could be the last time we do something like that and
that I should try to live more in the moment so I changed my mind and went with them. I was very
happy that I spent more time with my friends and ended up doing well on the exam.
13. Student will show knowledge of the Personal Research My senior year of high school I took a psychology class as my elective. One topic we discussed was
“Hierarchy of Needs” theory by Maslow High School Psychology Elective Maslow’s Hierarchy of Needs. Since much time has passed since then, I also did my own research on
the topic. This theory was developed by Maslow in 1943 in his paper “A Theory of Human Motivation.”
His hierarchy of needs model is a five-stage model expressing people’s needs in the form of a pyramid.
The most basic need is at the bottom of the pyramid which represents our physiological needs. This
includes things such as air, food, drink, shelter, warmth, and sleep. The next step up is our safety
needs. These are things such as protection from elements, order, security, law, stability, and freedom
from fear. The next step is love and the need for belonging. This includes friendship, intimacy, trust,
acceptance, and giving and receiving affection. The next step is esteem needs. This includes self-
esteem, reputation, respect, and dignity. Finally, the last step at the top of the pyramid is self-
actualization needs. This includes realizing personal full potential, self-fulfillment, and personal growth.
Maslow believes that in order to reach the next step our most basic needs must be met. For example, if
we cannot surpass our physiological need for food, we will not be able to reach our security need for
safety. He also believes that once a level is fulfilled, the next level up is what motivates us. For
example, once we feel secure, our need for friendship is what is motivating us.
McLeod, S. (2016, February 04). Maslow's Hierarchy of Needs. Retrieved December 10, 2017, from
https://www.simplypsychology.org/maslow.html
14. Student will show application of Maslow’s Personal Achievement After being at college for almost 4 years now, I realized that Maslow’s theory can apply to all of the
theory to own life progress I have made since I was a freshman here at URI. I am fortunate to say that all of my
physiological needs can easily be met but to me these are usually my priority. For example, on
Wednesday’s sometimes I have class from 9 AM until 6 PM so during these days, food is one of my top
priorities to get me through my whole day. Currently, I am also thankful that I am employed at CVS
Pharmacy as an intern, so I have an income meeting my safety needs. Love and belonging are next,
and I am so thankful to have an amazing support system between my family and my friends. The next
level is esteem and through my college experience I have become more comfortable with who I am
and look at myself in a positive light and don’t put myself down. I believe that I am at the self-
actualization phase where I am constantly striving to do better in school, thinking about my future, and
how I can become the best possible version of myself. As humans, every day we are learning and want
to become successful and do all that we can to get there.
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 290 In HDF 290 we took the StrengthsQuest assessment and I discovered that my StrengthsQuest
Signature Themes, shadow side of PHP 464 Signature themes are Achiever, Woo, Communication, Individualization, and Positivity. Being an
Strengths and/or weaknesses, and achiever explains my drive for a constant need for achievement. I feel as if every day starts at zero and
examples of application (Source = Gallup) I must achieve something tangible in order to feel good about myself. If a day passes where I do not
accomplish something, no matter how small, I will feel dissatisfied. I have an internal fire burning inside
of me pushing me to do more and achieve more. After each accomplishment, the fire dwindles for a
moment but soon rekindles itself, forcing me towards my next accomplishment. Having woo as a
strength means that I like to win others over, and I enjoy the challenge of meeting new people and
getting them to like me. Strangers rarely intimidate me and can be energizing. I am drawn to new
people. I want to learn their names, ask them questions, and find an area of common interest to strike
up a conversation. Some people shy away from starting up conversations for fear of running out of
things to say; but I don't. My communication strength means I like to explain, describe, host, speak in
public, and write. Ideas are a dry beginning and events are static. I feel a need to bring them to life,
energize them, and make them exciting and vivid. I take the dry idea and enliven it with images,
examples, and metaphors. I believe that most people have a short attention span. People are
bombarded with information but little of it survives. I want my information to survive. I want to divert
their attention towards myself, capture it, and lock it in. My individualization theme leads me to be
intrigued by the unique qualities of each person. I am impatient with generalizations or "types" because
I don't want to obscure what is special about each person. Instead, I focus on the differences among
people and observe their style, motivation, how they think, and how they build relationships. My
individualization team also helps me build productive themes. My positivity theme means I am
generous with praise, quick to smile, and always looking for the best in every situation. No matter what
the setbacks, I will never lose my sense of humor.
In PHP 464, we learned about the basements of each strength. For achiever, the basements are
unbalanced, brown-noser, overcommitted, can’t say no, burns the candle at both ends, and too
concentrated on work. The woo basements are fake, shallow, and does not care about deep
relationships. The communication basements are blabbermouth, poor listener, self-absorbed, show-off,
and always needs attention. The individualization basements are unable to synthesize when it comes
to people, has difficulty placing group above individual, and difficulty in making people decisions. The
positivity basements are insincere, naïve, superficial, and Pollyanna.
Every day, I see my strengths come out whether I am talking to my friends/family, in school, or at work.
At school, I am always trying my best to do the best in everything. I know that I can’t always be the best
at everything, but I always try to strive for perfection. When I meet new patients at work, I love to get
them to like me and I do everything I can in order for that to happen. When I have to speak in public,
everyone I know hates it, but I actually love giving presentations. When I have to buy Christmas gifts
for my friends, my strength of individualization shows because I won’t be satisfied with giving my
friends a generic gift; it has to be personal. I use my strength of positivity to keep me going every day
and to help others get through any tough time.
18. Student will describe personal leadership PHP 401 In PHP 401: Pharmacy Resources for Practice, we had to complete the DISC survey. We got results
style and/or personality style including for our adapted style and results for our natural style. The four different styles are dominance,
strengths and weaknesses and examples influence, steadiness, and conscientious. People that score highly in dominant tend to be direct and
of application (Sources = Leadership style guarded. People that score highly in influence tend to be direct and open. People that score highly in
inventories, the L.P.I., Type Focus steadiness tend to be indirect and open. People that score highly in conscientiousness tend to be
(MBTI), LAMP, DISC, and other career indirect and guarded. All of the values were scored out of 100. For my natural style, I scored a 13 in
inventories, etc.) dominance, 98 in influence, 58 in steadiness, and 73 in conscientious. For my adapted style with a
focus on work, I scored a 2 in dominance, 77 in influence, 73 in steadiness, and 83 in conscientious. In
the behavioral pattern view, my natural style shows me as being very outgoing & persuasive, very
people oriented, quite optimistic outlook, strong communication skills, and likes to have variety in their
day. My adapted style shows me as being data, fact & analysis based, precise & accurate, trusting in
the value of structure, standards & order, and seeing the value of “rules.” I feel that this is very accurate
of me. I think that at work I am different than who I am outside. For example, I like having variety in my
day when I am at home and in my daily life but at work I prefer to be in a routine where things generally
stay the same. This report told me that is display my strengths rather consistently. My strengths are
positive sense of humor, people-oriented, optimistic team player, high level of respect for established
systems/protocol, technical competence, deadline-savvy, and a strong sense of quality control. My
motivations were said to be a system of support, sufficient time to consider all options, procedures
supporting a quality initiative, supportive/encouraging work environment, and awards recognizing
ability, competence, or achievement. My report also says my needs are complete explanations, to learn
to say “no” more often, increased authority to delegate tasks, clear role responsibilities, wider scope of
perspective, and to maintain communication on work tasks. My areas for improvement are that my high
level of enthusiasm can be seen as shallow, withdrawing ideas to keep from making waves, overly
optimistic in ability to persuade others, selecting people for my team similar to me, overselling ideas,
trusting people too much, and being overly optimistic in judging others’ abilities. I believe that these are
all very true and line up with my Gallup Strengths and VIA Strengths as well.
SEE Evidence #2
Outcome Category: Leadership Theories
19. Student will show knowledge of the HDF 290 In HDF 290, I learned about Authority and Bureaucracy theory of leadership by Max Weber. Weber had
“Authority and Bureaucracy” theory of an interest in matters involving power and authority along with the reason people are motivated. He
leadership Weber said that there were three different types of authority. These are Rational-Legal Authority, Traditional
Authority, and Charismatic Authority. The Rational-Legal authority is based upon rational grounds and
rules. This is found today in hierarchal leadership. Traditional authority follows suit of the “eternal
yesterday.” This implies that authority is based upon tradition and what the “norm” was. This is
commonly seen in earlier societies. The final type of authority is Charismatic authority. This is seen in
leaders who gain respect due to their attitude and charisma. They gain support from sources such as
their ethics or religion. Weber also believed that bureaucracy is developed through five main principles.
These principles are hierarchal structure, management by rules and laws, organization by functional
specialty, purposely interpersonal, and employment based on technical qualification. He argued that
bureaucratic systems are more advanced than traditional ones, where charisma is less important in
leaders. Bureaucracy is also seen as a system of power.
Max Weber - Types of Authority. (n.d.). Retrieved December 10, 2017, from
https://www.cardiff.ac.uk/socsi/undergraduate/introsoc/weber9.html
20. Student will describe personal application CVS Intern Since working at CVS, I have seen the theory of Authority and Bureaucracy be used every time I work.
of the above theory (Weber) Power and authority do motivate a lot of people. For example, I am interested in staying with CVS if I
can take on a leadership role as a pharmacist-in-charge or even a district leader. But I am not
motivated by greed but by the desire to use my leadership skills at work. The Rational-Legal authority
is seen since all of the pharmacy staff members have different roles. It is a hierarchical structure with
the pharmacist-in-charge (i.e. pharmacy manager) at the top, then comes the staff pharmacists,
pharmacy interns, and finally pharmacy technicians. Since this has always been the norm and always
will be, this follows the Traditional Authority. All of the pharmacy managers whom I have worked with
have all been charismatic. They have all been super helpful and great role models for me as to how to
speak with patients and their families especially if we aren’t telling them good news. Bureaucracy is
developed as stated before with the hierarchical structure. In a pharmacy, rules and laws are also
extremely important as they can have serious consequences if broken. Since we all have different
things we can do, specialization of jobs is important. For example, interns and pharmacists can
immunize patients but technicians cannot. People are also employed based on technical qualification.
It takes a special person to be fit for the job and not everyone is as good at it as others.
SEE Evidence #3
21. Student will show knowledge of the HDF 290 In HDF 290, I learned about the Scientific Management theory of leadership by Frederick Taylor. This
“Scientific Management” theory of theory was published in 1909 as “The Principles of Scientific Management.” He proposed that by
leadership by Taylor improving and simplifying jobs, productivity can increase. He also stated that workers and managers
need to cooperate with one another. This was a very radical idea considering that at the time, many
factory managers never interacted with their employees. This theory is based on four main principles.
The first principle by Taylor states that employers should replace rule-of-thumb methods with ones
based on scientific study of the task. This means that instead of using common sense to complete a
task, it would be more beneficial for them to use the scientific method to determine the most efficient
way to perform a task. The second principle is to scientifically select, train, and develop each of the
workers as opposed to letting them train themselves. This would be beneficial since people would be
matched with jobs that suit them personally based upon their capability and motivation. Then, people
could be trained to work at their maximum efficiency. The third principle is to cooperate with workers to
make sure the scientifically developed methods are followed. This implies monitoring the workers’
performance to make sure they’re using their most efficient ways of working. The fourth principle is to
divide work as equally as possible between managers and workers. This allows for managers to use
their time to plan and train workers while the workers efficiently perform their task.
The Mind Tools Content Team. (n.d.). Frederick Taylor and Scientific Management: Understanding
Taylorism and Early Management Theory. Retrieved December 10, 2017, from
https://www.mindtools.com/pages/article/newTMM_Taylor.htm
22. Student will describe personal application CVS I have been working in the pharmacy at CVS for a little over 2 years now and I have noticed Taylor’s
of the above theory (Taylor) Scientific Management theory utilized regularly at my job. Many aspects of the job are based upon how
we are reaching our adherence metrics. Some of the different metrics we work on reaching are
enrolling people in ReadyFill, 90-day supply preferences, proactive refill requests, and refills at pick up.
The first principle that employers should use scientific study of the task as opposed to common sense
to complete a task is seen on the corporate end since corporate helps to invent new programs and
work on the computer system to ensure tasks are completed as quickly and safely as possible. The
second principle that workers should be scientifically selected, trained, and developed as opposed to
letting them train themselves is seen when an employee is designing where the employees will be
placed at different times throughout the day. At CVS, a board is made which means that every 2 hours
employees are rotated to be at different stations. Employees who are high performing at enrolling
patients in adherence metrics often are placed at pick up and drive through where they have the
opportunity to do so. Some employees know more where all of the medications are located and are
fast counters which can lower wait times, so they are often placed at production. Some employees are
best at dealing with insurance rejections and entering new prescriptions quickly and are often placed at
drop-off. But since we have a rotation everyone gets to work at different stations to become better at
each station. The third principle of making sure these methods are followed is often seen throughout
the day. If someone is not working efficiently, the pharmacists will often give them tips to help improve
their efficiency. The fourth principle of dividing work as equally as possible between managers and
workers is occasionally seen. The manager of a pharmacy is always a pharmacist so it is sometimes
difficult to do since pharmacists are trained to do certain things that other pharmacy staff like interns
and technicians can’t do. But at my store, one of the technicians is in charge of making the schedule of
all employees and making the rotation board during the day. This frees up the pharmacy manager’s
time to work on more clinical tasks and focus more on achieving our different metrics. I think that the
system we have at CVS is very beneficial to our environment and allows us to utilize all of our
employees in the best way possible.
23. Student will show knowledge of the HDF 290 In HDF 290, I learned about the Management by Objectives theory of leadership by Peter Drucker. In
“Management by Objectives” theory of 1954, he published the book, “The Practice of Management” in which he developed his Management
leadership by Drucker by Objectives theory. In this theory, he outlines a five-step process. The first step is to set
organizational objectives. These objectives should contain specific goals that are easy to measure. By
having set goals, the organization will be clear about where it’s going. The second step is to cascade
the objectives to the employees. In order to support the objectives, goals must be set in place for every
department, team, and employee. The SMART acronym is used to help set smart goals. SMART goals
are Specific, Measurable, Agreed, Realistic, and Time related. The third step is to monitor their
progress. Monitoring their progress allows the team to focus on the future and growth of the companies
and not the past. The fourth step is to evaluate the team’s performance. Evaluating progress is
important especially if the goal hasn’t been achieved yet. The fifth step is to reward performance. By
rewarding performance, the employees will feel more accomplished and look forward to improving the
company.
The Mind Tools Content Team. (n.d.). Management by Objectives (MBO): Aligning Objectives With
Organizational Goals. Retrieved December 10, 2017, from
https://www.mindtools.com/pages/article/newTMM_94.htm
24. Student will describe personal application HDF 290 Server position at Ovelia This past summer I worked as a server at a restaurant named Ovelia. I believe that our managers used
of the above theory (Drucker) the Management by Objectives leadership theory by Drucker. The managers would discuss among
themselves before meeting with us on what their goals are for the day. This is indicative of the first
step, setting organizational objectives. One objective they had was to bring in at least $6,000 of sales
within one dinner shift. Then, they would hold a staff meeting with all of the employees telling us goals
they set for us. One goal they gave us was for each of us to sell at least 3 of the specials for the day.
By selling the specials, it would help increase our overall profit. These goals follow the SMART goals
as these goals were specific, measurable, agreed, realistic, and time related. Once they told us the
goals, they encouraged our participation in completing these goals as they told us how important
selling the specials were since they ordered food specifically to make these specials. They then
monitored our progress, which is the third step in the MBO model. To monitor our progress, they used
the POS system to see how many employees sold each of the specials. Then, they evaluated our
performance, the fourth step of the MBO model. To evaluate our performance, they discussed how
each of us were doing towards our goal and compared each of the employees’ sales of the specials.
Finally, they rewarded our performance. Occasionally, our managers would offer a gift card to another
restaurant in the area to the person who sold the most specials. This method was helpful in our work
environment as it created a friendly competition among all the workers and allowed us to achieve our
goals. The business is still very successful today, having many customers daily.
25. Student will show knowledge of “Theory HDF 290 In HDF 290, I learned about Theory X and Theory Y by MacGregor. Both of these theories are
X and Theory Y” theory of leadership by independent of one another and refer to two different types of management styles. These styles can be
MacGregor either effective or ineffective depending on aspects such as the work environment and the team’s
attitudes.
Theory X is a very pessimistic approach on leadership, based upon the Carrot and Stick approach
derived from rewards and punishments. If a donkey was supposed to move forward and he did, he
would receive a carrot but if he was not supposed to move forward and did, he would be hit with a
stick. Theory X leaders assume that employees dislike their job, avoid responsibility, need continuous
direction, must be forced to complete their work, and have no motivation so they must be treated with
rewards and punishments.
Theory Y leaders have a more optimistic view that encourages collaboration and trust-based
relationships. Leaders will give workers a lot of responsibility and want to help them develop their skills.
Theory Y leaders assume that employees enjoy their job, want to be more involved whenever possible,
are self-motivated, and see work as rewarding.
Theory X and Theory Y: Understanding People's Motivations. (n.d.). Retrieved September 17,
2017, from https://www.mindtools.com/pages/article/newLDR_74.htm
26. Student will describe personal application HDF 290 Hostess / Server position at Ovelia This past summer, I worked as a server at a restaurant near my house named Ovelia. Many of my
of the above theory (MacGregor) and Mexi BBQ coworkers felt as if the environment was very competitive and that our managers were very over
controlling. They frequently treated us as if we were children who needed to be guided through all
tasks. They also treated us as if we did not want to complete our work so they had to constantly be on
top of us. These characteristics are indicative of a Theory X leader.
From the middle of my senior year of high school until I began my freshman year here at URI, I worked
at a restaurant named Mexi BBQ where all of the employees and managers got along very well. Drama
was rare and everyone worked together towards a common goal. All of the employees enjoyed their
job and the managers knew each of us were self-motived. These characteristics are indicative of a
Theory Y leader.
27. Student will show knowledge of the HDF 290 In HDF 290 I learned about Servant Leadership theory by Greenleaf. In this theory, Robert K Greenleaf
“Servant Leadership” theory of leadership states that before being a leader, one must be a servant first. Being a servant first is a natural feeling
by Greenleaf which will then inspire a person to lead others. Servant leaders do not want to acquire material
possessions or have an unusual power drive but want to help others grow and support their wellbeing.
Servant leaders display 10 distinct characteristics. The first characteristic is listening. By listening,
servant leaders demonstrate an ability to identify the will of a group and a desire to listen to others
input. The second characteristic is empathy. By showing empathy, servant leaders strive to understand
and empathize with others. The third characteristic is healing. A servant leader as a healer, wants to
“help make whole” people whom they come into contact with and support them since many people
have suffered through emotional hurt. A fourth characteristic of a servant leader is awareness. By
being aware, the servant leader understands issues involving ethics and values. A fifth characteristic is
persuasion. Through persuasion, servant leaders seek to convince others as opposed to force others
to comply. A sixth characteristic is conceptualization. Servant leaders aspire those they are leading to
“dream great dreams” and think beyond day-to-day realities. A seventh characteristic is foresight. By
displaying foresight, servant leaders understand the past, present, and help to make a decision with
the future in mind. An eighth characteristic of a servant leader is stewardship. Stewardship shows a
commitment to serving the needs of others and emphasizes openness as opposed to control. A ninth
characteristic is commitment to the growth of people. Servant leaders want to help their employees and
institution grow. A final characteristic of a servant leader is building community. Servant leaders seek to
build a community among all employees since the shift from local communities to large institutions.
10 Characteristics of a Servant Leader. (2015, March 13). Retrieved December 6, 2017, from
https://www.nine10.ca/blog/10-characteristics-of-a-servant-leader/
28. Student will describe personal application Personal Life Growing up, I attended Catholic school from nursery until I graduated high school. I found that the
of the above theory (Greenleaf) Greek 101 Mentor values I learned became a huge part of who I am and how I lead others. I didn’t realize it at the time,
CVS Intern but I learned a lot about servant leadership throughout my entire life. When I was a freshman, I was a
Greek 101 mentor during the Spring semester and used many of the servant leadership characteristics.
As a Greek 101 mentor, we were there for them to help facilitate discussions and develop them as
leaders. I listened to all of the new members concerns and tried my best to alleviate any worries. I used
awareness of difficult topics such as hazing, sexual assault, and alcohol to facilitate discussions. In our
final class, we talked about leadership which I used conceptualization to help them to understand how
they might be leaders in their organizations within one to two years and encourage them to run for
these positions. I used foresight to help them to think about consequences of hazing, sexual assault,
and alcohol. I showed commitment to the growth of people since I wanted my mentees to grow into
great members of these organizations. As Greek 101 mentors, we also helped to build the community
of Greek life. I also employ servant leadership often when I am working at CVS Pharmacy in order to
gain trust from my patients. I always listen to patient concerns and empathize with them. I also aspire
to heal them and hope that their medications work and that any over the counter medications that I
recommend help them to feel better. I am aware of any ethical issues that may be present such as any
economic barriers to care and try to lower costs of medications for patients who may not be able to
afford them. I show stewardship when immunizing by committing to help others to remain healthy.
I would like to further develop my abilities in conceptualization and building a community among all
employees. Conceptualizing is important to think forward without getting too caught up on day-to-day
things. When I get overwhelmed studying for exams I tend to think about the present and not think
about how my future will be as a pharmacist and how the information is important. I would like to
develop this area more because pharmacy is a very evolving field where people are constantly
discovering new drugs and finding new therapies for different disease states. If I were to work in
industry pharmacy, I would want to be strong in this area to advance research. In the future if I ever
become a Pharmacist in Charge of a store, building a community among all employees would be
important for the productivity and environment.
SEE Evidence #4
29. Student will show knowledge of the HDF 290 In HDF 290, I learned about Principle Centered Leadership theory by Stephen Covey. He believes that
“Principle Centered Leadership” theory by trust or the lack of trust is the cause of success or failure among relationships, businesses, industries,
Covey education, and government. Principle centered leadership can be practiced from the inside out on four
different levels. These levels are personal, interpersonal, managerial, and organizational. This theory is
made up of 10 characteristics.
The first characteristic is continually learning. Principle centered people are consistently learning
through their experiences. They are people who listen to others and learn from hearing and seeing.
Their competence is constantly expanding by developing new skills and interests. This energy is self-
initiated and feeds upon itself. The second characteristic is being self-oriented. Self-oriented people
see life as a mission, not a career. They put on a harness of service, thinking of others. The third
characteristic is radiating positive energy. Principle centered people are cheerful, happy, and have an
optimistic look on life. The fourth characteristic is believing in other people. Principle centered people
don’t overreact to negative behaviors or criticism. They believe in the unseen potential of all people
and are grateful for blessings and naturally forgive others compassionately. They do no stereotype
others and are free of prejudice. The fifth characteristic is leading a balanced life. They keep up with
current events and are social by having many friends. They are intelligent with many interests and
balance everything equally from work to food to politics. The sixth characteristic is seeing success on
the far side of failure. This means that even when situations do not succeed, they see their positive
gains from the situation. The seventh characteristic is seeing life as an adventure. They savor life and
do not stereotype others. The eighth characteristic is having a fixed principle of flexibility. This shows
that they are flexible when new situations arise and can adapt to them. The ninth characteristic is being
synergistic. They improve situations they get into and work equally smart and hard. They are also
productive in new and creative ways. The tenth characteristic is they exercise for self-renewal. They
exercise not only to look good but to feel good about themselves mentally, emotionally, and physically.
Starkey, B. (1970, January 01). 8 Characteristics of Principle Centered Leaders. Retrieved December
09, 2017, from http://hoopthoughts.blogspot.com/2011/01/8-characteristics-of-principle-centered.html
30. Student will describe personal application
of the above theory (Covey)
31. Student will show knowledge of the “14 HDF 290 In HDF 290, I learned about the 14 Points / TQM theory of leadership by Edwards Deming. TQM is
Points / TQM” theory of leadership by Total Quality Management which is an approach to improve quality and performance to meet or exceed
Deming customer expectations. This helped him to formulate 14 key points for management to improve the
effectiveness of a business. His first point is to create constancy of purpose for improving products and
services. This means to plan for quality in the long run and not to do the same things better but to find
better things to do. His next point is to adopt the new philosophy. To do this, managers should
embrace quality throughout an organization. They must create the quality vision and then implement it
in their business. The next point is to cease dependence on inspection to achieve quality. Since
inspections are costly and often unreliable, they do not improve quality but just find a lack of it. The
next point is to end the practice of awarding business on price and to instead minimize total cost by
working through a single supplier. These suppliers are partners in quality. It is helpful to encourage
them to spend time on improving their own quality, not competing for your business through price. The
next point is to constantly improve and forever every process for planning, production, and service.
This helps improve quality and productivity, decreasing the cost. The next point is to institute training
on the job. This helps every employee have the foundation of common knowledge and understand their
role in the whole company. The next point is to adopt and institute leadership. Leaders do not simply
supervise but provide support and resources so all of the staff can perform their best. The next point is
to drive out fear. This is done by making workers feel valued and allowing them to express their ideas
and concerns. It is also helpful to encourage the workers to look for better ways to do things. The next
point is to break down barriers between staff areas. This means that all of the employees should work
as a team to foresee any problems that may be encountered with the product or service. The next point
is to eliminate slogans, exhortations, and targets for the workforce. This is done by letting people know
what is expected and being straightforward. The next point is to eliminate numerical quotas for the
workforce and numerical goals for management. This encourages managers to look at how the
process is carried out and not just focusing on the numerical target. This stresses measuring the
process rather than those behind it. The next point is to remove barriers that rob people of pride of
workmanship and eliminate the annual rating or merit system. This means that they should get rid of
annual ratings among companies. The next point is to institute a vigorous program of education and
self-improvement for everyone. This leads managers to improve the workers’ skills and encourage
them to learn new skills to prepare for future challenges. The final point is to put everyone in the
company to work accomplishing the transformation. The transformation is everyone’s job and it helps
to improve the overall organization by everyone taking a step towards quality.
W. Edwards Deming's 14 Points for Total Quality Management. (n.d.). Retrieved December 10, 2017,
from http://asq.org/learn-about-quality/total-quality-management/overview/deming-points.html
of the above theory (Deming)
33. Student will show knowledge of the HDF 290 In HDF 290, I learned about Transformational Leadership by Dr. Marshall Shashkin. In this model, it
“Visionary Leadership” (now often cited states the three basic elements of leadership as personality, behavior, and situational context. It
as “Transformational Leadership”) theory describes a transformational leader as someone who is focused and can discuss important issues, are
by Sashkin respectful and caring people, can give opportunities and a trusting environment through consistent
behavior, and can communicate well, actively listen, and give feedback. It then describes a visionary
leader as someone who has good communication skills, can empower others through their team, share
their goals, and is trustworthy, caring and confident. The ABCs of transformational leadership include
affect, behavioral intent, and cognition. Affect relates to the emotions and feelings behind the leader.
Having positive emotions gives off positive vibes to the team. Behavioral intent relates to the leader’s
actions and confidence. The leaders should be assigning any tasks with good intentions and have
confidence to help build that feeling among the team. The cognition relates to the leader’s basis for
their vision. Without a vision or improvement in mind, the team can never accomplish goals and dream
big, especially without a leader guiding them along the way.
Shashkin, M. & Shashkin, M.G. (2003). Leadership that matters: the critical factors for making a
difference in people’s lives and organizations success. San Francisco: Berrett-Koehler.
of the above theory (Sashkin)

35. Student will show knowledge of the HDF 290 In HDF 290, I learned about Individuals in Organizations leadership theory by Chris Argyris. This theory
“Individuals in Organizations” leadership states that people have mental maps in regard to how to act in a given situation. This involves the way
theory by Argyris people plan, implement, and review their actions. Argyris believes people use the mental maps to
guide their actions as opposed to the theories they promote.
Three elements are present in the process. One of these three elements is governing variables.
Governing variables are the dimensions that people try to keep within an acceptable limit. Another
element is action strategies. Action strategies are the plans by people to keep their governing variable
within an acceptable range. The final element is consequences. Consequences are the result of an
action taken.
Two types of learning are presented in Argyris’ theory. One type of learning is single loop learning. In
single loop learning, one looks for an alternative strategy within the governing variables. The given or
chosen goals, values, plans, and rules, are operationalized and left unquestioned. The other type of
learning is double loop learning where the governing variables may be altered, influencing the action
strategies and potential consequences.
Infed. “Chris Argyris: theories of action, double-Loop learning and organizational learning.” Infed.org,
21 Nov. 2013, infed.org/mobi/chris-argyris-theories-of-action-double-loop-learning-and-organizational-
learning/.
of the above theory (Argyris)
37. Students will demonstrate knowledge of HDF 290 In HDF 290 I learned about the 4 V’s theory of leadership. It was developed by Dr. Bill Grace with the
the “4 V’s” theory of leadership by Grace principles of moral development, human development, leadership development, and community
(Center for Ethical Leadership) development. Grace developed this theory to display a method used to advance the common good
through combining values and beliefs. The internal factors used are behaviors and actions and the
external factors used are people’s beliefs and values.
One of Grace’s 4 V’s is Values. Values identify the group. These are the core of our identities as
individuals as everyone has different identities. People use their values when making decisions.
Another one of Grace’s 4 V’s is vision. Through vision, we make our decisions out of service to others
looking towards the future. One of Grace’s 4 V’s is voice. Our voice is how we express our vision to
others in a persuasive way that convinces them to act. One of Grace’s 4 V’s is also virtue. Through our
virtue we aspire to be good people and become who we are through our actions.
Service connects our values to our visions. Through testing our values, it is apparent what our vision is.
For example, if one of my values was to serve my community, I could donate my clothes to a clothing
drive. I would be doing this by looking towards their future and putting others before myself. Polis is the
public display of our vision through our voice. Through this public display we are engaging in politics.
Renewal is the consideration of how our actions line up with our values and vision. Referring back to
my previous example, if I did have community service as one of my values but never participated in
any community service events, this shows poor renewal.
Center for Ethical Leadership. (n.d.). Concepts and Philosophies. Retrieved December 08, 2017, from
http://www.ethicalleadership.org/concepts-and-philosophies.html
38. Student will describe personal application RI Department of Corrections During Summer 2019, I volunteered at the Rhode Island Department of Corrections Medium Security
of the above theory (Grace) Shingrix Clinic Prison where about 10 other students and I immunized over 100 inmates over 65. We gave them the
Shingrix vaccine which is a fairly new vaccine to prevent against shingles. It is shown to be much more
effective than the old shingles vaccine and is recommended for anyone over the age of 65. I used the 4
V’s theory during my experience. We received an email asking for volunteers and I knew I immediately
wanted to participate. One important value to me is that everyone has access to healthcare regardless
of age, gender, socioeconomic status, race, or incarceration. I know that these people are humans as
well and deserve to be protected against diseases especially since they are living in such small
quarters with other inmates. I used vision in realizing how these immunizations will help them and keep
them safe and healthy. I used my voice when I answered any questions they had about the vaccine
and told them what to expect after. I also encouraged all of my friends after the event to participate in
something like this since it is truly eye opening and allows you to use your ability to immunize people in
situations where they can’t just go to their doctor or to CVS to get their immunizations. I used virtue
when I responded to the email saying that I was interested in volunteering since I was aspiring to help
and actually being able to help. Volunteering at the Department of Corrections Shingrix Clinic with the
URI College of Pharmacy allowed me to connect one of my values to my vision.
39. Student will show knowledge of the HDF 290 In HDF 290, I learned about the Situational Leadership theory by Hersey and Blanchard. The
“Situational Leadership” theory by Hersey Situational Leadership theory states that instead of just one leadership style, effective leaders change
& Blanchard their leadership style depending on the maturity of those they are leading and the aspects of the task at
hand. Through this theory, leaders can place more or less emphasis on the task or the relationship with
others in order to successfully complete the job. Situational leaders demonstrate four core
competencies, the ability to diagnose, adapt, communicate, and advance the situation.
Maturity can be broken down into four levels under the Situational Leadership theory. At level 1, people
are at the bottom of the scale. These people do not have the knowledge, skills, confidence or ability to
work on their own. They frequently need to be reinforced to take the task on. At level 2, people might
be willing to work on the task but are not skilled enough to successfully complete it. At level 3, people
are more willing and able to help with the task at hand but are not completely confident in their own
abilities. At level 4, people are confident and skilled enough to work on their own and are completely
committed to the task.
For those at level 4 with high maturity, the leader can have a low supportive and directive behavior.
This implies that they have a delegating style. This is preferred by managers who want to trust their
employees’ autonomy and skill set. For those at a level 3 who are mature, the leader can have a high
supportive and low directive behavior. This implies that they have a supportive style. This type of
manager works alongside the employees and can support their employees but do not tell them how to
do their job. For those at level 2 with a slight maturity level, the leader can have a high supportive and
high directive behavior. This is a coaching leadership style where the prime emphasis is employee
development so they can become a master at their task. For those at level 1, the leader can have a
high directive and low supportive behavior. This implies that they have a directing style. This is
commonly used when the employee needs clear and concise directions on how to complete the task.
This is commonly used when an employee is new.
Viering, T. (2014, August 15). Developing Management Skills using Situational Leadership. Retrieved
December 09, 2017, from http://corplearning.com/management-skills/
40. Student will describe personal application CVS Intern I have been working at CVS Pharmacy as an technician/intern for a little over 2 years now. Throughout
of the above theory (Hersey & Blanchard) my time at work, I have witnessed Situational Leadership applied by my pharmacist-in-charge to me
and other employees. I have witnessed my boss be able to see problems and adapt to changing
situations. Anytime there is an update in our computer system, they have communicated it to us and
explained how to use it. I have also seen them utilize these updates to allow us to perform better.
When I first started at CVS, I was at a level 1 maturity level. I never worked in a pharmacy before and I
didn’t know a lot. My boss and other staff members often would teach me how to use the system,
register, and I was put through new member training to become a pharmacy technician. A few months
in, I believe I was at a level 2 maturity and I knew the system better but still occasionally required
assistance. Once I became a pharmacy intern, I believe I hit my level 3 maturity level. Occasionally, my
boss has to explain things to me and go over different pharmacy counseling points with me but now I
know how to do almost everything on my own and know that they can still support and help me when
needed. For example, when I first started immunizing, I was very nervous and unsure of my
capabilities. Now that I have been doing it for almost 2 years, I am so much more comfortable and no
longer need guidance. I believe that when I become a licensed pharmacist, I will be at level 4 where I
can trust myself more and develop my skills even better.

41. Student will show knowledge of the HDF 290 In HDF 290, I learned about the Relational Leadership model by Komives, McMahon, and Lucas.
“Relational Leadership” model by Relational leadership can be defined as a relational process where people collaboratively work
Komives, McMahon & Lucas together to accomplish change to benefit the common good. The philosophy behind it values being
ethical and inclusive. It strives to acknowledge the talents each group member brings and to trust the
process that group members go through. This model places a lot of emphasis on relationships as they
believe they are key to leadership effectiveness.
The Relational Leadership model focuses on five components. One component is being inclusive of
people and their diverse points of view. In order for inclusivity to work, one must know themselves and
others, know how to be a good citizen, and understand organizational cultures. They must believe the
differences in people are valuable, believe in fairness and equality are important in treating all people,
and know that everyone can make a difference. They must have skills in listening and building
cohabitations.
Another component of the Relational Leadership model is empowering others involved. To empower
others, one must understand power, empowerment, and self-esteem. They must believe that everyone
has something to offer, contributions of others are to be solicited and valued, and power, information,
and decision making are to be shared willingly. They must also have skills in sharing information,
learning at individual / team levels, and promoting self-leadership.
Another component of this model is purposeful commitment to a goal or activity. It is also their
individual’s ability to collaborate with others to establish a common purpose. They must understand the
change process and models and the role of mission and vision. They must believe that an attitude that
is hopeful, positive, and optimistic that helps everyone and believe individuals, groups, and
organizations can make a difference. They must have skills in identifying goals, envisioning, and
thinking creatively.
One component of the Relational Leadership model is being ethical and being driven by values and
standards of leaderships which are moral in nature. They must understand the development of values,
models of valuing self and others, and ethical decision making. They must believe character
development happens through participation in groups / organizations, high standards of behavior for
everyone helps others, and actions which benefit others are preferred over actions pursued for self-
gain. They must also have skills in behaving congruently with their morals, trusting others and being
trustworthy, and acting courageously.
The final component of the Relational Leadership model is being process oriented with how the group
goes about remaining a group and accomplishing its goals. They must understand community, the
group process, and the relational aspect of leadership. They must believe that process is as important
as the outcome, the effort of high quality work is encouraged, and that good things come about when
people trust the process. They must also have skills in collaboration, reflecting, and learning to give
and receive feedback.
Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College Students What Want
to Make A Difference. San Francisco: Jossey-Bass. (68-72).
of the above theory (Komives et al)
43. Student will show knowledge of the HDF 290 In HDF 290, I learned about the concept of constructivism. Constructivism is a basic theory based upon
concept of constructivism observation and scientific study about how people learn. In constructivism, people are thought to
construct their own understanding and knowledge of the world through experiencing things and
reflecting on them. When we learn something new, we process the information through what we
already know, who we are, and our personal experiences. As a result, our new ideas and knowledge
might change our former beliefs of what is true, or we can make a rational decision to disregard the
new information. In this concept of constructivism, we are the creators of our own knowledge in this
view. Constructivist learning focuses on the desire for students to become active and expert learners,
the knowledge of HOW to learn, and the reflection and ability to integrate new information.
Constructivism differs from traditional ideas about teaching and learning. In traditional classrooms, the
curriculum begins with the parts of the whole and emphasizes basic skills. In constructivist classrooms,
the curriculum emphasizes the big concepts and begins with the whole and expanding to include the
other parts. In traditional classrooms, there is a strict adherence to the fixed curriculum whereas in
constructivist classrooms, student questions and interests are valued. In traditional classrooms,
materials are usually textbooks but in constructivist classrooms, materials are usually primary sources
of material and manipulative materials. In traditional classrooms, learning is based on repetition but in
constructivist classrooms, learning is interactive and builds upon what students already know. In
traditional classrooms teachers disseminate information to students where they just absorb it but in
constructivist classrooms, students and teachers converse and help students construct their own
knowledge. In traditional classrooms, the teacher’s role is directive and rooted in authority whereas in
constructivist classrooms, the teacher’s role is interactive and rooted in negotiation. In traditional
classrooms, assessment is strictly through testing and getting the correct answers. In constructivist
classrooms, assessment includes student works, observations, points of view, and tests. The process
is highly emphasized as being as important as the product. In traditional classrooms, knowledge as
seen as inert and student usually work alone. In constructivist classroom, knowledge is seen as
dynamic, changing with experiences and students work together in groups
Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and learning.
Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/index.html
44. Students will describe personal examples PHP 464 In the Spring of 2020, I took PHP 464 which focused on pharmacy leadership and advocacy. This class
of implementing constructivism was very different from our normal pharmacy classes where we sit in on lectures given from various
professionals in the field, take notes, and study them at home. In this class, it was a smaller group
setting of about 20-30 of us. The class was very interactive, and we built our own understanding of
pharmacy leadership and advocacy. This class integrated what we learned in class through topics such
as antimicrobial stewardship and pharmacy laws. We focused on very broad topics and expanded
upon these topics such as provider status and what its impact would be on our profession if
pharmacists were granted provider status. We never had any textbooks and used a lot of handouts and
primary sources. Our class was very conversational where everyone was encouraged to participate
each class. We wrote a paper, did a presentation, wrote letters to legislators, and wrote multiple
reflections. We were also placed into groups where we did a book club and made a jigsaw out of it and
made advocacy videos for pharmacy. This learning style helped to keep everyone engaged and kept
us all interested in the topics since they were very applicable to our future as pharmacists.
45. Student will demonstrate knowledge of Personal Research Although I have never formally learned about David Kolb’s Experiential Learning Model, I thought that it
the Experiential Learning Model (Kolb) sounded interesting and wanted to research it. His theory is based on a four-stage cycle of learning
and four separate learning styles. A lot of his theory focuses on learning abstract concepts that can be
applied flexibly in different situations. In the four-stage learning cycle, the learner “touches all the
bases.” It starts with concrete experience, or “feeling,” where a new experience or situation occurs, or
you reinterpret and existing experience. Next, it moves to the reflective observation, or “watching,” of
the new experience where you review/reflect on it. This is where you note any inconsistencies between
experience and understanding. Then, it goes to abstract conceptualization, or “thinking,” where you
conclude and learn from the experience. The reflection leads to a new idea or learning from the
experience. Finally, it ends at active experimentation, or “doing,” where you try out what you have
learned and apply it in real life. Kolb believes that different people naturally prefer one of the four types
of learning styles he states. Their learning style preferences can be influenced by their environment,
prior education experiences, or cognitive structure of the individual. The first learning style is diverging
which involves feeling and watching. People who prefer to learn this way can look at things from
different perspectives and prefer watching over doing. These people perform best at situations that
require idea-generating (i.e. brainstorming). They are interested in people, are imaginative and
emotional, and are usually strong in the arts. They also prefer to work in groups, be open minded, and
receive personal feedback. The second learning style is assimilating which involves watching and
thinking. People who learn this way require clear explanation rather than a practical opportunity. They
understand a lot of different information and organize it in a clear, logical format. People with this
learning style focus less on people and are more interested in ideas and abstract concepts. This
learning style is important for effectiveness in those in science and informational careers. In formal
learning situations, these people prefer lectures, readings, and being able to think things through. The
third learning style is converging which involves doing and thinking. People with this learning style use
what they have learned to find solutions to practical issues. They prefer technical tasks and focus less
on people and interpersonal aspects. These people tend to find practical uses for ideas and theories.
Converging learners often take on specialist roles and technology related careers. The fourth learning
style is accommodating which deals with doing and feeling. This is a very hands-on learning style and
relies on intuition instead of logic. They take a practical experiential approach and like new experiences
and challenges. They often act on instinct rather than logical analysis and tend to rely on others for
information. This learning style is prevalent in the general population.
Mcleod, S. (n.d.). Kolb's Learning Styles and Experiential Learning Cycle. Retrieved September 03,
2020, from https://www.simplypsychology.org/learning-kolb.html
of the Experiential Learning Model (Kolb)
47. Student will show knowledge of the HDF 290 In HDF 290, I learned about the Social Change Model of Leadership Development by Astin et al. It was
“Social Change Model of Leadership first formed in 1994 and is still undergoing work. It provides for leaders who may not be in traditional
Development” by Astin et al roles of leadership but want to make positive changes. It sees leadership as a process. It examines
leadership from three perspectives which are individual values, group values, and community / society
values. In 1996, the Higher Education Research Institute determined that there were 7 Critical Values
of Leadership, or the 7 C’s.
3 out of the 7 C’s fall under the individual values category. The first one is consciousness of self.
People who display consciousness of self are aware of their personal values, beliefs, attitudes, and
emotions that motivate them to take action on a situation. Having consciousness of self is key to being
able to develop consciousness of others. Another C under the individual values category is
congruence. Congruence is one’s ability to understand and be consistent with one’s values, beliefs,
strengths, and limitations. Congruence goes hand in hand with consciousness of self. If one is aware of
their beliefs, they will be able to understand them and be consistent with them. The final C that falls
under the individual values category is commitment. Commitment is the energy driving an individual to
serve others. Commitment is not easy as it implies that the leader is passionate about their group
activity and intended outcomes. Commitment requires knowledge of one’s self because without
knowing who you are and what you stand for you cannot commit to something if it goes against those
values.
3 of the 7 C’s fall under the group values category. The first C is collaboration. Collaboration shows
leadership as a group purpose while encouraging others to use their individual goals to achieve one
large goal collaboratively. It is important for each member to learn their differences in values, ideas,
affiliations, visions, and identities with others. Another C is common purpose. This implies that
everyone in the group works together toward a shared goal. It is best achieved when every member of
the group shares the same vision and take individual responsibility. The final C under the group values
category is controversy with civility. This implies that although differences among the group are
inevitable, these differences can still be accepted and resolved through trust of one another.
1 of the 7 C’s falls under the society / community values. This C is citizenship, which is active
engagement in one’s community, enforcing social change. An eighth C is also sometimes added,
which is change. Change is putting all of these values into action to cause the desired outcome.
Astin, H. S., & Astin, A. W. (1996). A Social Change Model of Leadership Development:
Guidebook: Version III. Los Angeles: Higher Education Research Institute, University of California, Los
Angeles.

of the above theory (Astin et al)
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)
51. Students will demonstrate knowledge of
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 Personal Research Cultural anthropology is the study of human culture and it describes, analyzes, interprets, and explains
anthropology / paradigms relate to differences among us. We must know ourselves and our identities before we can effectively lead
leadership others. To think about who we are we have to focus on things such as age, gender, race, religion,
socioeconomic status, sexual orientation, and our physical and mental abilities. People with dominant
identities in these categories often have privilege. Each person has free will so they can decide what
they do with these privileges, which is very important. Effective leaders must know themselves and
their own identities but also must be appreciative of people different from them and their identities as
well. This the key to inclusive leadership. If cultural anthropology didn’t exist, we wouldn’t understand
who we are, what it means to be who we are, who others are, and what it means for them. As leaders,
we should be inclusive of others and being able to do that starts with identifying who we are as
individuals.
Handwerker, W. Penn, 2002 "The Construct Validity of Cultures: Cultural Diversity, Culture Theory, and
a Method for Ethnography". American Anthropologist 104(1):106-122.
70. Student will describe personal example SOLC When thinking about cultural anthropology, I realized that I have a lot of privilege. I am a heterosexual,
of using cultural anthropology / young, mixed white and Asian, Catholic, middle-class female without any physical disabilities. I have
paradigms as a leader ADHD but it has been very manageable for me and I have learned many ways to learn with it. I realize
that I seem to have a lot of privilege, which is something I never really thought about because this is
who I am, and this is what I was born into. Growing up in NYC, I have met so many people from so
many different races, ages, sexual orientations, and socioeconomic classes. I first had to understand
myself before I could understand others. I realize that so many other people don’t have as many
privileges as me and in order to understand them, I have to understand myself first.
When I was a sophomore in college, I had joined SOLC. I knew a few people in it and they all told me
that I should join. When I joined SOLC, I met so many people from so many different backgrounds as
well. I met people who came from so many different places, lifestyles, and classes. Facilitating retreats
for different organizations allowed me to see what was unique about each group of people. Each group
had different people with different privileges. But, at almost all of our retreats, our goal was to create a
sense of unity among all of the members and build their connections. I was able to help people build
connections and lead as an inclusive leader. I didn’t leave anyone out of any activity for any reason. If
someone had any form of disability, I did my best to engage them in the activity as well. I always made
sure too that when I spoke, I was inclusive and helped to incorporate everyone on the team into
anything we did.
71. Student will demonstrate knowledge of Personal Research The Cycle of Socialization by Bobbie Harro explains the way we are socialized to have certain roles
the “Cycles of Socialization” (Harro) and social beliefs and are not changing them. The beginning of the cycle is the first circle. In this circle,
theory and its uses in leadership it depicts the beginning of life, a situation which we are born into. It states that we are born without
consciousness, choice, blame, or guilt. Bias, stereotypes, prejudice, habits, and a history of oppression
exist, and we have no control over any of it. We are either born into a privileged or underprivileged
situation. Next, is the first arrow which is our first socialization. This begins immediately at birth. We are
socialized by those who we love and trust and are taught to play our roles, follow the rules, and what
can happen if we rebel. It shapes our perceptions, dreams, values, expectations, and future roles. We
can get mixed messages, feel confused, and guilty for not understanding. The second circle comes
next which is institutional and cultural socialization which shape our beliefs and instill prejudice or
acceptance. Institutions that we encounter tell us who should have power and who should not. Different
institutions are education, religion, medicine, law, criminal justice, government, social services, and
business. We are also brainwashed by our culture such as media, language, patterns of thought,
holidays, and song lyrics. The second arrow is enforcement, which represents how instilling these
beliefs and prejudices reinforces oppression. Systems of rewards for “good” behavior and punishments
for “bad behavior” here keep us following the rules we were taught. The third circle is the results of all
of this, which leads to bad outcomes for those with and without power. This can lead to things such as
misperceptions, silence, stress, inequality, anger, guilt, hate, violence, and crime. The model then splits
into two arrows. The first arrow is that of continuation where we do nothing and continue the cycle. We
fail to challenge, question, or think about what is wrong with the situation. The other arrow is the
direction for change and movement towards liberation and it’s where we challenge and question the
system. We begin to see that something is wrong. The core of the model keeps us in this cycle, and it
contains ignorance, insecurity, confusion, obliviousness, and fear. This model is important in leadership
by allowing us to question societal “norms,” risking social persecution, and fighting for what we believe
in.
Harro, B. (2018). The cycle of socialization. In M. Adams, W.J. Blumenfeld, D.C. J. Catalano, K.S.,
DeJong, H.W. Hackman, L.E. Hopkins, B.J. Love, M.L. Peters, D. Shlasko, & X. Zuniga (Eds.),
Readings for diversity and social justice (4th ed, pp. 27-34). New York: Routledge.
72. Students will demonstrate personal Personal life Everyone in their lifetime goes through the Cycle of Socialization. For example, when I was born, I was
application of the “Cycles of given a pink blanket in the hospital. My mother is Italian and Croatian, and my father is Chinese. I was
Socialization” (Harro) born into a middle-class family in Astoria, Queens with no other siblings. I attended co-educational
private Catholic school from nursery through 8th grade and attended an all-girls private Catholic high
school. I was raised very well by my parents and always followed their rules, many of which were
reasonable. Being Asian and White, I was introduced to many different cultures since I was born. My
father came over from China when he was young and was raised differently from my mother. He was
raised very traditional where the man is the breadwinner of the house and the woman stays home and
cooks and cleans. This differed from my mother where both of her parents worked. When I was in
school, I was brought up Roman Catholic and was baptized, made my first holy communion, and my
confirmation. Occasionally I would question things about my faith such as why men can be priests but
not women, why homosexuals are ostracized from the church, and what determines who goes to
heaven and hell. Many times, people never had a straightforward answer for me or would just dismiss
my questions and tell me that was just how things were. The core of fear, confusion, and
powerlessness is what never allowed me to push further on these matters. Growing up, I also
questioned things about my education such as why some children were put into special education and
stigmas around “nerds” and “jocks.” I also questioned many things such as why people always assume
a doctor is a man, why certain ethnicities have stigmas around them, and why some people treat
others differently depending on their occupations. Even to this day I sometimes think about these
questions and feel stress, anger, and confusion. I believe that I have helped break the cycle by coming
to college. Many of the women in my Asian side of the family didn’t attend college. I wanted to go to
college to become a pharmacist. I realized that I don’t want to be a wife who stays at home and tends
to her husband every day. I notice many women are in my profession and I love to see other women in
STEM as well.
73. Student will demonstrate knowledge of Personal Research The Cycles of Liberation by Bobby Harro is a model to liberate those who face oppression. The model
the “Cycles of Liberation” (Harro) theory starts with waking up. In this situation, a person begins to experience themselves differently than how
and its uses in leadership they did before. Something they never questioned before; they begin to question. The first circle is the
getting ready phase. In this phase you experience self-empowerment through introspection, education,
and consciousness raising. People also gain inspiration through authenticity and connections. Then
they dismantle beliefs, collusion, privilege, internalized oppression, and develop tools. The first arrow is
reaching out which involves movement out of self toward others, seeking experience and exposure,
speaking out/naming injustices. In this phase people also take stands using tools and exploring. There
is an interpersonal change in how we value others and see the world. The next circle is building
community. This comes from working with people “like us” for support and people “different from us” for
building coalition, questioning assumptions, rules, roles, and systemic structure. The next arrow is
coalescing which involves organizing, fund raising, educating, being a role model, being an ally, and
fostering leadership of targets. This all pushes you to move into action. The final circle involves
creating change by transforming institutions and creating new culture. This can be done by influencing
things such as policy, assumptions, definitions, rules, taking leadership roles, and guiding change.
After this there is a systemic change in structures, assumptions, philosophy, rules, procedures, and
roles. The final arrow points back to the circle of getting ready and is about maintaining. It involves
integration by spreading hope and inspiration, living our dreams, being authentic, taking care of
ourselves and others, and accepting accountability. At the core of this model is self-love, hope, self-
esteem, balance, joy, support, security, spiritual base, and authentic love of others. This theory is very
important in leadership since it helps us to make a change.
Harro, R.L. (1997). “The Cycle of Socialization Diagram.” In M. Adams, L.A. Bell, and P. Griffin. eds.,
Teaching for Diversity and Social Justice: A Sourcebook. New York: Routledge.
74. Student will demonstrate personal RI Department of Corrections Last summer I participated in a Shingrix Clinic at the Rhode Island Department of Corrections Medium
application of the “Cycles of Liberation” Shingrix Clinic Security facility. In our classes, we’ve learned about health disparities and how we can bridge the gap
(Harro) to allow those in difficult situations access to healthcare. I realized how I have never felt any barriers to
healthcare before and never realized how others have. I educated myself on different Medicaid
programs and learned a lot about how not everyone can get treated for their illnesses and it broke my
heart to learn of this. I have never done any type of pharmacy outreach before and I knew it was
something I was very interested in doing. At the clinic, I volunteered with people “like me” (pharmacy
students and professors) and worked with those “different from me” at the DOC. I heard so many
amazing stories from them and it truly transformed the way I saw those incarcerated. I believe that I am
a role model from this as I also encouraged some of my friends to volunteer with me on that day and
told them it would be a great experience to have. Going forward, I would be interested in doing a
rotation or even applying for a pharmacist position within the prison system. I found it very interesting
since it is a very different atmosphere from community and hospital pharmacy. Being able to provide
care to those incarcerated or those without access to healthcare has truly transformed how I see
others, how I treat others, and how I can make a difference in the future.
SEE Evidence #5
the “Configuration of Power” (Franklin)
and its relationship to leadership
76. Student will demonstrate personal
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
83. Students will demonstrate knowledge of Personal Research Privilege is very prominent in our society and Peggy McIntosh’s theory shows how privilege affects us
McIntosh’s theory of privilege and its and who has privilege. Privilege is simply having certain rights or luxuries that others don’t have. These
relationship to leadership privileges come from parts of our identities such as religion, sexual orientation, gender, race, and more.
McIntosh focuses on race and gender privileges where white males have privilege over people from
other races and genders. When we think about privilege, we usually think about who is at a
disadvantage and never think of it in terms of having an advantage due to our gender or race. A
second important part of this theory is that people who have privilege often want to keep it and don’t
have a desire to advocate for others who wish to gain it. McIntosh lists a checklist of privileges that
sometimes people may not even realize is a privilege. For example, going shopping without the fear of
being harassed or followed. People who do not have these privileges see it as something they wish
that they did have. One item on the list that spoke to me was that I can go to a music shop and find my
race represented and go to a hair salon where the people there can cut my hair. I never thought about
how others may not have this privilege that I never even realized was a privilege until now. This theory
relates to leadership because leaders should acknowledge their own privilege and then have the free
will to choose what to do with it. Leaders with privilege should use their privilege for good by
advocating for others and not being afraid to question societal norms.
McIntosh, P. (2004). White privilege: Unpacking the invisible knapsack. In P.S. Rothenberg (Ed.),
Race, class, and gender in the United States (6th ed., pp. 188-192). New York: Worth Publishers.
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 CSV 302 In CSV 302, we learned about Title IX and Affirmative Action. Title IX was instituted in 1972 by the
relevant laws and policies related to United States Congress to protect against discrimination based on a person’s sex in education
issues of equity and its relationship to programs and activities. Title IX worked to provide sports and educational programs for both men and
leadership (i.e., Title IX, Affirmative women and worked against sexual harassment and assault. Any school that had sports programs had
Action, Protected Classes, etc.) to have even opportunities for men and women. Title IX also prevented schools and other educational
programs from using gender as a deciding factor in accepting or denying a student admission.
Currently, sexual assault is taken very seriously which is a big step in the right direction. Students who
have committed this crime can be expelled. Affirmative Action focuses on giving opportunities to
minority races, religion, gender, and economic status. It gives them opportunities for education,
housing, and work, which they may have not had before. One example is having scholarships
specifically for college students with a Native American background. This enables these students to be
able to succeed and have an equal opportunity at school. Both Title IX and Affirmative Action started to
advance equality among people of different genders, races, religions, and socioeconomic
backgrounds.
87. Student will show knowledge of effective Personal Research Since I didn’t take HDF 190 and didn’t formally learn about change agency and leadership, I personally
leadership as it relates to change agency researched it. A change agent is someone from an organization either internally or externally who
helps the organization improve and develop. Change agents recognize opportunity for improvement
and act on this. Anyone can be a change agent whether you have a formal leadership title or not. This
article tells you 6 different ways to tell if you are a change agent. One way is by being a people person.
Someone who is a change agent has a strong network and relationships. These healthy relationships
help to facilitate positive change. Another way is by connecting the disconnected. This means building
meaningful connections with others who may be challenging individuals. Change agents often bring
people together, even ones who don’t work well with others. Another way to tell if you are a change
agent is that you can see your dream and communicate it to others clearly. This implies having a
growth mindset. Change agents communicate these dreams in a way that connects others to the idea.
It is important to also listen to the input of others and incorporate their thoughts into the idea. Another
way is that you “know when to hold ‘em and when to fold ‘em.” This implies being persistent and not
backing down from a challenge. You are responsible for carrying the idea through to the end, but you
must be willing to accept the end when it comes. Another way to know if you are a change agent is that
you are courageous and enthusiastic. When others see you are enthusiastic, they will become
enthusiastic as well. The final way is if you celebrate the small stuff, big stuff, and bad stuff. This
involves seeing the positives in challenges and acknowledge things with gratitude. Everything is seen
as an opportunity. All of these are important in leadership because all of these qualities are very
important in a successful leader.
How To Know You Are A Change Agent. (n.d.). Retrieved August 01, 2020, from
https://www.novarete.com/blog/how-to-know-you-are-a-change-agent
88. Student will describe personal examples
of being a change agent
89 Student will demonstrate knowledge of
the “Model of Intercultural Sensitivity” by
Bennett and its uses in leadership
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
Multicultural Organizational Development
Model (Jackson)
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 Personal morals As a leader, I see diversity as an advantage. In the United States, we are essentially a melting pot of

inclusive leadership people who come from different backgrounds, cultures, religions, and ethnicities. Diversity is
everywhere you look, and everyone should be able to see that. Being half Chinese and half white, I
have seen diversity since the day I was born. Throughout my life, I have realized that no matter where
you come from or what you believe in, a person is a person. As a leader, I aspire to take advantage of
the diversity everywhere I go and utilize what everyone can bring to an organization/company. We are
all equal and should be treated as such. But naturally all people have biases. But it is up to us to be
self-aware of these biases and try to mitigate it. I strive to follow this. Building a sense of trust with
those I am leading is an important factor inclusive leadership as well. This would allow those in my
team to function at their highest potential. Feeling a sense of trust among others is important with
inclusivity. Some people may be less trusting of others, but I strive to understand everyone including
their background and build a foundation with them. Establishing trust with those you lead is extremely
important in a good leader. I also strive to work on cultural intelligence by. I can do this by being
attentive to other cultures and adapting as required in response to cultural norms. I also strive to work
on nonverbal behaviors such as body language and facial expressions. As people we all can work
toward being more inclusive of others no matter where we come from.
SEE Evidence #6
Outcome Category: Critical Thinking
98. Student will show knowledge of principles PHL 212 In PHL 212, I learned a lot about critical thinking. Critical thinking involves analyzing and evaluating an
of critical thinking and fallacies (logic is issue in order to make a judgement or come to a solution. PHP 212 class title is “Ethics” which critical
used in this minor) thinking is a very important piece of. Critical thinking is utilized in my everyday life especially at work
and at school. The first piece of critical thinking involves knowing the frame of the problem. When
thinking through it, it is best to look at it from all angles, not just one/your own. This will allow you to
gain a more holistic view of the problem. We learned to gather all the information possible on the
problem to allow you to fully understand the problem and what it effects. Then, it is very important to
ask questions such as if there any biases and the source of the information. Once this information is
found, it is important to look at the big picture and see things from all angles. It is also important to
think about all the solutions with their possible outcomes. Some outcomes might have problems that
can stop that outcome from occurring so being aware of that is important as well. The final aspect is
being aware that you may have bias and to have others look over your work. For example, there are
many different leadership theories that different people apply in their lives. We should look at these
deeper and critically think about each one and understanding people’s biases before just making a
judgement on a theory. Knowing and understanding the process of critical thinking has helped me a
lot to see other people’s points of view, helping to eliminate biases, and to work more effectively in
school and at work.
Our Concept and Definition of Critical Thinking. (n.d.). Retrieved July 15, 2020, from
http://www.criticalthinking.org/pages/our-concept-and-definition-of-critical-thinking/411
99. Student will demonstrate proficiency of CVS Intern As a CVS intern, I use critical thinking daily. I remember one specific situation in April 2020 during the
critical thinking COVID-19 outbreak that really stood out to me. I started working at a CVS by my house in New York
and one day a patient asked me to refill her hydroxychloroquine for her. She was in her 60s and was
diagnosed with rheumatoid arthritis ten years ago. During this time, hydroxychloroquine was being
prescribed by doctors for the treatment of COVID-19 (even though now it has been disproven to help)
very regularly. Since hydroxychloroquine was not a very commonly used medication, we didn’t have
much more in stock than needed at the time for the patients who picked it up regularly for our
pharmacy. Very quickly, our shelves ran out of it and it was on backorder with no clear date on when
we would get the medication again. I used critical thinking when helping this patient since it really put
me in a difficult situation. She told me she only had 7 days left of medication and we had no
medication on our shelves, not sure when we would get any in, and she was becoming very frustrated
with my answers. I told her that I would try reaching out to her doctor to see if he could prescribe an
alternative medication that she can take at least in the meantime until we get more supply in. But I had
never heard back from her doctor and one week later she came back in telling me that she had
completely run out. I checked all of our shelves and found just enough to fill her prescription for her. In
the end, she was very thankful, and I was satisfied knowing that I did all that I could for this patient,
and everything ended up working out. I used critical thinking to gather all aspects of this situation such
as why she was taking the medication, how long she has been on it, when she will run out of
medication, and alternate medications she could take. I looked at the big picture and thought through
all of my different options. I offered to call her doctor but if we didn’t hear back in time, there was
nothing more we could have done. I offered to transfer her prescription to another pharmacy that had
it in stock but none near us had any in stock. I told her that she should give us a call back in a few
days, and we can give her any updates if we have any, but she was disappointed in my answer. I
don’t believe that I had any biases on this situation besides the fact that she was slightly disrespectful
to me when I tried to explain to her why I couldn’t fill her medication. But I didn’t use the attitude as an
excuse to not check on any updates. She ended up being a very nice lady and was actually thankful
for what I did. This is just one of the many examples of how I use critical thinking daily at work.
100. Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
101. Student will demonstrate proficiency of
metaphorical analysis to critically analyze
self and leadership situations
102. Student will show knowledge of at least five HDF 290 At the beginning of the semester, we discussed various decision-making methods. One decision
decision making methods making method is command style decision making. In command style decision making, decisions are
made with no involvement. This is when an outside force causes us to pick a specific decision or the
decision is turned over to someone else and then the decision is followed. An example of this would
be if my car got a flat tire on my way to an exam. I would make the decision to fix the tire and possibly
miss the exam since I have no other way of getting there and I could not just leave my car on the side
of the road with a flat tire. Another method of decision making would be consult style decision making.
This is when a decision is made by inviting input from others to hear what they have to say about the
topic. This method is beneficial since getting outside ideas and support would be helpful to help make
a decision. An example of this would be helping formulate my schedule for next semester. To continue
in the Leadership minor, I may set up a meeting with Ali to discuss which capstone option she thinks
would be best for me to take. I may also call my mom and explain my options to her and see what she
thinks. Through this method, I would hear their input and be able to make a decision to take a class
that they recommended for me. Another method of decision making is vote style decision making. In
this, every member of a group discusses the options and votes on which option would be the best.
Voting is best used when efficiency is highly valued. For example, in my BIO 242 lecture, our
professor gave us the option to make 25 out of the 75 questions for the cumulative final exam. She
took a vote on Sakai and the majority of us selected the option to make questions for her to pick from
for the final. This strategy was without debate and solved the problem quickly and efficiently. Another
decision-making method is consensus style decision making. In this strategy, everyone involved
discusses the option until everyone comes to a decision. This method can be difficult as some people
may be stubborn and unaccepting of certain ideas. This is commonly used when it is a complex issue
and everyone must be supportive of the final decision. For example, if an owner of a company wanted
to shut down the company, he may decide to speak to the managers to come to a conclusion on
whether shutting down would be beneficial to them or not. One final decision-making strategy would
be the doing multiple rounds of voting to come to one final decision. In this method, the options with
the most votes would move onto the next round and then the options would be continuously reduced
until one is decided upon. For example, when deciding where to hold my family’s annual Christmas
celebration we may have 5 family members offer their house. Then, we can narrow it down to 2
options through voting and cast one more vote to decide between the two.
J. (2016, February 15). 4 Decision Making Methods. Retrieved December 09, 2017, from
http://sourcesofinsight.com/4-decision-making-methods/
Lid, V. (2016, May 27). Five Great Methods for Group Decision Making. Retrieved December 09,
2017, from http://meetingsift.com/5-useful-methods-for-group-decision-making/
103. Student will describe personal examples of Recruitment Counselor Throughout my life I have had to make many decisions and I have learned that not every decision
having used five decision making methods Greek 101 Mentor should always be made the same way. Sometimes it is best to make a sole decision, but other times
P1 Peer Mentor outside people should be involved. I have used the command style decision making very often when I
PHP 464 am the only person involved. For example, when I wake up in the morning, I make breakfast for myself
Friends without any outside influence on what I should eat. I have also used the command style decision
making when I was a Recruitment Counselor. We had a tight schedule one day with a lunch break put
into our schedule. Since we needed to be at a certain house by a certain time, I told my group that
they had 45 minutes until we had to leave the dining hall, or they would potentially miss the round
which could have consequences. This worked out well since all of the PNMs understood the
importance of being on time for rounds. I have also used consult decision making. One example of
using consult decision making is when I was a Greek 101 mentor, my partner and I had to speak to
each other about how we wanted to discuss certain topics. Since we were a pair, neither one of us
should have complete control over the structure of the discussion. This worked very well when we
were planning so that each of our ideas were heard and incorporated. I have also used vote style
decision making. When I was a P1 Peer Mentor, we were going to have a pizza party at their advisor’s
house. We took a vote on which day worked best for them while factoring in when their exams were.
Although not everyone could make it, it worked well since we had a majority of the students present. I
have used consensus style decision making when I took PHP 464 Pharmacy Leadership and
Advocacy. We were put into teams and in those teams, each person had to read one of the five books
assigned. Some people wanted to read the same book so there was some conflict but at the end, we
worked it out fairly so that everyone was accepting of which book they had to read. I have also used
the decision-making method when using multiple rounds of voting to come to one decision. Among my
friend group, we did superlatives around the end of the year. Some superlatives had equal votes for
the different people, so we did a second round of voting to decide who won each superlative.
SEE Evidence #7
104. Student will show knowledge of at least five Personal Research Conflict is inevitable, especially in the workplace and among any group of leaders. In my research, I
problem solving / conflict management have discovered the Thomas-Kilmann Model which identifies five different methods to resolving
methods, as well as understanding the conflicts. The different approaches are competing, collaborating, compromising, avoiding, and
roots of conflicts accommodating. Competing is using an assertive and uncooperative method of conflict resolution. A
competing style is seen when a person pursues their own concerns at another person’s expense.
Competing can be used when a person is standing up for their rights, defending a position they
believe is correct, when you need to protect yourself from someone who takes advantage of
noncompetitive behavior, or simply just trying to win. Collaborating is using an assertive and
cooperative method of conflict resolution. When two parties collaborate, they are working together to
find a solution that fully satisfies both of them. Collaborating involves going deeper into issues to
identify underlying concerns to find an alternative that satisfies both sets of concerns. Collaborating is
used when you need to find an integrative solution and the concerns of both individuals are too
important to be compromised, when you want to merge insights from people with different views, or
when you need to work through difficult feelings that are interfering with a relationship. Compromising
is an intermediate of assertiveness and cooperativeness. Compromising is when you find a mutually
accepted solution that partially satisfies both individuals. It is a middle ground between competing and
accommodating. Compromising is used when goals are of medium importance but not worth the effort
or the potential disruption when using more assertive methods, when a temporary settlement of a
complex issue is needed, when you need a solution under a short period of time, or as a backup when
collaboration or competition fails. Avoiding is using an unassertive and uncooperative method. They
do not address the conflict by sidestepping, postpone the issue until another time, or withdraw from
the situation. By using this type of conflict management, a person essentially hopes that the issue will
just resolve itself or dissipate. This method is frequently used when an issue is unimportant, you need
to let people cool down to reduce any tension, others can resolve the issue more effectively, or the
cost of confronting the conflict outweigh the benefit of the resolution. Accommodating is an
unassertive and cooperative method of conflict resolution, the opposite of competing. Accommodating
to resolve conflict involves satisfying another person’s concerns at the expense of your own needs
and can be the form of selfless generosity. It is often used when you realize you are wrong, the issue
is more important to the other individual than it is to yourself, you are outmatched, preserving peace
and avoiding disruption is especially important, or you want to help others develop by allowing them to
learn from mistakes.
There are many different roots of conflict. One cause is resources, such as money. Some have too
much money, some have not enough, and this can cause conflict between different groups. Another
cause is a person’s approach to conflict. If two people have different approaches to conflict, this can
cause conflict in itself since they generally may not like the way the other person is handling the
conflict. Another cause of conflict is perception. If one person mishears or misinterprets another, it can
easily lead to a conflict, that may even have been avoidable. Another cause of conflict are people’s
goals. When someone doesn’t articulate their goals there is often conflict without understanding why
the conflict exists. Also, people fear that if they state their goals, they may not get what they want.
Another cause of conflict is pressure. Pressure comes in many forms such as emotional, societal,
financial, and performance. All of these different pressures can cause people to easily explode,
directly leading to conflict. Another root of conflict is power. Power is often equated to importance and
responsibility and people who don’t have power want it and those who already have it, often want
more. Some individuals lose themselves in power, resulting in conflict. Another root of conflict is
someone’s values. When two individuals have conflicting values, it often leads to many different types
of conflict. It can be anything from political views, religion, and generalizations people make of others.
A final root of conflict is policies. Policies are like values except even worse because often you don’t
have control over them. Policies in the workplace often cause conflict when someone disagrees with a
particular rule and can even be as simple as what type of shoes you can wear at work.
Trainer, J. (2010, March 2) Thomas-Kilmann Conflict Mode Instrument Profile and Interpretive Report.
https://www.skillsone.com/Pdfs/smp248248.pdf
Rohrbacher, D. (2017, April 04). The 8 causes of conflict (and what to do about them). Retrieved
August 12, 2020, from https://medium.com/@duanerohrbacher/reframing-the-8-causes-of-conflict-
practice-c02094f979ad
105. Student will describe personal examples of PHP 418 Although conflict is never fun, there are many different ways to solve problems. I have used the
having used five problem solving / conflict PHP 464 competing method of problem-solving during PHP 418: Self Care, last fall. In this class, we were put
management PHC 427 into groups where we had to take individual quizzes weekly then take the same quiz as a group.
Sometimes we had put different answers to different questions, so everyone felt that their answer was
the correct one. Since we could only choose one answer, we had to come to a resolution and decide
which answer we were to put down. During these activities, we often felt like it was “every man for
themselves” since we had to defend our answers. I also used the avoiding method of problem solving
in these activities when I had a different answer than the rest of the group. I left it up to the rest of the
group members to decide which answer they wanted to pick since I knew my answer had been wrong.
In PHP 464: Pharmacy Leadership and Advocacy, we were put into teams and tasked with making a
video that advocates for the profession of pharmacy. We all worked together to come to an agreement
on how we wanted to do the video. I brought up the idea of using Family Feud. Other members and I
all collaborated to plan how to make it relevant to the topic of pharmacy advocacy. We had 2 people
per team, and I was Steve Harvey, so we had some of the members say the wrong answers and
some say the right ones and then at the end we showed all of the aspects of what pharmacists do. I
also used the accommodating method in this class when our groups were assigned different books
which we each had to read. I let everyone pick which book they wanted, and I accommodated to them
by picking the last book left. In PHC: 427, we paired up and had a list of different topics that we could
do a presentation on. We had to pick our top three choices for topics and submit them to our professor
who decided who got to present on which topic. My partner and I both agreed on one topic, but we
had different ideas for the other two topics. We compromised by each getting to pick one of our two
that we wanted.
106. Student will demonstrate the ability PHP 464 In PHP 464: Pharmacy Leadership and Advocacy, we had to write a legislative letter to our state
to synthesize multiple knowledge senators asking them to support a particular bill related to pharmacy. This bill could have been any
perspectives (course work), competencies one we wanted but I chose the one I did my legislative report and presentation on. I was able to
(communication, writing, information synthesize course work, writing, and global responsibilities when writing this letter. I chose to ask for
literacy or mathematical/statistical skills) her support for bill S. 2304 – Strategies to Address Antibiotic Resistance Act (STAAR Act). I spent
and responsibilities (global, diversity & many weeks reading the bill, interpreting what it means, critically analyzing it, and determining what
inclusion or civic knowledge) this bill would imply if passed/not passed. In infectious disease core, we had a whole lecture dedicated
to studying what antibiotic resistance is and why controlling it is so important. I wrote out a very
eloquent letter describing why she should support it and explained how there are so many drug-
resistant bacteria that are threats and take the lives of many people. If I never learned how important
this topic was, I never would have written this letter, but it is something I am passionate about. We
were given templates and instructed how to format the letter. We were also told to email our professor
a copy of it for their approval before we sent the letters to our congressmen/congresswomen. I
synthesized this opportunity of what I learn in class and my writing skills with a global responsibility. All
across the world, we should be disposing of antibiotics properly, taking them for the indicated period of
time (not stopping sooner or taking them unnecessarily), and spreading awareness for how this can
improve the health of our population and prevent people from acquiring these drug-resistant bacteria.
SEE Evidence #8
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

Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109. Student will demonstrate knowledge of Personal Research Throughout my college career, active listening has and will play an important role in my success as a
active listening techniques student. Therefore, I have researched how to properly be an active listener. Active listening is not only
listening to a person speak but responding in an appropriate manner. There are five different active
listening techniques that I find important. One active listening technique is paying attention. By paying
attention, you are able to absorb all of the information presented. Good ways to show you’re paying
attention would be looking directly at the speaker, avoiding being distracted by environmental factors,
and observing the speaker’s body language. Another active listening technique is showing that you’re
listening. This can be done by nodding occasionally, smiling and using other facial expressions, and
making sure to have good posture. Another active listening technique would be providing feedback. By
providing feedback, the speaker will know if they are accurately getting their point across. This can be
done by summarizing their comments periodically and asking questions to clarify. Another active
listening technique is deferring judgement. Deferring judgement means not to interrupt the speaker
while they are speaking. This can be done by saving questions until the end and not interrupting with
counter arguments. A final active listening technique would be to respond appropriately. Attacking the
speaker or putting them down is not helpful and is rude. Responding appropriately means to treat them
the way they would like to be treated and being open and honest with a response.
The Mind Tools Content Team. (n.d.). Active Listening: Hear What People are Really Saying. Retrieved
December 09, 2017, from https://www.mindtools.com/CommSkll/ActiveListening.htm
110. Student will describe examples of using PHC 427 In spring 2020, I took my interactive learning session (IAL) for CNS & Musculoskeletal Diseases CORE
active listening skills classes. IAL is a 1 credit small group class which we take during our P1 spring semester, P2, and P3
year-round to supplement our learning in our CORE class for that semester. We often focus on patient
cases, write a paper on a given topic, and do presentations on a given topic. During the final weeks of
class, we were put into pairs and had to give a presentation on a given topic and listen to the other
groups’ presentations on different topics. Although this semester ended up being remote, we were able
to utilize Webex to present virtually. We had to actively listen during all of these presentations since our
professor asked us to fill out the grading rubric and submit it to her for each pair that presented. During
these sessions, I listened to what each group was saying and tried to minimize any factors that would
distract me by putting my phone on silent and staying in my room alone. I showed I was listening
through my facial expressions which were seen by everyone in the class. I also provided feedback after
the presentations through the grading rubrics we filled out and added comments on the rubrics. I
deferred judgement by not interrupting during the presentation and saved questions for the end of the
presentation. I responded appropriately to each of the groups as well. If I felt that something could have
been executed better or that a presentation had excess detail causing them to not adhere to time limits,
I said it in a manner that wasn’t attacking the speakers but also being honest.
functions of group communication by
Hirokawa
of functions of group communication
(Hirokawa)
113. Student will show knowledge of techniques Personal Research Throughout life, there will be times when you will be required to give and receive feedback and doing
regarding giving and accepting of feedback so in a proper and mature way is important. As a result, I researched some techniques for giving and
receiving feedback. One technique for giving feedback would be to make sure it is about behavior and
not personality. Feedback should not be about who they are as a person or their morals and values.
Feedback should be about their behavior in a situation. Another technique for giving feedback would be
making sure it described the effect of their behavior on you personally. Even if it is negative feedback, it
should relate personally to you and nobody else. Also, when giving feedback it is important to use
language such as “When you did this, I felt this way.” Another technique for giving feedback would be
to be specific. The best way to help someone improve is to make sure they know what you’re referring
to. If feedback is too broad, it can be difficult for the person receiving the feedback to know what
exactly you’re referring to. Another technique is providing timely feedback. By giving feedback six
months later, a person may not even remember exactly what happened and then they may not listen to
it. I believe there is one important technique for accepting feedback. This technique would be being
open to feedback itself. By not being open to feedback, it can set someone up for it to affect them
emotionally when it is not intended to. Emotional intelligence is required as you must be able to
manage your emotions if you receive negative feedback. Feedback should be accepted and used
towards the future to help improve yourself.
2011-2017, (. C. (n.d.). Giving and Receiving Feedback. Retrieved December 09, 2017, from
https://www.skillsyouneed.com/ips/feedback.html
114. Student will describe examples of giving HDF 492 Although this semester didn’t go according to plan, we still were able to see everyone’s portfolio
and accepting feedback. presentations and give/provide feedback on them. We were instructed to give feedback on one
presentation and then write who we thought presented the strongest content in our section through the
forum post. The person whose portfolio project I gave feedback on was someone who I actually didn’t
know and didn’t get to see them present it, so I was unbiased since I did not know them. In my
feedback, I made sure to write about their presentation and not their personality (even though I didn’t
know them). Since her project was about something in the medical field, I was able to relate to it
personally and didn’t make my feedback about anyone else. I was also specific enough in my feedback
so that she knew exactly what I was referring to. For example, I wrote “…I loved how you made the
interpersonal connection with healthcare providers since we all do work together to ensure treatment
for patients!” And of course, I made sure that my feedback was given within a reasonable amount of
time from the final portfolio due dates. Many other students gave me feedback on my portfolio which I
really enjoyed reading. I made sure that I was open to the feedback and a lot of the feedback I received
was positive. Many people said that they loved how I made the connection between the two and felt
that they learned a lot from the presentation. A lot of the feedback I received was constructive criticism
on my use of time with explaining pharmacokinetic processes. I did appreciate the feedback on it, but I
also felt that if I didn’t utilize the time I did, I would not have been able to make the connection between
the pharmacokinetic processes and the leadership Wilson Model. Since I was the only pharmacy major
in the class, I spent a lot of time thinking how I could explain something extremely complicated in a
simple way while keeping in mind the time constraints and not losing the audience. All in all, I did
appreciate the feedback and it helped me to be more accepting of feedback in the future.
SEE Evidence #9
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- Personal Research When I was in SOLC and was facilitating/shadowing on retreats, we always did a debrief after our
briefing techniques activities. Since I never took HDF 413 and was never formally taught debriefing techniques, I looked up
some techniques on my own. I found an article that is a “how to” on debriefing. The first thing is to stop
talking at people and talk with people. It is important to make it conversational instead of telling people
what to know. The next thing is to sequence discussion to prepare the group for talking. They refer to a
three-step model. The first step is to ask “what” questions. This would be a question such as “What
happened during the exercise?” and are used to start off a discussion. The next step is to ask “so what”
questions. This would be a question such as “Why do you think team A got across the room faster than
team B?” and relate the activity back to the group goals and give it meaning. The final step is to ask
“now what” questions. This would be a question like “How can you work better together in the future?”
and really drive home the objective by focusing on the goals of the group. The next technique is to ask
open-ended questions. Open ended questions allow the facilitators of the activity to get more insight on
how the group is feeling/doing. Another technique is to use different formats when debriefing. This
means using fun and interactive debriefs such as cards. This helps to also keep their attention. Another
technique is to make it easy to see and hear one another. Using a circle and sitting close together is
very helpful as it can minimize distractions and facilitate a listening environment. Another technique is
to use a neutral response to comments. By saying things like “great,” “that’s exactly right,” or “good
answer,” some people may feel that the “right” answer was already said and may make some people
less likely to want to participate in the debriefing. The final thing is to use what works for you and to
change what doesn’t. It is important to adapt based on your audience. The way you conduct a debrief
with elementary school aged children is different from how you’d conduct a debrief with college
students.
How To Conduct A Debrief - Top Seven Tips for Successful Reflections. (n.d.). Retrieved September
10, 2020, from https://www.playmeo.com/how-to-conduct-a-debrief/
122. Student will demonstrate proficiency of de-
briefing techniques
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
four frames of organizations, and the
meaning of reframing by Bolman and Deal
of organizational analysis using the four
frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127. Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
128. Student will describe personal examples of
organizing meetings / setting agendas /
leading meetings
129. Student will show knowledge of
Parliamentary Procedure
130. Student will show knowledge of techniques Personal Research Throughout life, it is inevitable that you will work with at least one difficult person. The person may not
for working with difficult people be “difficult”, but they may have strong differing opinions from you. I have personally researched and

found an article that discusses nine tips for dealing with difficult people. The first tip is to be calm.
Losing your temper with others is never a good way to get your point across and get them to work with
you. By being calm, you will appear more mature and respectable and it will get their attention more
than lashing out. The second tip is to understand the person’s intentions. Although it may seem that the
person is trying to go against you, there is usually an underlying reason for them to act this way. It is
best to identify the trigger such as why they are acting like this, why they aren’t cooperating, and how
can you meet their needs and resolve the situation. The third tip is to get perspective from others.
Others whom you work with have probably experienced similar situations and they may have a
different perspective on the situation. They can often give you great advice. The fourth tip is to let the
person know where you are coming from. Letting them know your intentions is important since they
may feel like you are just being difficult with them. The fifth tip is to build a rapport. Connecting with
people is important and getting to know them can build a strong connection that can go a long way.
The sixth tip is to treat the person with respect. If you treat someone like they are incompetent or
incapable of something, they might treat you the same way back. The seventh tip is to focus on what
can be actioned upon. Instead of focusing on things in the past or trying to change things that you
can’t, focus on what you can do to forward yourself in the situation. The eighth tip is to ignore. If you
have tried everything else and the person isn’t receptive, you can continue on and ignore the situation
hoping it resolves itself. The final tip is to escalate to higher authority for resolution. When everything
else fails, you can reach out to your manager and explain the situation to them. Sometimes this is the
only way to resolve the issue, but it shouldn’t be used all the time as it may come off to your boss that
you can’t handle your own situations.
9 Useful Strategies to Dealing with Difficult People at Work. (2011, June 22). Retrieved September 01,
2020, from https://www.businessinsider.com/9-useful-strategies-to-dealing-with-difficult-people-at-work-
2011-6
131. Student will describe personal examples of Server position When I worked at a restaurant during the summer of 2017, one of my managers and I did not always
using techniques to work effectively with get along. I always tried to remain calm in any situation. Whenever I made a mistake, I never tried to
difficult people fight back and took the blame for it. I tried to understand their intentions. Since it was an upscale
restaurant, I understood why they were so strict. I knew that they wanted everything a certain way and
wanted things to appear very put together and perfect. One of my coworkers actually didn’t get along
with my boss either and he told me that he just tries to stay on her good side by doing the best job he
could with everything. Since I was only 19 at the time, I struggled with some simple things such as
opening wine bottles. When my manager was upset that I couldn’t get it my first try, I tried to explain
that it was something new to me since I was only 19 and didn’t have experience opening wine before. I
tried to get to know her as much as possible to build a relationship and always was respectful towards
her. I never escalated the situation to the other managers or ignored the situation. I always tried to see
where she was coming from in order to please her. Although we didn’t always get along, I knew that
she was never intentionally being malicious. For example, once during a dinner shift, I was working, a
table asked for more napkins, so I brought them over a few dinner napkins. I was reprimanded since
they are more expensive than the standard lunch napkins and at that point, I couldn’t take the napkins
back. I understand why she told me this since they were more expensive, but the delivery could have
been done better. Once I also grabbed a lemon wedge with gloves on by the skin to put it on a glass
and was told I had to use the tongs. I understood this since it was a health violation, but she witnessed
one of the bartenders use his bare hands multiple times to put a lemon onto a glass. I used all of the
skills of working with difficult people when I was at work and I am thankful that although we never really
got along, we could at least work together.
132. Student will show knowledge of the stages HDF 290 In HDF 290, I learned about Tuckman’s Group Development Theory. This theory was developed in
of group development (Tuckman/Tuckman 1965 by Tuckman and contains five stages. The fifth stage was added in 1977 by Tuckman and
& Jensen, Bennis or others) Jensen. When a group is first formed, it is not expected that they will immediately work well together.
People go through a process of getting to know each other to working towards one common goal. This

theory shows the different stages these groups go through over time.
The first stage of Tuckman’s Group Development Theory is forming. During this stage, the new team is
getting acquainted with each other and get to know each other. At the beginning, most of the team has
a positive attitude and others may be anxious about the future. Sometimes this stage can last a while
as people are making an effort to get to know each other. The second stage of Tuckman’s Group
Development Theory is storming. During this stage, many conflicts can arise among team members
due to differences in working styles. Since strong connections are not formed yet, some members may
be stressed and have a desire to quit causing the team to fail. Some team members may be unsure of
the goal and may oppose taking on new tasks. The third stage of Tuckman’s Group Development
Theory is norming. This stage happens over time as members of the team will start to resolve
differences, appreciate each other’s strengths, and respect each other as leaders. Since the team
members will know each other better, there is a higher chance of them asking each other for
constructive criticism. The commitment towards the goal will be higher and changes will be seen as the
team progresses towards the goal. There is frequent overlap between the storming and norming stage
as new tasks arise and people behave as they did during the storming stage. The fourth stage of
Tuckman’s Group Development Theory is performing. During this stage, hard work is apparent as
every member of the team focuses on developing their ideas and the goal is often achieved. If
members of the team were to join or leave, the team’s performance will not be interrupted. The fifth and
final stage of Tuckman’s Group Development Theory is adjourning. During this stage, the team is
assessed and hopes to create a plan for the transition of of roles. Everyone’s contributions are
recognized and team members who like routine may find this stage difficult.
Mind Tools Content Team. (n.d.). Forming, Storming, Norming, and Performing: Understanding the
Stages of Team Formation. Retrieved December 05, 2017, from
https://www.mindtools.com/pages/article/newLDR_86.htm
133. Student will describe personal examples of OCG 123G This semester, I took OCG 123G: Climate Change and the Oceans as my Grand Challenge General
group development in use Education requirement. At the end of this semester, we were given a project where we were all placed
(Tuckman/Tuckman & Jensen, Bennis or into random groups and assigned a country / group of countries to participate in a Climate Summit. Our
others). goal of the Climate Summit was to stabilize greenhouse gas concentration that would prevent
dangerous human induced interference with the climate system. To do this, there is a 2 degrees
Celsius warming limit to how much the world can warm. It is important that each of the groups do as
much as possible to stay below this limit. The parties were the United States, the United States city
states, the European Union, Other Developed countries, China, India, and Other Developing countries.
I was placed in the “Other Developed” countries group which included representatives from Russia,
Canada, Japan, Australia, NZ, and South Korea. When we were first placed in these groups, everyone,
including myself, was confused exactly on what we had to do. None of us had ever spoken to each
other before and it seemed chaotic. I helped keep the group on top of everything by making a Google
Doc for each of us to explain each country’s view on the topic of climate change. I helped everyone
pick a country that interested them. I also made an iMessage group chat for all of us to communicate
and ask any questions directly. This stage can be seen as the forming stage as we all just got to know
each other and had an optimistic view on this project.
As a group, our first task was that we all had to combine our countries viewpoints to reach a consensus
from our party. As a group, we had to devise a plan on when to stop emissions growth, when to start
reducing emissions, our percentage of annual emissions reduction per year, our deforestation effort,
afforestation effort, and our contribution to or request from the Climate Fund. This was difficult for us
considering we each had different viewpoints. For example, I represented Russia, who is against
reducing CO2 emissions for quite some time. This conflicted with the country of Japan who wanted to
reduce emissions as early as possible. As a result, a lot of compromise within our own group was
necessary. This is indicative of the storming stage of Tuckman’s Group Development Theory. Since
these were our first actions working as a group, we had a difficult time agreeing on everything we had
to put in our plan which we presented.
The next time we had class, we began our first rounds of negotiations. Each party had to negotiate with
the others in order to try to lower the greenhouse gas emissions. To do this, everyone in our group had
to comply with each other. At this point, we were at the norming stage. Since we all wanted to work
towards a common goal, everyone in our group seemed to listen to the ideas of others and understand
why compromise is necessary.
During the last class, we had our second and final round of negotiations. During this round, our group
made many compromises with others which helped us all collaboratively get down to the 2 degrees
Celsius. As a group, we were able to agree on many things since we all just wanted to do as much as
possible to reach our goal. During the last round of negotiations, we were definitely at the performing
stage as we saw how well we were able to work together as a group by all wanting to contribute to the
future of the planet.
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.)
136. Student will show knowledge of effective Personal research In college, students are often members of groups. Whether these groups be athletic teams, Greek life,
memberships skills in groups clubs, or even academic group projects, it is inevitable that people will be put into groups in college. I
have been part of many different groups and have researched some effective membership skills. First
off, communication skills are very important. In order to be successful group members must be able to
explain their ideas, feelings, listen to others, ask questions for clarification, sense how others feel
based on verbal and nonverbal cues, and reflect on activities. A healthy group climate is made up of
multiple skills as well. Firstly, openness is important. Being open to different point of views,
experiences, and ideas help to balance a group. Trust and self-disclosure are also very important. It is
important to trust your group members enough to share your feelings and be honest but also respectful
at the same time. Trust is also important to demonstrate personal accountability for assigned tasks.
Another important skill is support. Having support from a group allows you to see each other as
collaborators instead of competitors. Finally, respect is important to allow everyone to be able to get
along and focus on “What can we learn?” instead of “Who is to blame?”. An effective group process
involves multiple things as well. One thing that is important is constructive feedback. Constructive
feedback focuses on ideas and behaviors rather than the individual themselves. Receiving constructive
feedback is also important since it involves active listening and being open to change and other ideas.
Problem solving is another important key to an effective group process. Group members should
facilitate group decision making and deal with conflict productively. Management and organization are
also very important since it keeps everyone on task and allows for effective time management. A great
way to do this is to create an agenda, set goals, and that everyone has the opportunity to participate.
Finally, it is important to know each person’s role in the group. Group members often have specific
roles such as facilitator, idea-generator, mediator, and encourager. It is important that people can take
on different roles when required to maximize learning.
Teamwork Skills: Being an Effective Group Member. (2020, June 17). Retrieved September 01, 2020,
from https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-
students/being-part-team/teamwork-skills-being-effective-group-member
137. Student will describe personal examples of Sigma Delta Tau Sorority During my first semester of college, I went through Panhellenic Sorority Recruitment and became a
membership skills in use member of Sigma Delta Tau. As a member, I have learned so much. Every week, we would have
chapter meetings where each member of our executive board would keep us informed with what was
going on. As a member, I always made sure to communicate any ideas I had for things or
communicated when I felt change should happen. As a sorority, we were very open to what other
members had to say and often used different member’s ideas when planning events. As a group, we all
built trust among each other from the first day. We did different bonding activities with our pledge class
to get to know each other better. We also all respected each other enough that when something went
wrong, we would hold a meeting to discuss what had happened and see where we can go from there
as a group. We often solved many problems together and dealt with conflicts in a way that didn’t place
blame but allowed us to learn from our mistakes. Our groups were very organized with different
executive board positions such as president, vice president, treasurer, secretary, VP of scholarship, VP
of recruitment, etc. We also had chair positions such as decorations chair, Greek week chair,
philanthropy chair, alumni chair, senior involvement chair, etc. Each year, a new executive board would
be elected which allowed for members to grow and use what they learned in these positions to help
mentor those newly elected.
Challenge and Support theory by Sanford,
and its relationship to organizations
using the theory of Challenge and Support
(Sanford)
140. Student will show knowledge of the HDF 290 In HDF 290, we learned about informative and persuasive speeches. The purpose of an informative
construction / elements of informative and speech is to communicate knowledge to others. When giving an informative speech, the speaker
persuasive speeches should be very knowledgeable about the topic and practice the speech multiple times. Topics fall into
four categories: objects, processes, events, and concepts. Speeches about objects focus on things that
already exist in the world and you cannot discuss the topic in its entirety due to time constraints.
Speakers usually focus on one specific aspect of the topic when giving a speech about objects. An
example of a speech about objects would be a speech on the camera features on the newest iPhone.
Speeches about processes focus on different patterns of actions and are often used when teaching
someone “how-to” do something. An example of a speech about processes would be a speech on how
to use the internet. A speech about events focuses on things that happened, are happening, or will
happen. An example of a speech about events would be a speech on the 2000 Presidential Elections.
Speeches about concepts focus on beliefs, ideas, theories. Speeches about objects are more concrete
and speeches about concepts are more abstract. These speeches often take on a persuasive tone. An
example of a speech about concepts would be a speech about democracy. In HDF 290, we also
learned about persuasive speeches. Persuasive speeches are used to convey your message to
change the minds of others. There are three different methods of persuasion: ethos, pathos, and logos.
Ethos is the speaker’s credibility. Pathos appeals to the audience’s emotion. Logos appeals to logic
and the use of evidence. Body language, confidence, volume, and environment are all key aspects of
persuasive speeches. Persuasive speeches are often used by politicians to get citizens to believe in
them and then vote for them. They are also often used by leaders to boost morale and motivate their
team during a tough time period.
Informative Speaking. (n.d.). Retrieved August 21, 2020, from

https://wac.colostate.edu/resources/writing/guides/informative-speaking/
What is Persuasive Speech: Importance of Persuasion In Business And Life! (n.d.). Retrieved August
21, 2020, from https://persuasivespeechideas.org/what-is-persuasive-speech-importance-of-
persuasion-in-business-and-life/
141. Student will demonstrate proficiency in HDF 290 In HDF 290, we had to do a presentation on a small business professional/local politician/community
informative and persuasive public speaking COM 100 service organization. I did my informative speech about my anatomy lab TA, Jesse Boukarim, who
started and runs a community service organization called Play Corps. This speech was a speech about
“objects” so there was a lot to say and we were only given 4-6 minutes to present. Before giving the
speech, I practiced in front of my roommate where she timed me and critiqued anything, she felt could
be better. I also had her count how many times I had used filler words throughout the speech. During
the speech, I used an outline with notes that I had taken from my interview with Jesse. First, I spoke
about who he was including his education, what motivates him, who his mentors are, and his advice to
students. Then I spoke about the organization, long/short term goals, changes over time, leadership
and supervision issues, applicable leadership theories, moral/ethical issues, and their contributions to
the community.
In COM 100, I had to deliver a persuasive speech. I did a persuasive speech about why my hometown
is a great place to live since not many people outside of the NYC area know about Astoria. I spoke
about the culture, average cost of living, geography/location, things to do, and some history behind my
town. I used ethos since I have lived in Astoria my whole life, so I knew a lot about the town. I used
pathos by speaking about how great of a neighborhood it was that when I went to leave for college, I
was devastated since I knew no place would be like Astoria. I used logos by telling people when they
graduate if they have a job in Manhattan, the cost of living in Astoria is much less than living in the city
itself and that the subway commute is only 10-15 minutes from Manhattan. Overall the informative and
persuasive speeches went very well, and it helped me gain confidence when giving any type of
speech. Going forward I will use the skills I have learned and the practice I have had to become even
better at giving informative and persuasive speeches.
142. Student will show knowledge of planning HDF 290 Personal Research In HDF 290, we had to interview someone for one of our presentations. I have never given a formal
and conducting interviews (as the interview before, so I had to do some personal research on how to properly plan and conduct one.
interviewer) Through my research I found some important things to keep in mind when conducting an interview.
Firstly, it is important to find a good location for an interview. Avoiding places like Starbucks or generic
meeting places is something important. It is a good idea to meet the interviewee at a place that gives
you more of a sense of context or feels more personal such as where an incident may have happened.
Another key to conducting an interview is to prepare your questions ahead of time and know why
you’re asking them. By going to an interview knowing what you want to get out of it is important since
you don’t want your interviewee to think you are unprepared. A technique that goes hand in hand with
preparing your questions is writing them down ahead of time so you can easily reference them.
Another important key to conducting a good interview is making sure the questions flow. If the
questions are asked rapid fire, the conversation seems forced and it could make the interviewee
uncomfortable. It would be good to ensure a balance between conversation and question asking. One
key to conducting a successful interview would be to think about how you are presenting the interview.
If you are interviewing for print, it is best to break up questions to get concise answers. But, if you are
interviewing for video, it is best to ask two-part questions to have the interviewee talk for a longer
period of time. Finally, it is a good idea to empower the interviewee by asking them questions to fully
understand their perspective. For example, you could ask them “What is your ideal solution to this
problem?” to hear how they wish to solve an issue through their own eyes.
Stuteville, S. (n.d.). 13 Simple Journalist Techniques for Effective Interviews. Retrieved December 07,
2017, from https://matadornetwork.com/bnt/13-simple-journalist-techniques-for-effective-interviews/
143. Student will describe personal examples of HDF 290 SB / LP / CS Interview For HDF 290, we had to conduct an interview with a small business owner, local politician, or a leader
planning and conducting interviews (as the in a community service organization to formulate a presentation. For my interview, I chose my Spring
interviewer) 2017 BIO 121 lab TA, Jesse Boukarim. On the side, Jesse volunteers with children in Providence and
works with many community service organizations to provide educational programs for them in the
summer.
Since Jesse and I knew each other before the interview, I was able to text him to meet me at my house
to conduct an interview on what exactly he does with community service organizations. I chose to meet
at my house since it is a private location without outside distractions. Before meeting with him, I
accessed the rubric for the presentation and typed all of the questions in a Microsoft Word document. I
made sure to put them in an order which made sense. First, I asked him questions about his life and
who he is as a person then I asked him questions involving his organization. This was a good way to
transition since I got to know more about who he is as a person to be able to connect that to why he
does all that he does for his organizations. I made sure a lot of the questions were asked in a way that I
was able to get a concise answer to discuss during my presentation.
144. Student will show knowledge of preparing PHP 401 In PHP 401: Pharmacy Resources for Practice, we had a lecture on how to successfully prepare for
for and effective answers in interviews (as interviews. One thing we learned was how to dress properly. We learned about appropriate skirt/dress
the interviewee) length, what type of shirts are appropriate, and what shoes are appropriate. We also learned about
interview etiquette such as practicing beforehand to feel more comfortable when you are interviewing.
We learned to research the company ahead of time to learn their mission statement, values, and vision
of the company. This is important for interviews and can bring up important topics to show you are
interested in the company. We learned a lot about body language and how to sit. Avoiding touching
your hair or face and crossing your arms or legs can appear that you are nervous or closed off. Another
important aspect is giving a firm handshake without being too aggressive or giving them the “dead fish”
hand. They also told us to have questions prepared to ask the interviewer as well. Having questions to
ask them shows that you are interested in learning more and determine if the environment seems like
the right fit. Finally, we learned about sending a thank you letter/email after the interview. This shows
your genuine interest and allows you to thank the interviewer for their time and opportunity to learn
more about the company.
145. Student will describe personal examples of Neighborhood Health Plan of RI In August 2020, I had a virtual interview with Dr. Lorson, the Clinical Pharmacy Manager of
preparing for and being interviewed Interview Neighborhood Health Plan of Rhode Island. In preparation, I looked on the Neighborhood website to
learn about their values, mission, and vision. I also looked up common interview questions and
practiced answering them with one of my friends. This allowed me to feel more confident during the
interview and allowed me time to brainstorm answers for questions. When the time came for the
interview, I dressed appropriately and put my hair up in a ponytail to avoid touching my hair during the
it. During the interview, I was myself while maintaining a professional attitude. I answered all of the
questions clearly and concisely. At the end of the interview, I asked questions about the work
environment, what my typical day would look like, and what previous interns did in the position to
succeed. Following my interview, I sent him a thank you email for his time and highlighted some of the
great parts of the interview. Although I did not get offered a position, I will learn from what I used and
try to be even more prepared for my next interview.
146. Student will show knowledge of effective
collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)
working in collaboratives/coalitions
148. Student will demonstrate knowledge of Personal Research In 2020, diversity and inclusion has become even more of an important topic of discussion among
techniques to communicate and engage in groups of people. I think everyone should know how to communicate and engage in these difficult
difficult dialogues related to diversity and dialogues on diversity and inclusion. I found an article that talks about how to have these conversations
inclusion. and changing workplace culture. The first practice is to establish a sense of belonging for everyone. In
order for everyone to bring their best self, you have to establish a sense of belonging by allowing
people to feel they can be themselves. This change takes time and isn’t always a linear process. It is
important to be open to trying new things and sharing best practices. Diversity and inclusion are
interconnected so it is easy to work on both simultaneously. The second practice is that empathetic
leadership is key. People think that HR departments are generally responsible for this, but it is
everyone’s responsibility. Part of this process is remembering a time where they may have felt
shamed, excluded, or interrupted. Leaders have to feel it within themselves in order to make change
within the group. The third practice is realizing a top-down approach isn’t enough. This means that
everyone in a group must see and understand their role in the culture of the group and identify
differences in everyone. Lasting change has to activate different parts of the system top-down, bottom-
up, and middle out in multiple ways. The fourth practice is that quotas don’t automatically lead to
inclusion. When hiring people or selecting members for a group, it can boost diversity numbers, but an
inclusive culture isn’t automatic. It is important to look at everything in a way that ensures people can
contribute in a unique, meaningful way and feel safe and secure doing so. If this isn’t the case, change
must be made. This involves recognizing how the team works best together. The fifth practice is that
inclusion is ongoing and not one-off training. Just teaching employees what being inclusive means isn’t
enough. It requires members to identify moments to build new habits. When these habits are put into
play and allow for honest conversations and healthy tension, change is much easier. The sixth practice
is to maximize joy and connection and minimizing fear. It is known that people react with fear and
distrust when their beliefs are challenged. Fear can be a strong motivator, but it also leads to people
narrowing their perspective. Finding ways to frame challenges into a lens of possibility allows for more
positive change to occur. The seventh practice is to forget “fit” and focus on helping individuals thrive.
Norms and power structures in society can easily become a part of an organization, leading to
exclusion. It is important to create a culture where everyone can contribute to their full potential and
requires exploring the systems in organizations to bring sore spots and blind spots to light. The final
practice is to consider your brand. The things you do as an organization reflect the company’s values
and also biases. It is important to focus on what happens internally but also externally. Organizations
should think about what their brand says about who you are as a culture and what experiences may be
left out or misunderstood.
Florentine, S. (2019, February 14). Diversity and inclusion: 8 best practices for changing your culture.
Retrieved September 03, 2020, from https://www.cio.com/article/3262704/diversity-and-inclusion-8-
best-practices-for-changing-your-culture.html
149. Student will demonstrate proficiency in
communicating and engaging in difficult
dialogues related to diversity and inclusion.
150. Student will describe ways to maintain Personal Research Accountability is very important in leadership/member relationships. Accountability is more than just
accountability in leadership / member taking the blame for something going wrong. It is about delivering a commitment and taking
relationships responsibility for an outcome. I found an article that describes six ways to increase accountability within
a group. The first way is by establishing clear expectations. Many accountability issues are the result of
failing to clearly define success. It should always be clear what desired outcomes are, how they will be
measured, and how you plan to achieve these outcomes. These expectations should be met through
discussion and mutual agreement. Scheduling regular check-ins and keeping progress reports can
keep people on track. The next way is to provide necessary resources. This relates to the first point
and it is important to know that you are setting others up for success. If people don’t feel set up for
success, they are more likely to blame outside sources rather than holding themselves accountable.
The third way to maintain accountability is to foster a connection. Connecting team members to what
they’re doing helps them to feel accountable. This can be done by connecting their work to goals of the
entire company, connecting their goals to personal and professional goals, connecting them to the
problem and solution, and by connecting them with team members. The fourth way is to give feedback,
even when it’s difficult. Constructive feedback is very important and can increase accountability. It is up
to leaders to keep communication transparent and frequent. Feedback should include positive
feedback and recognition to help boost productivity within the organization. The fifth way to maintain
accountability is to respond to different outcomes with different consequences. If someone doesn’t
deliver positive outcomes because you weren’t clear from the start, it is important to hold yourself
accountable and focus on providing them with the right coaching. But, if they fail to deliver positive
outcomes due to their own lack of accountability, determine appropriate consequences. It is also
important that if they do a great job of delivering positive outcomes that their performance is rewarded.
The sixth way to increase accountability is to not cultivate fear. Creating fear among members only
gives short term results and won’t create long term accountability. This can lead to members being
afraid to reach out for help and make them more likely to quit. It is important to acknowledge good
things employees are doing and your own mistakes. Without accountability, a team has no reason to
comply with any expectations.
Mercier, D. (2018, October 25). 6 ways to increase your team's accountability. Retrieved August 11,
2020, from https://medium.com/pathlight/6-ways-to-increase-your-teams-accountability-91f2308faa95

151. Student will describe personal examples
related to maintaining accountability as a
leader
152. Student will describe ways to build Personal Research I have been involved in many groups where we built strong relationships among the leaders and
relationships between leaders and members. I researched effective ways to build relationships between leaders and members and found
members a great article that describes 7 ways to do so. The first way is by building a culture of listening. Being
an active listener incorporates giving the person speaking full attention, minimizing distractions,
reflecting on emotions, and asking questions for clarification. It is also important that when meeting with
the group, everyone feels that they have a voice and are being listened to. Not interrupting others is a
key part of this. The second way to build relationships is by learning to recognize emotions in yourself
and in others. This includes nonverbal cues such as facial expressions. By recognizing others’
emotional state allows the leaders to connect with those they are leading and allows them to show
empathy and alter the way they communicate in order for their voice to be heard. A third way is to use
praise. When praise is authentic, it is a great way to motivate other people. Authentic praise should
always be specific and constructive. Praise can also cause members to be more productive, engaged,
and more likely to stay. A fourth way is to be a real leader. This means not just being a friend to the
members but to inspire trust and confidence in those you are leading. It is also important for the leader
to recognize their leadership style. The leader should always be fair, show empathy, and set strong
boundaries. A fifth way is to set high expectations for members. It is important for leaders to state their
expectations clearly, allow roles to be clarified, and success to be seen. Setting high expectations
demonstrates your belief in your team as well. The sixth way is to ask questions. This shows interest in
the team and allows them to become more solution-focused which empowers the members. Questions
also help to encourage exploration and innovation. The final way to build relationships between leaders
and members is to develop shared values. Values are unspoked rules by which we act and govern our
behavior. Establishing teams’ values builds great relationships between everyone and is effective in
establishing a team when everyone agrees on values by building a common bond. I hope to use these
7 ways whenever I am a leader of any group.
Ritchie, S. (2019, December 17). 7 Ways To Build Great Relationships With Your Team. Retrieved
September 02, 2020, from https://beleaderly.com/7-ways-to-build-great-relationships-with-your-team/
153. Student will describe personal examples of Recruitment Counselor During my junior year of college, I was a Panhellenic Recruitment Counselor. In this position, I served
building relationships with members as a as a leader to about 30 underclassmen during sorority recruitment. The day we met our Potential New
leader Members (PNMs), I built relationships with them. I built a culture of listening by learning all of their
names and encouraging them to ask any questions they had for me about the process. I learned to
recognize emotions with them too by seeing their reactions when they received their houses each day.
I often saw girls who were disappointed they didn’t get their “top house” back. I spoke to them
separately and explained how they should trust the process and keep an open mind throughout
recruitment. I used praise when the girls in our group were happy with the houses they got back and
when they kept their options open and allowed themselves to not be hung up on a certain chapter. I
was a real leader by being their friend but also expected them to be good people throughout the
process and not talk down on any chapter. I set high expectations to the PNMs by informing them of
how to act and remembering their manners. I asked them questions throughout the process such as
how they were feeling, which houses they liked, why they liked the houses they did, and what they felt
they could contribute to chapters. As their recruitment counselor, my values were helping them find
where they belong, and they also shared the same value as well. I also valued honesty and kindness
and expected the same from them as well.
154. Student will describe how credibility applies Personal Research Being a credible leader is extremely important. Without credibility, those who you lead have no reason
to leadership, as well as the characteristics to trust what you say or do, follow you, or look up to you. For example, if I were to tell a patient they
and skills of a credible leader can take two drugs together without either knowing any interactions between the two or taking the time
to look up drug interactions if I didn’t know, the patient would have no reason to trust me. Another
example would be if I were to teach an undergraduate finance class. I am a pharmacy major with no
credentials to back up what I am saying so why should the students trust me? I found an article with
characteristics of a credible leader. These characteristics are respectful, honest, educated, competent,
accountable, loyal, and trusting. A credible leader would never insult or manipulate others publicly or
privately. A credible leader is transparent about their intentions and actions and foster an honest
environment where unethical behavior is not tolerated. A credible leader works to continually learn to
expand their knowledge and expertise. A credible leader possesses more than a basic understanding
of their field and can find multiple solutions to problems. A credible leader takes responsibility for their
actions and can accept when they make mistakes. A credible leader is true to themselves and cares
about other people. A credible leader is also confident about their abilities and can delegate tasks
effectively.
Economy, P. (2015, May 22). 7 Powerful Habits for Establishing Credibility as a Leader. Retrieved
September 07, 2020, from https://www.inc.com/peter-economy/8-powerful-habits-to-establish-
credibility-as-a-leader.html
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 PHP 401 P1 Peer Mentor During the 2019-2020 academic year, I was a Peer Mentor for the P1 students in the pharmacy
mentoring, as well as problems particular Personal Research program. Through this role, I learned a lot about what it means to be a mentor. We never had any
to the mentoring relationship formal training on preparing for this role. But, during my P2 fall semester we had to read Monday
Morning Mentoring by David Cottrell. As a peer mentor to the younger grade, it was important to
remember that I wasn’t a tutor but a resource to them to help with the transition from the undergraduate
to professional program. I was there to help guide them adjust to the increased workload, demanding
schedule, and help them with any questions they may have had. I utilized important lessons from
Monday Morning Mentoring and the internet to help me be the best mentor that I could. In the book,
Tony mentors Jeff since he was a successful leader but felt that recently he has been struggling with
his personal and work life. This led to his team also feeling the same feelings that he had been feeling.
Through this I learned that as a mentor, you have to bring the same energy into the group that you
want the group to have. If my mentees were to see me struggling and feeling down, they may start to
also struggle and feel down as well. I also learned that as a mentor you have to effectively manage
your time. As a result, I passed on some helpful time management strategies that I utilize to my
mentees. I told them how important prioritizing is when studying, keeping organized, and minimizing
distractions will make their study sessions much more effective. An important part of being a mentor is
being willing to share what you know with mentees. I also worked to build trust with my mentees so that
they know I am very approachable and will not judge them for anything they had to tell me. Being
approachable as mentor is extremely important because if you are not, those whom you are mentoring
will not come to you when they may be struggling. I also strived to show compassion to provide help
when needed. I explained to them my struggles when I was a P1 and how I was able to reach out when
I needed help in a class, adjusting to the workload, and when I went through having crippling test
anxiety. I think that being a peer mentor has allowed me to develop as a mentor before I begin a career
in pharmacy where I will be a mentor to others as well.
DeMers, J. (2014, October 01). 7 Key Qualities of an Effective Mentor. Retrieved August 8, 2020 from
https://www.inc.com/jayson-demers/7-key-qualities-of-an-effective-mentor.html
159. Student will describe personal examples of P1 Peer Mentor When I was a sophomore in college, I started working at CVS as a pharmacy technician and shortly
mentoring and being mentored CVS Pharmacy after, I became an intern. Knowing that I myself will be a pharmacist shortly, I looked for a mentor at my
job. Although I never formally asked him to be my mentor, my manager Bryan was a great resource for
me. He was extremely understanding, helpful, and patient with me as I took on my first pharmacy job
and had to quickly transition to becoming an intern. When I first started and all throughout his time as
my manager, he would say goodbye to me personally and give me a high five and tell me that I did a
great job that day. He would do it to everyone else there as well but when I was new, it felt great to be
recognized individually. This definitely helped keep the morale of the staff up and if I become a
Pharmacist In Charge, I hope to do the same with my staff as well. Whenever it was not as busy and
he was working, I would ask him questions about when he was an intern and how his transition was
from intern to pharmacist. He would always give me tips about professors and how to succeed in their
classes. Whenever I had a work-related question, Bryan always took the time to stop what he was
doing and assist me with what I needed. Now that I have transferred home stores to one in New York,
my manager here Justin has been extremely helpful and kind as well. Although he didn’t go to URI, he
is a mentor to me at CVS and in the field of pharmacy in general. He has won “Pharmacist of the
Week” and CVS District Paragon and has been extremely helpful especially in learning New York
pharmacy laws. He pushes our staff to hit our metrics and is extremely encouraging throughout it all.
During my P2 year, I was a student mentor to P1 pharmacy students. On the first day of meeting my
mentees, their advisor told us to give them a piece of advice. I told them about all of my time
management and study skills that I have used to be successful in my classes, to always ask for help
when you feel you are struggling, to work in a pharmacy, and to be as involved as you can without
overdoing it. I told them about how important working while you are in school is since it gives you
exposure to what setting you may be working in, helps you to learn what you do and don’t want to do
with pharmacy, allows you to better manage your time, allows for networking, and teaches you so
many things that class alone can’t teach you. Being able to be a mentor but also have my own mentor
has allowed me to grow so much as a future pharmacist.
SEE Evidence #10

160. Student will describe principles of effective Personal Research I learned how to be an effective peer leader back when I was a freshman in college. We learned a lot
peer leadership, as well as problems about it in CSV 302 but I cannot find a lot of my resources, so I found a great online article that
particular to peer leadership discusses how to be an effective peer leader. The first tip is to have a positive attitude. By being
positive, it will influence those who you lead. Influence is key when leading teams and positivity is
contagious. It will impact the environment of the space and allow for high productivity. Another tip is to
have perspective. It is important to focus on succeeding together and not alone. Success should be
more than just having the successful leader but a successful team around you as well. Diversity plays
an important role in perspective so you can understand where everyone is coming from. It is important
to be open minded, ask questions, and validate others. Another tip is to spread confidence among the
group. Using your authority as a leader to empower confidence often allows for teams to accomplish a
lot more. Another tip is to lead as a friend. Although it may be weird to be the same age or maybe even
younger than those you lead, you are still the leader in this situation. Boundaries being established is
key since you may be their friend but now you are also their leader. It is important to not display any
favoritism or be seen in that way.
Although peer leadership is a great thing, there are some problems that can arise. Some problems can
be that you may not be taken seriously due to being friends with those you are leading and having a
friendship with those you are leading. Another problem with peer leadership can be some people may
feel you don’t deserve the role. As far as I’m aware I have never experienced this but it can happen
when you may be younger than those you are leading. You might also feel dismissed by those you are
leading who are older than you.
Greenhalgh, B. (2018, October 23). Tuesday Tip: How To Lead A Team Of Peers. Retrieved August
31, 2020, from https://careerbuzz.prosky.co/articles/tuesday-tip-how-to-lead-a-team-of-peers
161. Student will describe personal examples CSV 302 Greek 101 Mentor In the spring of my freshman year, I took CSV 302. In CSV 302, we were trained to be Greek 101
related to being a peer leader and being Leadership Institute Mentors. Being a Greek 101 Mentor has made a large impact on my life. I helped educate others on
led by peers the issues related to sexual assault, hazing, alcohol and substance abuse. At our first session, we
played ice breaker games we had learned in class to get to know each other. These leadership games
as though they seem small, helped me to use what I had been taught to get to know others and form
relationships. We also informed them about leadership in Greek Life and how holding positions in
Greek life can be beneficial. For example, during the session on hazing and alcohol abuse, many of my
“students” were very quiet. I had to use my leadership skills to get them to come out of their comfort
zone and participate in the activities. Each session went very well where many of them participated and
seemed interested. One thing that could have gone better was keeping their attention during the large
meeting before our breakout sessions. We had to make sure our students stayed off their phones and
paid attention to the videos and speakers.
In the fall of my freshman year I attended Leadership Institute and was led by a peer leader. Seeing
their style of leadership and how strong of leaders they were inspired me to be even more interested in
leadership. One of my favorite experiences at Institute was when we all sat in a room with the lights off
and answered their questions such as “What was the hardest thing you’ve ever had to go through?”
This exercise really helped all of us to develop a bond with each other and it wouldn’t have been
possible without peer leaders. Not only did I learn a lot about others, but I learned a lot about who I am
as a leader.

SELF LEADERSHIP: EVIDENCE #1

SELF LEADERSHIP: EVIDENCE #2

LEADERSHIP THEORIES: EVIDENCE #3
https://web.uri.edu/pharmacy/2020/04/15/face-of-the-fight-lauren-eng-pharmd-22/

LEADERSHIP THEORIES: EVIDENCE #4 (I couldn’t find anything else for Greek 101 and my binder with all my evidence is home
in NY, sorry!)

INCLUSIVE LEADERSHIP/DIVERSITY AND ITS APPLICATION TO LEADERSHIP: EVIDENCE #5

INCLUSIVE LEADERSHIP/DIVERSITY AND ITS APPLICATION TO LEADERSHIP: EVIDENCE #6

CRITICAL THINKING: EVIDENCE #7

CRITICAL THINKING: EVIDENCE #8

INTERPERSONAL AND ORGANIZATIONAL CONCEPTS AND SKILLS: EVIDENCE #9

INTERPERSONAL AND ORGANIZATIONAL CONCEPTS AND SKILLS: EVIDENCE #10

Lauren Eng Inventory

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LEADERSHIP

Name: Lauren Eng

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 08/22/2017 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

 Leadership theory and

Leadership Inventory Revised 08/22/2017 5

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During winter break of my P2 year, I completed my Community Introductory Practice Rotation

Outcome Category: Leadership Theories

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Outcome Category: Critical Thinking

Outcome Category: Interpersonal and Organizational Concepts & Skills

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Informative Speaking. (n.d.). Retrieved August 21, 2020, from

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SEE Evidence #10

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