Robin Inventory-Hdf Final

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name:Robin D. Lee
Date Enrolled: 02/01/2015
Date of Graduation:
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD) at the
University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting Assistant Director of the
CSLD.
Leadership Inventory Revised 8/30/2013 1

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

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

Office: Memorial Union Room 210 Phone: (401) 874-2726 Fax: (401) 874-5317
CSLD Mission Statement

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

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

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

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

Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation
or Offered in the spring and summer with Dr. Leatham
BUS 441: Leadership Skills Development
or Offered in the fall and spring with Dr. Cooper
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
MINOR ELECTIVES-9 credits

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Womens Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Womens Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Womens Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: FirstYear Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, MultiEthnic, & Alternative Leadership (capstone PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership
BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
Academic, social, personal goals and objectives
Develop and maintain family, interpersonal, and intimate relationships
You need to have your own act together before you can lead others: Perseverance
Self discipline
Self care
Organization
Time management Leadership Inventory Revised 8/30/2013 4
2. Lead Yourself
5 Leadership Inventory Revised 8/30/2013
n Your Perspectives
and others
Develop and Refine
f needs Skills
ral, gender, sexual orientation, religious, class, ability, etc. diversity and commonalities
lege, oppression, liberation; individual and institutional discrimination PROGRESS
Leadership theory and practice
Communication
Group Development
Inclusion
Citizen Activist Skills
Critical Thinking
Teaching and Programming
P
R progress
O
P
former stages as you
G
R
RE-EVALUATE
R 1. Know Yourself
E O
S G
Strengths
S R
Weaknesses
Values
E
Needs S
Styles S
Learning
PROGRESS Teaching
Personality Lead Others
Membership
Leadership
OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words goals or curriculum areas may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the additional experiences
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the descriptive notes
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence
that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation lettersanything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your evidence to
include in your Portfolio.
Outcome Category: Self-Leadership

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a Pink 101 CSV 302 Where I demonstrated minimized need for approval was during an event going on called battle of the
minimized need for approval sexes that is conducted every year. During this event young women and young men are supposed to
ask each other serious questions that they would not normally ask in an open environment. Some
examples of question that are supposed to be asked are what do you see or look for in man/woman.
Or What makes you upset that a man/ women does? However, questions that were mentioned
previously were not asked at all. The questions that were asked were very vulgar plus disrespectful
and so were the responses. After hearing the disrespectful comments and questions for about thirty
minutes, I stood up and left. The reason why I left is because I did not agree or approve of the scenario
that was going on. I also felt that people in the room were not following their mission statement for their
organization which was treating others with respect. I knew that by me leaving this event could cost me
to lose approval from joining the organization/sisterhood however I did not care because what I
believed in and valued was way important than acceptance into an organization. Another example
where I demonstrated minimized need for approval was in my CSV 302 class. In this class one of the
activities that we done in class was the class was given a scenario and depending on a persons
personal value and morals the person will then go on a certain side of the room. If a person agreed
with the scenario they will then walk to the left and if they disagreed they will then walk to the right.
During this activity I was alone or basically alone on one side of the room. I could have changed my
opinion and went where everyone else was going however; I stuck to what I believed in and discussed
why I believed in it. See evidence #1
2. Student will demonstrate personal, CSV 302 MIC 211 Some self-discipline that I have is that I will divide all my work that needs to be done within the whole
organizational, and academic examples week. The way that I do this is through my organization skills I make a To do List. Some of the
of self-discipline reasons why I make a to do list is so I will not be overwhelmed in school work, studying and my
regular job. When I divide these activities throughout the week I make sure that I complete the activities
that I had set for myself that day in the order of what needs to be done sooner. If there is any fun
activities that I want to do but did not finish my daily work goals then I make sure that I dont attend that
activity until I have completed what I want to do. I also make a rule no outside activities unless on the
weekend. So Monday through Friday is all school work and regular work until Friday after 4:00pm.
From Friday 4:00pm until Sunday 7:00pm is free time or me time unless there is an important exam
during that week. Example of where I demonstrated self-discipline is in my CSV 302 class. During one
of the weeks I had four assignments due and I was supposed to go to Boston that Friday. However
when Friday came I was only able to finish four assignments so I was unable to go to Boston due to me
needing to finish my work. Another example where I demonstrated self-discipline is when I had a MIC
211 project due after spring break. For spring break a lot of my friends and family wanted to plan a trip
to go to new York for a week. However, I knew that if I went to new York for the week I was not going to
get any of my work done. So instead of attending the trip I instead stayed home and caught up on all
my work and even was ahead in my work for the next two weeks. See evidence #2
3. Student will demonstrate the ability to HDF 290 GWS 150 For my HDF 290 class there was a retreat in which we had to attend because it was a requirement for
manage emotions the class. During this retreat, we did an activity that required for us to split up into three different
groups. The groups that we were divided into were Earth, Water, and Fire. Earth was represented as
being the rich upper class, Water was represented as middle class, and Fire was represented as the
poor, which is lower class. During this activity, I was put into the Fire group which was the lower class
group. I found being in that group very frustrating because when my group tried to build a building and
tried to get our civilization started we either had our money stolen from us or we were put into jail and
also the police would take away more land away from the Fire group when we would not listen. After
about fifteen minutes I found it very frustrating and began to get a little upset because I could not
understand why people in the other groups were able to start their organization and my group were not.
People in other groups were also able to sit down and relax while we were told to stand or go to jail.
Even through all the frustration I was able to manage my emotions and make a joke about it saying that
I plead the fifth while others needed time to leave and come back or decided to not participate. Another
way that I managed my emotions during the retreat is there was one point where I began to get yelled
at because I refused to go to jail and instead of yelling back I instead reminded myself that this was just
a game and stayed calm and just walked on the other side of the square away from the person trying to
put me into jail. Another example where I demonstrate the ability to manage my emotions was in my
GWS 150 class. In this class, we were having a discussion about womens right mixed with race.
During this discussion, it became a very heated discussion because people were trying to argue that
Caucasian women have it worse than women of color and men of color. This discussion had my very
frustrated because of how much I did not agree on the statement that everyone was saying. However,
instead of getting all angry and yelling I had an open mind to what they were saying and try to explain
why I felt that was not true. The ways that I tried to remain calm is before doing anything I make sure to
look at the scenario in many points of view by doing this it able me to see things with a clearer mind.
Before responding to the question, I was take 7-second-deep breaths and exhale making sure that
whatever I am saying comes out clear and with no hostility in my voice. If I still feel like it is
uncontrollable I would then remove myself from the situation taking a walk away from the situation
where I am able to gather my thoughts quietly. See evidence #3
4. Student will demonstrate knowledge of HDF 290 Some stress management methods that I use when classes have become overwhelming or I feel that I
stress management methods can no longer handle the stress of school is very simple. One of the methods I use is on the corner of
my desk I have all calm soothing items like a book full of inspirational quotes which I read to help me
calm down and relaxed and have the motivation to continue to push forward. I also have a bamboo
plant with a small fountain, so sometimes I just focus on the nature of the situation and try to calm
down and bring my stress level down. Another method I use is lay on my bed and listening to nature
music like ocean music or rainforest music and when l lay on my bed I take calm deep breaths to keep
calm and bring my stress level down. Another Stress management method is I go to the gym for an
hour and do and intense work out which relieves a lot of stress and anxiety. Taking out a t least an
hour of your day where it is just about you where you are not around anybody and you just go for a
walk to clear your head lower a person's stress level a lot. The way that this connected to my HDF 290
class is in many ways. Sometimes when taking this class I found the class to be little overwhelming
and hard at times. What I found hard and overwhelming was sometimes the amount of work that
needed to be done over the course of the semester and also what I would find difficult is writing the
papers for this class. Since I had so much emotion towards this class I found the class to be stressful
at times where I would need to manage my stress and use the following examples to keep my mind at
peace. See evidence #4
5. Student will demonstrate the ability to MIC112 In my Microbiology class I demonstrated the ability to manage stress when multiple assignments were
manage stress due at once plus I had an exam to study for and I had to do very well to make sure to keep my grade in
an A range I was extremely stressed and I was not sure how I was going to get all my work done on
time, plus study for my exams. What I did was I took a deep breath and first made a to do list. On the
to do list it had things that needed to be done right away on the top of the list and things that were
due later at the bottom of the list. This list allowed me to calm down and instead of being stressed out
organize myself to lower my stress level and accomplish all that needed to be done in the short amount
of time. When I would fail an exam, or felt that classes were too overwhelming I would use my
knowledge on stress management to help me through it. When I felt, unsuccessful I would read the
book I have with inspirational quotes to help motivate me to push forward and to not give up. Also,
when I feel like I need a break from doing my "To do list " I would use another strategy which is listen to
music and try to relax my mind for a small amount of time. See evidence #2
6. Student will express a personal code of CHM 101 MTH 111 My personal code is Do not focus on what you cannot change in the past focus on what you can
leadership / membership ethics change for the future. I developed this code when I first began college; I had extremely bad anxiety
about my grades and negative situations that would happen to me. The classes that really had me put
this code into play were my CHM 101 class and my MTH111 class. Throughout the two years I had to
teach myself how to deal with these situations and how to make every situation that occurs into a
positive situation. I had to teach myself that focusing on the past and thinking about how I should have
done this and how I should have done that was not going to help my situation presently since I could
not go back and change what I did. However presently I can change how my future would be so I
would teach myself how to take that situation and make it into a learning experience for the future so
that the situation does not happen twice. My ethical code is No matter who the person is if I see
someone that needs me I will always try my best to help that person in any way that I can. See
evidence #6
7. Student will demonstrate practice of the CHM 101 MTH 111 The way that I have demonstrated this code was in my CHM 101 class. When first taking this class my
personal code of ethics freshman year in college, my first exam I received a 42 out of 100. I was so distorted and I was thinking
so much and began to be negative. From be being negative I ended up giving myself a panic attack
and going to the hospital for it. Because I thought that I was a failure and that I was not going to make it
anywhere in life. After calming down and thinking to myself I realized that me stressing about my test
and saying to myself how I should have done this better or maybe this wouldnt have happened
would not have fixed anything. I realized that I needed to focus on the future and not so much on my
past. So some things that I did was, when I handed in the exam that was it, I would not talk about how I
did, and I would not say how I should have did this well. All I did was I just turn it in and that was it
because at the end of the day I already handed it in and there is nothing I can change or do to make it
better or worse. When I receive the exam back I looked at it and I see what I did wrong and what I can
improve on for the future. From that day I was able to do that in all my classes so when second
semester came around and I then had to take MTH 111 I was able to put my mind in a positive state of
mind. I went in and I did great on my first exam. On my second exam I did horrible and I could have
had a negative attitude but I didnt I just took the final exam and I did great and was able to receive a
B+ in the class with a positive attitude and improvements through my studying skills every exam/ test
that I took I did well on. The way that I demonstrate my ethical code within these classes is, many
times in my MTH111 class students needed help studying for exams and quizzes. However, people that
would want help or would ask me for help were never the kindest person to me or to others. Even
though they were not kind and most people would probably just let them fail, I would go out of my way
to help these students be successful regardless of the circumstances. See evidence #7
8. Student will express a personal values FRENCH 101 BIO 102 My personal value statement is Strive to give 100% and nothing less. The reason why it is my
statement HDF291 personal value statement is because I want to give people 100% of me the same way how I want to
receive 100% of them. I treat others the way that I would like to be treated and I do not want anyone
giving to me any less than 100% of them and I feel like that should be done throughout life. This can be
through work, school, or personal life. I personally feel that is you give 50% in everything that you do.
That person will then not make it far in life and will not accomplish goals that they set for themselves.
By giving 100% of you at all times it sets the person up to have no regrets because the person knows
that they gave it their all and there is nothing that they can do after that. I practiced this personal value
a lot in my French 101 class when I had an assignment due and also in my BIO 102 class when I did
my invasive species report. .
In HDF 291 I came up with another value statement. That value statement is be proud of who you are
and never try to change who you are for anyone in the world. This class made me realize about myself
and the people around me. It made more aware of my ignorance and to take a stand on women of
color that are not treated with the same quality of respect as anyone else. Through this class I was able
to see the more of the beauty in myself and the people around me instead of just looking at the outside
of person I was also able to look into peoples hearts. By doing this I was able to see that people face
the same obstacles that I face and have the same insecurities that I do. So instead of saying I wish I
had that and I wish I looked like that be proud of who you are and what you look like because we are
all beautiful in our own way. See evidence #8
9. Student will demonstrate practice of the FRENCH 101 BIO 102 The ways that I have demonstrated my personal value statement is a project that I have done in
personal values statement HDF 291 French 101. We had a project that we had to do and then present it to the class. The project had to be
a written-out essay in French and also a visual aid. I could have made my visual aid a PowerPoint but I
instead went above and beyond and made a 3D operational project. I felt that doing the PowerPoint
would not show 100% of what I was trying to accomplish and show to the class. What I was trying to
accomplish was for the audience to visually see what my project was on and really be able to see why
that place was so interesting. My project displayed the realness of the city life that occurred within that
city and why that city was so popular. What I made my project on was a 3D sculpture of Moulin Rouge
which is a theater/club in France. Another example where I demonstrated my personal value
statement was when I did my invasive species project for BIO 102. For This project, we only needed to
write out a report and speak about it. However, I decided to make a PowerPoint slide just so that
people had pictures to look at when I was talking about that section and the class could see and relate
to what I was trying to teach and be able to take more efficient notes.
The way that I demonstrated practice of my personal value statement is when I am thinking about
something negative about myself I make sure to think of a many positive thing to counter that one
negative thing that I found about myself. Another thing that I began to do is give out honest and loving
compliments to all females. Through my HDF 291 class I realized that many women face insecurities
and sometimes just need a small boost to brighten up there day. There were many times where I would
call a woman beautiful in my head but I never went out my way to say it to them and never realized
how much of a positive thing that can really help someone get through the day. So, I have been going
out of my way to try to make someone happy and feel good about themselves. See evidence #9
10 Student will demonstrate the ability to Jumpstart COM 100 My jumpstart team had to conduct a project from start to finish for the last eight days of the jumpstart
lead a project from start to finish (follow- session. We had to make a slideshow of all of our achievements and also make a poster board that
. through) showed a countdown until the last day. Because one of my strengths is organization I was able to
conduct the whole projects and distributed everyones part to each person. I told each team member a
due date for each part of the project and what needed to be done for each part of the project. First part
of the project was to see what we wanted to base the project on which ended up being based off one of
the stories that we read which was called The Lion and the Red Bird. After we decided what we were
going to put on the poster board and how it was going to look, I took the liberty in drawing out a small
model and from there made the final project. From the small model, I was able to give each person
their part of the project in which they needed to draw and how it would fit with the rest of project. When
everyone finished their part of the project we all then put the pieces of the project together. When that
part of the project was finished we then moved on to the slide show where I captured the pictures of
our achievements, and another person uploaded them, and we all put the final slideshow together as a
team. Another example of where I demonstrated the ability to lead a project from start to finish is during
my COM 100 class. During this class, we had a group assignment presentation on the balance of
academic time and social time for college students. During this project, we had to talk about the pros
and cons of college life and what solution we had to balance college life. For this project, there were six
people to the group and I split up all the part among the six of us. I then made a Google doc where we
all were able to put our parts together into an actual presentation. I then called a meeting for the entire
group came together and practice the presentation and to work on the reference page. We received an
A on that presentation. . See evidence #10
11. Student will describe goals and objective CSV 302 Some goals and objective statements that I have made for this class deals with personal issues, career
statements regarding personal issues, issues and also community issues. For my CSV 302 class we had to make goals and objective
career issues, and community issues statements some in which I made was to learn my children strengths, to be able to communicate with
my children and their parents, and to be able to feel completely comfortable with my children, their
parents, and also the teachers. These goals all fall under community issues and personal issues. My
personal objectives for this class were to have better organization skills, to become a better leader
within my career, and also to develop a great strategy for problem solving. These objectives fall under
personal issues and also career issues. . See evidence #11
12 Student will show evidence of goals and Jumpstart Academic grade A goal I set for myself was achieving up to 300 hours of volunteer work. The way that I achieved this
objectives that were planned and goal is through a program that I am in called Jumpstart. What jumpstart is is a program that made is
. achieved made for children ages 3-6 that live under the poverty line to have a head start in their education. What
occurs is a group of college students will go to a daycare center either before or after their daily school
routine and teach our own personal lesson plan. We will then come in and give the children about three
more hours of education. What we do during those hours is try to focus on what each student struggles
in and help them try to strengthen that subject. Jumpstart teachers focus on reading, science, art,
dramatic play, and puzzles. We meet with these children twice a week which is not enough to reach
300 hours in one year so jumpstart teachers also must make up the hours by doing outside activities
for the children and attending events that the school has to reach the 300-hour goal. Also, we help the
school teachers with different projects and activities that they need help on to better the education of
the students. Another example where I show evidence of goals and objectives that were planned and
achieved last semester I wanted to have a 3.3 GPA average so that I could make deals live and have
an overall A-. During last semester, I worked really hard. I attend every professors office hours and any
tutoring opportunity and I was able to complete the semester with a 3.5 GPA which was way above my
goal. . See evidence #12
13 Student will show knowledge of the HDF 412 In HDF 412 I learned that the Hierarchy of needs theory is made up of five levels that is composed in
Hierarchy of Needs theory by Maslow three needs section which is the self-fulfillment needs, psychological needs, and basic needs. First part
. of the pyramid is the basic needs. Within this group, it consists of two categories which is the first level
of physiological needs which is having of needing food, water, warmth, and rest. Then there is the
second category which is safety needs this category is the protection from elements, in this section it
consists of security, law limits, and freedom from fear. The next section in the pyramid is psychological
needs. This section also consists of two categories as well which is belongingness and love needs
which is when a person begins to have intimate relationships and friends. The person also has trust
and acceptance and gives and receives affection and love from being with different groups of people.
Lastly in the self-fulfillment needs group it has one category and is located on the top of the pyramid.
This category is called self-actualization. This group a person seeks personal growth and peak
experiences. This section is also located on the very top of the pyramid (Maslow). See evidence #13
14 Student will show application of Maslows Maslows Hierarchy of Needs consist of five categories. The first category is physiological needs. The
theory to own life way that I personally meet these needs is I always make sure to eat and I have a good nutrition with
. eating fruits vegetables, and protein, trying to make sure that I hit all categories. I also make sure that I
drink a lot of water and keep hydrated throughout the day especially if I am doing a lot of activities. The
way that I make sure that I keep warm is by paying my bills and making sure the heat stays on also
wearing appropriate clothing for the weather. I get at least the bare minimum of sleep as much as I can
and I try hard not to overwork my body. The next step is safety needs. I always try to put myself in an
environment where I feel comfortable in and if I am not comfortable in it I make sure to pay attention to
my surroundings and be extra alert. Another thing that I do is try to have people around me that I feel
safe and okay to be around to add onto my security and safety. The next step is belongingness and
love needs. I personally have different relationships to help fulfill this need. I have the relationship with
my friends where I have best friends which are people that I can hang out with or vent to when needed
especially if I am having a hard time or feeling alone. Then I have the relationship with my family.
Which I feel like are people which will always love me and people that I can turn to if I need help or if I
am in trouble. With my family, I feel like that is a place where I will always be long and be accepted in
no matter what the circumstances are. Then I have the relationship with my boyfriend in which is the
person that I hope in the future I would have a family with and that loves me and cares for me in a
different way in which your friends or family would. They see you in a different way and fulfill the needs
that your family and friends cant in a loving and accepting way. The next category is esteem needs.
These needs are accomplished through my goals that I set for myself. An example of this is if I set
myself to get an A on an exam or to stay committed to a certain organization or event and finish it my
goal was then accomplished and then I am motivated to set other goals and then to accomplish those
goals. Another way that these needs are met is when I am taking positive steps in my life /career. For
example, me getting my internship for the summer is an accomplishment that I have and makes me
feel good and feel like I can accomplish another task as well. The last category is self-actualization.
The way that achieve this need is by working to my full potential or in other words being the best that I
can be. I do this by being in different activities and being a part of different events and organizations.
15 Student will describe personal leadership HDF 412 HDF 290 In HDF 412 my five signature themes from StrengthQuest is restorative, achiever, empathy,
style and/or personality style including HDF 291 relator, and developer. The future career path that I have set for myself is having a bachelor in
. strengths and weaknesses and examples HDF 413 Psychology with a minor in microbiology and leadership studies. What I would like to do with this major
of application (Sources = Leadership style and minor is first learn more about the brain focusing on neuroscience and then later hoping to be a
inventories, the L.P.I., StrengthsQuest, psychiatrist opening my own practice. My first strength is restorative, the way that this strength can be
Type Focus (MBTI), LAMP, and other an asset to my future career is because restorative means that I am a problem solver, when becoming
career inventories, etc.) an actual psychiatrist, it can help my patients get through tough situations. Achiever can be an asset to
my future career because, it takes a lot of patients and determination to open up your own practice and
I feel that with my achiever strength I can do an accomplish anything that I put my mind to. Relator will
help me be able to connect one on one with my patients. I can give my patience that safe zone that
allows them to talk to me and work through anything that they need my help with. My developer
strength can be an asset because in that field there should always be growth. I should be coming up
with different ideas for my patients, to expand, or even in oneself, this strength can help me with all
steps of my career.
The way that my five strengths might be challenging to me is; restorative my way of problem
solving might not always be beneficial to the person that I am trying to help. What I mean by that is
what might have worked for me might not work for them so I would have to learn to alter my way of
thinking which could cause conflict between a patient and myself. My second strength which is
achiever might be a challenge in my career path because when I achieve I tend to over achieve. I am
constantly trying to be the best person I can be which sometimes is way over the 100% line. How this
can be a challenge is because I do not want to wear myself out or let my work consume me because I
am trying to achieve too much. Empathy; because I relate to people so much I tend to feel what they
feel. This can be challenging to my career path because I need to be able to put those feeling to the
side sometimes and not talk through emotion but talk through my mind, giving the best advice or
solution that I can possibly give. My next strength is relator the way that this strength can be
challenging is because when working with a client I cant go telling them my life story. When I relate to
people I tend to share my experiences with them and I need to be able to figure out another way to
relate without not always sharing my story. Lastly my developer strength can be a challenge because I
need to be able to take a back seat and see what other can do to help my team and my way is not the
only way that things can be successful even if I am the boss.
See evidence #15
16 Student will show knowledge of the theory HDF 412 In HDF 412 I learned that Super leadership by Manz and Slimis based on individual and self-
of Superleadership by Manz & Sims leadership. This theory is teaching and talks about individuals leading others to lead themselves. There
. is a seven-step process to super-leadership. First step is becoming a self-leader. This step teaches the
individual to first learn how to lead yourself before trying to lead others. One a person is proficient at
leading them self it leaves room to have effective followership. Some self-leadership strategies are
behavior focused strategies where a person learns self-observation, self-reward and self-punishment.
The other strategy used is cognitive focus strategies where a person learns sense of competence,
sense of self-control, and sense of purpose. The second step is modeling self-leadership. Showing
others how to lead them self. The third step is encouraging self- set goals. This step is to focus an
individual's attention and energy. The higher a person makes their goal the higher performance level.
The next step is step 4 which is create positive thought patterns. A person thought pattern is an
important element in successful self-leadership and how they build. The 5th step is developing self-
leadership through rewards and constructive reprimand. This part is accomplished through reward and
reinforcement. Step 6 is promoted self-leadership through teamwork. The way that this is accomplished
is when having a group the person does not always have to take the lead of the project but learns to
take that step back and have someone else take the lead especially when others are more proficient at
the task. A leader does not always have to be in charge and can put them self on a equal playing
ground as everyone else on their team or group. The last step is step 7 which is facilitate a self-
leadership crisis. This step is to challenge oneself of designing an integrated organizational culture that
is conductive to high performance. An example of this is make a organization, opening you own
business or even leading a group (Manz). See evidence #16
17 Student will show application of Manz &
Sims theory to own life
.
Outcome Category: Leadership Theories
18 Student will show knowledge of the
Authority and Bureaucracy theory of
. leadership Weber
19 Student will describe personal application
of the above theory (Weber)
.
20 Student will show knowledge of the HDF 290 Library Job The Scientific Management theory was created by Taylor in 1911. I first learned about this theory in
Scientific Management theory of HDF 290 but later saw this theory put into action at the job I work in the library. This theory includes a
. leadership by Taylor four-part principles. The first principle to this theory is to replace rule-of-thumb work methods with
methods based on scientific study of the task. What this means is change work methods based on
what works with you. The second principle is scientifically select, train, and develop each worker
rather than passively leaving them to train themselves. What this principle means is to take each
individual worker and train them personally. When training the worker train them and show the person
what you want to accomplish instead of having the worker try and figure out what to do and train them.
The third principle is cooperate with the workers to ensure that the scientifically developed methods
are being followed. What this means is try to be on the same level with the worker try to be able to
teach the worker at a past that they feel comfortable. Last principle is divide work nearly equally
between managers and workers. What this means is do not give all the work to the worker try for you
to do some of the work and the worker do some of the work so one that worker can see an example
and also so the worker does not feel overwhelmed with the amount of work given to them.
See evidence #20
21 Student will describe personal application Library Job When I applied this theory to myself is my job at the library. I have been working at my job at the library
of the above theory (Taylor) for almost a year so I know how to operate everything and how everything is supposed to work. When
. new student worker was hired, I was in charge of showing that student worker how to do almost
everything. For the first principle, I showed the new student worker what the job was about and what
exactly we were doing. The way that I used the second principle was instead of having the new student
worker figure out things for herself I instead showed the student worker the process and the steps that
were taken to get the job done. For the third principle, I would show her my way of how I did the job
and then I would ask her if she felt comfortable doing it another way and if she did we cooperated that
both our ways would get the same job done. That last principle is that I divided the work evenly by me
doing one half of the work and then she did the other half. I would first give her an example of what
was supposed to be done then I would watch to see if she did it correct and then we would split up the
rest of the work evenly between the both of us. See evidence #21
22 Student will show knowledge of the HDF 412 In HDF 412 I learned that Management by object theory is a theory that was created by Drucker. This
Management by Objectives theory of theory is a five-step process. The first step is determined or revise the organizational objectives. This
. leadership by Drucker step is the starting point of management by objectives. These objectives begin with mission and vision
of a group or organization. If the organization or group has not organized and determined what their
vision is they cannot move on to the next step of the process. The second step of the process is
translating the organizational objectives to employees. This step is when the person translates the
organization or group the vision on an employee level. Communication is the biggest aspect of this
step especially when it comes to expectations, feedback, and giving rewards for different
achievements. The third step is stimulated the participation of employees in the determine of the
objectives. This step is when people that are in the group or the organization begin to participate in the
determining of personal objective that re in line with the objectives and expectations of the organization
or the group. This step is also when people tend to add their own contributions and ideas about the
ideas for the organization to make it better. This step also gets more people excited to be committed
and increases involvement in the organization or group. Step four is monitoring of progress, this step is

when the group or organization see how far they have come overall when it comes to objectives and
what they are trying to achieve together. The fifth and final stage is evaluated and reward
achievements. This step was made to improve performance over time within the group or organization.
Rewards are given based on what they group or organization was trying to achieve (Ducker). See
evidence #22
of the above theory (Drucker)
.
24 Student will show knowledge of Theory HDF 290 Mix Martial Arts What Theory X and Theory Y is a theory that was created by McGregor in 1960. I first learned about
X and Theory Y theory of leadership by this theory in my HDF 290 class and later applied this theory during my Mix Martial arts classes. The
. MacGregor Theory X is the average worker dislikes work and will avoid it if they can. Involves threats, control, and
tough management. What this means is that a worker usually only responds to threats to stay
motivated to work. Theory Y states Control and punishment tactics are not necessary for motivation.
Motivation comes from learning, job satisfaction, and creativity. What this means is that the person
does not need to be threatened to continue to work that they are able to work through self-motivation.
When doing my project for HDF 290 for the SD/LP/CS unit I did my project on a man name Jim Greene
that owns a Pet shop called Creatures, Creatures, Creature home of healthy pets. When interviewing
Jim I saw the X and Y theory in effect through the way that he works with and handles his workers. His
workers follow the X theory because they all do not really like to work they rather just sit around and do
nothing. The way that Jim motivates them to work is through verbal threats of them going to get their
hours cut or even worse that they are going to lose their job. The way that Jim follows the Y theory is
he is self-motivated; he does not need any threats or punishment to work. He comes in everyday early
and leaves late he motivates himself and he gets satisfaction of just coming into work every day and
working hard. See evidence #24
25 Student will describe personal application Mix Martial Arts Photography club When working at my karate studio I found that not only did people not want to do anything in class but
of the above theory (MacGregor) some people would also begin to misbehave because they did not want to do anything. When this
. would occur, I would then have to use Theory X. The way that I would use Theory X is I would have to
threaten to delay their next belt testing, I would have to threaten them with 150 pushups or sit-ups, or I
would have to threaten to completely kick them out of class. These threats would then motivate them to
move and does the work that was assigned to them that day or to simply participate in the classroom in
general. The way that I would use Theory Y is on myself I was very self-motivated just having the
satisfaction of moving up in a higher black belt rank kept me motivated to work hard, attend all
sessions, and to teach all session assigned to me. Another example of how I personally applied this
theory to myself is in my photography club. For the photography club I was in charge and what
photography club was for is for a hobby however, to stay as a member you have to take at least three
professionals pictures a week and also attend two meetings a month. A lot of people only joined the
photography club to have something to put down on their resume so they would not take the club
seriously. I had to use Theory X because I had to threaten student that I would not sign there paper
saying they were a part of the club or I would have threaten them that I would kick them out of the club.
Some ways that Theory Y was used was within me and some other members in the group we really
enjoyed photography so we took the club seriously and did all of what was required without any threats
or consequences. See evidence #25
26 Student will show knowledge of the HDF 290 Amos House I first learned about Servant leadership theory was in my HDF 290 class. Servant leadership is a
Servant Leadership theory of leadership Jumpstart Program theory that was created by Greenleaf in 1977. Servant leadership is when a person is a servant first
. by Greenleaf meaning that a person in which wants to serve. So the person is not a leader first but first a servant.
There are ten characteristics of servant leadership which is listening, empathy, healing, awareness,
persuasion, conceptualization, foresight, stewardship, commitment to the growth of people, and
building a community. I later was able to apply this theory to when I volunteered at a soup kitchen and
also when participating in the Jumpstart program. See evidence #26
27 Student will describe personal application Amos House Jumpstart Program The way that applied this theory when volunteering at Amos house is first I came in as just a servant. I
of the above theory (Greenleaf) learned how to be a servant first following everyone else trying to understand what our job was and
. what needed to be done to reach success. What I had to do when serving first is I had to listen to
directions and what was asked of me. I then had to understand what these people were going through
coming to the soup kitchen and understand how the workers felt serving the people coming into the
soup kitchen. I also had to be aware of my surrounding and what was going on for example what I
notice when working at the soup kitchen is that a lot of children were coming in when they were
supposed to be in school at the time. The reason why the children would miss school is because they
needed to come to the soup kitchen to eat because that would probably be there on and only meal that
they would have for the day. I also had to want to see how to approve the community and how my work
was helping the community. After being a servant and seeing what was going on and how me being
there made a difference, the next year I then became the head of recruiting people from my high
school in participating and volunteering at Amos house. Another example where a personally applied
this application to my life is when doing the Jumpstart program that I am in. When first doing Jumpstart
I could only be the servant I had to learn my way of what Jumpstart stood for what I would be doing to
make sure that Jumpstart was a success. We would have three months of training and a week in which
we would go out to the schools to serve the children. After a year of serving the children and other
members of the group I was then able to move up to a higher leadership position and be actual leader
of my Jumpstart group. See evidence #27
28 Student will show knowledge of the HDF 412 In HDF 412 I learned that the Principle Centered Leadership theory was created by covey in 1990. The
Principle Centered Leadership theory main purpose of this theory is Stephen Covey says that the root of success or failure in any type of
. by Covey relationship if its personal, business related, or educational is trust or lacking trust. Principle centered
leadership consist of four levels. Those four levels are personal, interpersonal, managerial and
organizational. Through these stages a person gains different characteristics like learning from ones
failures, being flexible, learning about self-renewal, taking the best aspects of life, being an overall
positive person, always learning, and living a well-balanced life (Covey). See evidence #28
of the above theory (Covey)
.
30 Student will show knowledge of the 14 Deming comes up with 14 points/ TQM. the first point is for the individual to create a constant purpose
Points / TQM theory of leadership by to improve the product or service that they are working on. The main aim for this first point is to make
. Deming sure the business stays afloat. The second point to to adopt new and different philosophies. The
person must know the error that they are in and be able to adopt new and learn about the new
economic age. This includes learning to challenges and responsibilities that the individual will face and
be able to take on leadership change for the better good. The third point is being able to achieve great
quality. The fourth step is creating long-term relationships with people organizations or companies that
have loyalty towards you and trust you. The fifth point is to improve constantly. You want to be always
getting better and finding new ways to improve what you're doing and how you are doing it by providing
great product and service. The sixth point is to institute training on the job. So what this means is to
train other to get better and get more product better at a more efficient rate. The seventh point is to
institute leadership. This is to help people work better and do better within their job. This is when a
person is supervising or managing other and how the product is done and what they can do to make it
better. The eighth point is to drive out fear, so that everyone can work effectively for the organization,
company, or business. What this means is to reassure the group that everything will be okay and that
they have nothing to worry about besides having confidence in themselves. The ninth point is to break
down barriers between department and organizations. This point is suppose to help people work
together to be more efficient and work as a team. By doing this people can bounce off better ideas that
will make the company better and more efficient. The tenth point is eliminate slogans and targets. To
not have a target or particular audience and just focus on the quality. By having a target audience a
person is only reaching out to one group of people which then will cause less product and sales. The
eleventh step is to eliminate work standards. By doing this people will stop doing to bare minimum and
will help to substitute for more people trying to do leadership positions to get the work done. The twelfth
point is to remove barriers that rob people from their pride. Let people be prideful of their
accomplishments because through that they will try to work harder and give better quality work when
they are proud of what they accomplished. The thirteenth point is institute a vigorous program of
education and self improvement. Which is trying to be a better you. The last point which is the
fourteenth point is put everyone in the company, business or organization to work to accomplish the
transformation. This transformation is making a better environment overall.
of the above theory (Deming)
.
32 Student will show knowledge of the HDF 412 In HDF 412 I learned about transformational Leadership by Sashkin. There are three categories
Visionary Leadership (now often cited diagnostic, innovation, and unseen lens. Diagnostic lens means that leaders recognize the current
. as Transformational Leadership) theory position of their organization and they need to know what has or hasnt worked in the past for the
by Sashkin organization. Innovation lens means that leaders think outside the box and unseen lens means that
leaders must lead their team down an unknown path. Transformational leaders change the basic
cultural and political systems to create something new. They require self-confidence and must know
how to use influence to accomplish goals that benefit not only themselves, but also others.
Transformational leaders accomplish goals by challenging and transforming individuals emotions,
values, standards, ethics, and goals through visionary leadership. There are four important types of
behaviors. They are highly charismatic; they provide a vision, encourage followers to think
independently, and recognize their followers and act as mentors to them. The most crucial element of a
transformational leader is the communication between people (Sashkin). See evidence #32
33 Student will describe personal application HDF 412 GWS 150 A model of leadership that informed my practice of leadership to date is the Transformational
of the above theory (Sashkin) leadership model. This model consists of four parts individual consideration, intellectual stimulation,
. inspirational motivation, and idealized influence. Individualized consideration is when that individual
tries to get mentors, leaders, followers that will give support and to listen to ones ideas. The way that I
am doing this is I am working on a project to help young men or color ages 14-24 understand and take
advantage of their sources that they have around them. Due to their high suicidal rate, I realized
through my experiences that these young men are suffering and I am trying to create a space to help
degrees and even eradicate suicide from being a solution/escape route. My first step in doing this is
finding supporters. Finding leaders and mentors that believe in my motives and that want to help. The
next part of this theory is intellectual stimulation which is to take a risk try to get those followers to see
the opportunity by asking questions and have them think deeply about your motives. I do this by asking
my mentor questions I ask how I can get this off the ground telling him about my ideas and what he
thinks about them and example is what he thought about having a class or an after-school program.
Then it is inspirational motivation and it is when a leader can articulate a vision that is appealing and
inspiring to more followers. I am not yet on this level but I will soon be once my whole plan comes
together and moves forward. Lastly there is idealized influence which is when that person a role model
and gain respect and trust from others. When I reach this stage I hope that even when I am no longer
working on my project it will continue to help people in the future and even expand to help a wider
range of people when needed. See evidence #33
Individuals in Organizations leadership
. theory by Argyris
of the above theory (Argyris)
.
36 Students will demonstrate knowledge of HDF 290 Seeds of Success When first being introduced to the 4 Vs theory was in my HDF 290 class when a group presented the
the 4 Vs theory of leadership by Grace HDF412 theory to the class. Another time where I witness this theory in action was in an organization that I am
. (Center for Ethical Leadership) apart of called Seeds for Success when beginning a new idea for the organization. This theory was
created by the ethical leadership which was based on Dr. Bill Graces research. This model consists of
4 Vs which stand for values, vision, voice and virtue. For values it states that First discover the
values, the core of our identities. We begin the process of integrating our unique values with our choice
making. What this means is people first must figure out what they value and why. For vision it states
that the ability to frame our actions in service to others within a real picture of what ought to
be. What this means is that whatever vision a person might have they have to be able to envision this
value and be able to get other to also envision that value. The next one is voice. Voice states Our
voice is the process that clears our vision to others in an authentic and convincing way that animates
and motivates them to action. What this means is the person must be able to say what their values are
and have people be able to vision the values through what the person is saying. Lastly there is virtue.
Virtue states We become what we practice. We foster virtue by practicing virtuous behavior. Striving to
do what is right and good. In this way, we develop the character of virtue. What this means is that a
person will practice what they value and vision on an everyday base.
What lies between value and vision in the 4 Vs model is service. What service is when peoples
values are being tested and tried. This usually occurs when dealing with the least fortunate. In between
vision and voice there is polis. Polis is when people take public action to make the change. The last
service lies in between voice and values which is renewal. Renewal is when a person expresses their
voice in many ways. Some ways that people can express their voice is through speaking, writing,
acting ect. See evidence #36
37 Student will describe personal application Seeds of Success HDF 412 I applied this theory to my personal life during my organization called Seeds of Success. This
of the above theory (Grace) organization was made to help minorities in science majors are able to network with each other and are
. given opportunities to better their education and also experience. In this organization I am in charge of
coming up with idea to make the organization better so that people can get more out of the
organization. An idea that I came up with in the beginning of the semester is have a mentor program.
This mentor program was to have student be able to connect with someone older than them and
roughly in the same major as them. When first coming up with this idea I had to look at what my values
were and one of my biggest values is education. I knew that when coming into college I did not know
what classes to take or how to study for a lot of my classes which caused me to not do as well as I
hoped, and I wanted to be able to give new students the opportunity to do good from the beginning not
like I did. After looking at my values I then turned to my vision and what I wanted this program to do for
students which was create a network and also to give student the opportunity to ask other students
openly on what classes to take and not to take. I then brought my vision of this program to the rest of
the E-board in seeds of success to see how they felt and see if they saw my vision as well. When they
agreed with my idea I then voiced my idea to the rest of the organization to see if they would like the
idea. When everyone then agreed I then followed virtue and continued the program throughout the
whole year.
The way that I used my service is for the students that were in the grades younger than mine I would
have conversations with them asking them what classes they were taking at the time. If I took the same
classes as them I would give these student notes and exams that I have taken to help them better
succeed in their class. The way that I used Polis is when many students had questions on how to
better succeed in the class the organization took action to make sure that everyone that had questions
or concerns were able to ask and that each of us would try our best to make sure that we all could help
to the best of our ability. The way that I used renewal was through speaking, and writing. In the
organization, we spoke a lot about how to make classes better or each student and how we all could
help over all. After coming up with the idea we were then able to write down those ideas so that we
could do them for the next coming up semester or year. See evidence #37
38 Student will show knowledge of the HDF 290 Jumpstart When first hearing about situational leadership studies was in my HDF 290 class. Where I saw that
Situational Leadership theory by Hersey situational leadership was applied in the Jumpstart program that I am in. Situational leadership when
. & Blanchard dealing with people a leader is to change leadership depending on a person's maturity level in getting
the project done. When using the situational leadership a leader would change how they ask for a task
to be done depending on the person and if they can handle the task that is being asked for success.
Situational leadership deal with four different levels of maturity. The first maturity levels states They
lack the knowledge, skills, or confidence to work on their own, and they often need to be pushed to
take the task on. What this means is that people on this maturity level need a lot of help to
successfully do the work asked of them. The second maturity level states followers might be willing to
work on the task, but they still don't have the skills to complete it successfully. What this means is that
the person knows what they are doing a little bit however will be able to do the work as long as they are
getting stepped through the task. The third maturity level states followers are ready and willing to help
with the task. They have more skills than the M2 group, but they're still not confident in their abilities.
What this means in that people are able to do the task but when doing the task they have a few
questions here and there of how to be successful. The fourth and final maturity level states followers
are able to work on their own. They have high confidence and strong skills, and they're committed to
the task. What this maturity level means is that the person will have no questions and know exactly
what they are doing with high confidence in themselves and can get that success by themselves.
See evidence #38
39 Student will describe personal application Jumpstart Mixed Martial Arts A time where I used situational leadership is during my Jumpstart session. At my Jumpstart session I
of the above theory (Hersey & Blanchard) have to work will all different kinds of people and maturity level. Some of the groups of people I have to
. work with are children ages 3-6, parents, staff, and teachers. Depending on who I am working with I
have to change my leadership style. When working with children they are more on a Maturity level
1.The children usually do not know what to do when I ask them to do something most of the time I have
to walk the children through every step. When working with parents they are more on a maturity level
three. Parents will know what I am talking about and have a idea on how to do it however they will still
have a few questions on how to get the job successfully completed. When working with staff they
would either be on maturity level two or three depending on the situation. And when working with
teacher they are on a maturity level four where they already know what I am talking about how to do it
and what to do. Another example of where I applied this theory to my personal like is when teaching at
my mixed martial arts school. The place where I teach is called Osaka Dojo. At Osaka Dojo I work with
all ages. I work with the kiddy class, pre-teen class, teenage class, and also the adult class. Depending
on what class I am teaching I have to change my leadership style to fit the students needs. Example of
this is what I would ask in the adult class would be way more advanced and serious then what I would
ask in the kiddy class. Depending on what class I am teaching alters what the class will be like and
what we are doing. Usually for the beginner classes I will teach rolls. For the intermediate class I will
teach throws. For the advance class I would teach different kinds of locks to make the opponent knock
out. See evidence #39
40 Student will show knowledge of the HDF 412 In HDF 412 I learned that Relational Leadership model by Komives, McMahon and Lucas is about
Relational Leadership model by relationships that a person values. This model consists of five components. Those components are
. Komives, McMahon & Lucas purposeful, inclusive, empowering, ethical and process. For the five components, there are three
categories to describe each component, first in knowing which is knowing and understand, the second
is being which is a persons attitude, and lastly there is doing which is the skills a person gains in each
category. For the first component, which is purposeful is knowing how change occurs, knowing ones
mission or vision and sharing common values. Purposeful also is being committed and having a can
do attitude. Also, this category gives the person skills by giving creative thinking and vision building.
The next component is inclusive which is including yourself and others. Also, this component talks
about a person being open to different values equity. This component believes that everyone no matter
who they are can make difference, through listening skills. The next component is empowering which is
having power to move things forward like policies. This component also believes that everyone has
something to offer with their self-esteem, values, and willing to share power. The skills a person gains
in this component is sharing information, promoting self-leadership, and induvial and team learning.
The next component is ethical which is how values develop through decision making models. This
component also is where a person build trust, also expects high standards. The skills gained from this
component is trustworthy, reliable, and using moral imagination. The last component is process
oriented which is group process and the relational aspect of leadership. This component also has
quality effort with values process. The skills learned from this component is reflection, making
challenges and learning (Komives). See evidence #40
41 Student will describe personal application HDF 412 The way that I am using relational leadership is I am working with HUD to create housing for teenagers
of the above theory (Komives et al) that were kicked or ran away from home from multiple different reasoning but more focusing on the
. LGBTQ community. Through creating this program, I am attempting to bring people together to
accomplish change and make a difference for the common good. The way that I am using inclusive is I
am brining a diverse group of people together where people values come together to develop a
program that works. I use empowering through involvement. The way I do this is by making sure
everyone feel as if they have a voice and say through the action that we do. Also, allowing others to
contribute in various things like decision making through this we all gain self-leadership skills. The next
part of relational leadership is purposeful. The way that I use this is keeping everyone involved in the
group motivated and focus on our goals and what we are all trying to achieve together. The way that
this is done is through positivity and vision building. The next part is ethical and this is just staying true
to our values and what we are trying to accomplish. Also, do this a person needs to make ethical
decisions like not just making these housing for one group of teenagers. Last part of relational
leadership is process-oriented. This is saying that the group that creates this housing stays together
and continues to make this organization thrive successfully. Through time hope to have this program
running at high quality where people trust the program and us as a group to keep it functional. See
evidence #41
42 Student will show knowledge of the HDF 291 Constructivism is about how people learn and how they process their own understanding and
concept of constructivism knowledge of the world around them. The way that people do this is through their experiences and
. reflecting and analyzing those experiences. Through these experiences people are then able to make
adjustments on their life to make things better through prior experiences even if it is something
completely new or even something that they have done before. The biggest thing about constructivism
is a person must learn first to ask question, with these question a person will then explore and research
which goes into a cycle of a person constantly defining themselves and their definition of different
aspects in the world. Constructivist learning experiences focus on students desire to become more
active and become expert learners. People also gain the knowledge to learn and reflect on their own
personal ability to process new information.(Educational Broadcasting Corporation) See evidence #42
43 Students will describe personal examples HDF291 A personal example of when was implemented constructivism is in my HDF 291 class. When coming
of implementing constructivism into class I felt that I knew a lot about women of color. However, through the class I realized how little I
. really knew about women of color. The information that I knew only targeted African Americans but not
really the rest of the women of color community. This class made me more aware of what is around me
and what all women of color face, which made me learn more and change my thoughts and what I
believed the definition of women of color was. For example I was not aware that many Asian women
whiten their skin and that it was a problem or insecurity that they face. It showed me how much people
are alike and how we need to put our differences to the side and see the similarities that we actually
have. I always felt that Asians had the better end of things and because they didnt face the obstacles
that African Americans faced that they were not truly women of color. However, through this class I
realized how ignorant I was to the situation and I was able to learn and really recognize that everything
that anybody who is women of color face the same things and go through the same things. See
evidence #43
44 Student will demonstrate knowledge of HDF 413 SOLC Kolbs experiential learning has four stages in the cycle. These four sages are concrete experience,
experiential learning in leadership reflective observation, abstract conceptualization, and active experimentation. The first stage in the
. development (Kolb) cycle is concrete experience, what this is a person that is doing the experience or is having a new
experience. This stage then goes into reflective observation which is reviewing on a past experience or
reflecting on the experience that the person is currently having. The next step in the cycle is abstract
conceptualization, this step is concluding to an experience already previously done or it can be learning
from an experience in present time. The last part of the stage is active experimentation; this stage in
the cycle is planning for the next experience or trying out what you learned in previous experiences in
the new experience. From that last stage the cycles then start all over again. See evidence #44

45 Student will describe personal application HDF 413 SOLC When I applied Kolbs experiential learning to my HDF 413 class is when I had to become a shadow
of experiential learning in leadership and when I had to become co-facilitator for the class as well. The way that I connect to concrete
. development (Kolb) experience which is having previous experience or getting experience before is first I was a shadow so
I had experience before becoming a co-facilitator. Then when becoming a co-facilitator I was able to
gain new experience on how to facilitate for future retreats. The next step in the cycle is reflective
observation which is reviewing and reflecting on the experience I had. I was able to do this through my
experience when I observed how this retreat went and what I would keep the same and what I would
change for future retreats an example of this is for future retreats I would make sure that it was more
organized and also that the activities flowed within each other more. The way that I was able to
connect to the next step in the cycle which is abstract conceptualization is knowing what I learned from
the experience and through this experience I learned how to communicate with all different
personalities and also to work and change things to fit situations on the spot. For active
experimentation, which is trying out what I learned I was able to relate my experience to this stage in
two ways. The first way is the experience and things I learned from being a shadow I was able to bring
try out that experience when I became a co-facilitator. The second way that I was able to connect to
this stage in the cycle is the new experiences and information that I learned as a co-facilitator can be
brought to either future retreats as a facilitator or I can use when becoming a lead in the future. The
way that I connect to SOLC is when the organization does certain activities i learn which activities that I
enjoyed doing which is the first stage doing the experience. I then review which activities I enjoyed the
most, what I would change when doing my own activities which then goes into the second stage of the
cycle. I then have a overall thought of what i would like to do for my retreat when being a co-leader or
lead which goes into the third stage of the cycle which is abstract conceptualization. Lastly when
having to conduct a retreat we then have to plan out the activities that each want to do during the
retreat and that goes into the last stage of the cycle which is active experimentation where I am able to
cooperate any activities that I learned in the SOLC organization and put it into action. See evidence
#45
46 Student will show knowledge of the HDF 290 CSV 302 When I first heard about the Social Change Model theory is when I researched and presented this
Social Change Model of Leadership HDF 412 theory to my HDF 290 class. Later I saw the theory applied to my CSV 302 class. This theory has three
. Development by Astin et al different perspectives which are individual values, group values, and community/society values. Within
these three perspectives there are the 7 Cs that up the values. For individual values there is
consciousness of self, congruence and commitment. So what individual values talk about is what a
person personally believes and how they are committed to that particular belief. The next one is group
values which consist of collaboration, common purpose and controversy with civility. What group value
means is what everyone believes in and what beliefs does the whole group have in common. And how
will they make that common belief help to better society. The last value is society/community values
which consist of citizenship. What society/community values means is what the society/community
believes and what will keep them together within this belief.
For individual values, there are consciousness of self, congruence, and commitment. Consciousness of
self means being aware of the beliefs, values emotional mentally and physically that motivates a
person to take that action. Congruence is referring to one's mental process so thinking and feelings.
The actions that a person does are independent and based solid on the person values and beliefs.
Commitment is what motivates the person to serve and also what drives the person. Commitment is
more of the passion part of individual values. The next one is group values which consist of
collaboration, common purpose, and controversy with civility. Collaboration is working with others for a
common goal. This C helps to power oneself and others which causes multiple people moving in the
same common direction within them. Common purpose means working with shared goals and values.
Controversy with civility is recognizing the different viewpoints of a group. This means to have an open
mind to other ideas and inputs. The last value which is community/ society goal consists of citizenship.
Citizenship is the process where the individual collaborates with different groups with the same shared
value. They then work together to better society and the community to make a great change in the
world. See evidence #46
47 Student will describe personal application CSV 302 Head Start program When I applied the social change model to my personal life is in my CSV 302 class. My CSV 302 class
of the above theory (Astin et al) HDF 412 was a class made for the jumpstart program in this class the idea on jumpstart started with one
. individual person that was committed to making the lives of the children better through education. Then
the idea was then shown to a bigger group of people that had the same values as that individual so we
all had to find a common purpose of why we're doing the program and what we wanted to get out of the
program. And then finally how that program better the community which was to help children in
property get an equal education as other children. Another example is through the head start program.
When joining the head start group it started as an individual idea and then that idea was expressed to
bigger group of people. Then that group of people tries to make a difference and change to better than
community.
For individual person, I used consciousness of self when personally I knew that education was one of
my values and I was aware that children that go to school in poverty do not get as great of an
education as people that live in middle or higher class society. When I used, congruence is when
looking for programs in which I knew I could help children and give back to the community. I used
collaboration when I used my thoughts and ideas bringing them to this class and going through
completely with the program. When using the collaboration, c is when I work with others in a common
effort which was everyone in the class were working together to make a change in these childrens
lives. Common purpose is when we all aimed to have the same goals and value and to complete the
program with having each student have a head start for the years ahead. I used controversy with civility
when other students in the class had other ideas and pathways to find this goal. I could listen to their
idea and change my idea to make it better using some of their ideas as a guideline. Lastly is citizenship
which is where we all completed the program and we able to change these children lives together as a
whole. See evidence #47
48 Students will demonstrate knowledge of HDF 415 Leadership identity is when a person is able to engage and communicate with others to accomplish a
the Leadership Identity Development common goal within a group. It is a group of people that consist of individual leaders that are coming
. Model by Komives et al together for a greater purpose. For leadership identity, there is a six-step cycle. The first step is
awareness, this is when a person is aware of who is the authority and what people are in it and where
they personally stand. The second step is exploration and engagement, this is when a person knows
their place in the group and how self-aware and confident they are as a group member. The third step
is leader identification. This is when the person identifies their personal and member role in the group
or organization. This step is also when the person focuses on their interest and the leader takes
charge. The fourth step of the cycle is leadership differentiated. This is when a person lets go of what
they know is a leader and step out their comfort zone to a new way of leading which can be other
members leading the group not just themselves. The fifth step is generativity which is when the person
goes through concerns about the stability of the groups and the development of other members of the
group as well. The sixth and final step is integration/ system which is accepting that leadership is a long
and developing process. This is the step where the individual wants to make a different and
understands what the group needs to do differently to make this difference.
49 Students will describe personal HDF 415 HDF 190 The way that I put this cycle into action or into practice is in my HDF 190 class also known as FLITE. I
application of the above theory. (Komives FLITE worked with individual students and facilitated a movement throughout the leadership identity stages. I
. et al) was able to design an appropriate learning experience for the freshman students in my small groups. I
also created and environment conditions that helps students for support and proper learning. The first
step was awareness which was i was aware of who i was working with throughout this process which
was two leadership staff members/ teachers and also seven other peer-leaders. The second step
which is exploration was i was confident and aware of my goals and what needed to be accomplished
in the class which was to teach these students about leadership and why it was important for their
academic and future goals. The next step is leader identification which is where I begin to learn my role
and what the group needs from me as a leader. My role as a leader in the group was to help explain
further what was needed and required. Because I am a senior and been in the leadership program
longer than everyone else there is things that I know that others do not so I was able to give out
suggestions and advice on things to make the program or classroom run more smoothly or give my
input on how I learned certain elements when I took a certain class. The fourth step is leadership
differentiated. This is when I had to take a step back from the rest of the group and let other lead. I had
to let go of what I knew was leadership and let others learn from their mistakes and even learn new
things that would make me a better leader. The fifth step is generativity which is making sure that
everyone is developing in the positive direction and everyone is learning. The way that I accomplish
this step is by asking questions. Making sure that everyone knows what is required from them and
what is expected from them. I try to make sure that everyone understands and even ask people to tell
me what they learned in their own words just so I know that they understand the information that was
given to them. The last step is integration/ systems. I realized that making sure people continue into the
minor of leadership is a long-lasting thing I just hope that my influence, influences other to try to get
other people to join the minor as well.
50 Students will demonstrate knowledge of
the Strengths-Development Model by
. Hulme et al
of the above theory (Hulme et al)
.
52 Student will demonstrate knowledge of Behavioral theories of leadership are called this because their main focus is to study human behavior
behavior theories of leadership from in a leadership environment. When it comes to studying people, leadership style the first thing people
. Michigan and Ohio State look at is their behavior because through their behavior a person can predicts their action. Ohio State
University (1940s) had two important behavioral studies which was task oriented leader and people
oriented leaders. What Ohio state main focus was to identify the appropriate traits that leaders have
within groups and communities. Task oriented leaders is when a leader focus on organization and
structure. This leader focus on these main concepts which are initiating, organizing, classification, and
gathering information. When focusing on these things to keep control and bring motivation to the
people that they are working with. The next behavioral study is people oriented leaders. This is when
leaders is focused ensuring inner needs of the people so that they are satisfied and comfortable. This
leader focus on human relations which relate to encouraging, observing, listening, and
coaching/mentoring. The University of Michigan (1950s) identifies three characteristics of effective
leadership. Two out of the three characteristics are mentioned in the previous Ohio State University.
What the study concluded was that relationship-oriented behaviors were not as significant to
organizational psychology as people thought. The third concept which is participative leadership is
what is important. Which is practicing an individual's skills and talents on other members or the group,
organization, company or business. Through this concept people can then work as a team and share
ideas, opinions, skills and talent to become more efficient and be overall more successful.
of the above theories (Michigan & Ohio
. State)
54 Student will demonstrate knowledge of Charismatic Leadership is a person or group of people that can gather followers though their
Charismatic leadership personality or charm without having any higher power or authority. This individual usually is known to
. be an influencer which has people gradually gravitate to them and want to follow them at will. The first
characteristic of a charismatic leader is searchlight of attention. What this means is the person knows
how to work a room. This person knows how to get the attention of everyone in the room. An example
of this is when the person starts talking everyone is instinctually quite ready to hear what the person
has to say. Charismatic leader pay very close attention to their audience and the people in the room
they make sure to scan their environment and alter what they say or their mood to be able to make
people listen. The next characteristic is pulling all of the strings. Charismatic leaders use different
methods to express their image and what they are trying to voice. They gain trust within the crowd
through storytellings, or even using metaphors. The next characteristic is leading the team.
Charismatic leaders are able to build groups in which they can lead. These followers believe in what is
being said and want to be part of the greater movement. The last characteristic is alternative views.
This is when the charismatic leader sees vision and articulation, sensitivity to the environment,
sensitivity to the members needs, be able to take risk, and performing unconventional behavior.
Example of people that are charismatic leaders are Malcom X and Martin Luther King Jr.
of the above theory
.
56 Student will demonstrate knowledge of Fiedlers contingency theory states effective leadership depends on the style of leading and the control
contingency approach to leadership by over certain situations or problems. When it comes to contingency theory their needs to be a good
. Fiedler leader and member relationships so that they are able to create a clear goal and objective. The leader
of the group must be able to distribute rewards and punishments as needed. Without these three main
characteristics combined, leadership will end in failure. Fiedler created (LPC) scale. What this scale is,
it asks certain traits where people can rate if they are based more on one side or the other. An example
of this scale is when students in leadership fill out a VIA scale to figure out their personal strengths. An
effective leader depends on the situation and the different factors in the situation. Example of this is the
leader's personality, make-up and who is leading the group. The pros of this study are a person can
figure out who is good leader or who is the best leader to lead certain groups or organizations. Cons
about Fiedlers contingency is that the LPC scale is considered as subjective and that the scale only
helps for certain groups but not all groups.
of the above theory (Fiedler)
.
58 Student will demonstrate knowledge of Houses Path-Goal Theory consist of three main categories that lead to the final outcome. The first
Path-Goal theory by House category is environmental contingency factors. This category consists of the task structure and what
. needs to be done and how. It also consists of the formal authority system which is who is in charge and
who are the people that they are working with who is in the group. This category is connected to a
person's skills and experiences what the person knows, what the group needs, and also the personality
of the person to lead the group. The next category is leader behavior. This category consists of
directive who is the target audience and participants, how are you going to support new people or new
participants, and lastly achievement-oriented. The last category is subordinate contingency factor. This
category consists of locus of control, experience, and perceived ability.
of the above theory (House)
.
60 Student will demonstrate knowledge of
Leader Member Exchange (LMX) theory
.
of the above theory
.
Leadership Substitutes Theory
.
of the above theory
.
Models of leader emergence
.
65 Student will describe the impact of traits
on leadership emergence and
. performance

Chaos approach to leadership by
. Wheatley
of the above theory (Wheatley)
.

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
68 Student will demonstrate how cultural
anthropology / paradigms relate to
. leadership
69 Student will describe personal example
of using cultural anthropology /
. paradigms as a leader
70 Student will demonstrate knowledge of HDF 291 HDF 412 What I learned in HDF 291 and in HDF 412 is the Cycle of Socialization consists of three arrows, three
the Cycles of Socialization (Harro) circles, and a core center. Each of these components represents seven step components of each
. theory and its uses in leadership other. The first part of the cycle talks about a situation in which a person was just born. Its a situation in
which a person has no control over meaning their religion, skin tone, or being privilege or
underprivileged. The second part of the cycle discusses what labels society had already given and an
example of this is baby girls are given pink blankets and baby boys are given blue blankets. The
second part of the cycle also discusses how people are aware of the reward received when accepting
to "norm" in society and what consequences are given when a person tries to rebel against these
"norms". The third part of the cycle which is the second circle is what helps people shape their views
and beliefs which start off with a person parents. This part of the cycle instills people prejudice or
acceptance with other people and things in society. The forth part of the cycle which is also the second
arrow represents the cycle or oppression. This part of the cycle is when people are rewarded for
following the "norms" and it is known for being good behavior' but then punished for rebelling against
oppressive and not following the "norms". The third circle discusses the results that occurred from
oppression and the cycle that it causes. The final arrow discusses a point where all of society will reach
where people must make a decision which is to do something, be against something or to simply do
nothing at all. This part of the cycle talks about how everyone is a victim to oppression and that it hurts
everyone overall. The final part of the cycle is the center or the core which is peoples fears,
misunderstandings, insecurities, confusion and so much more (Harro). See evidence #70
71 Students will demonstrate personal HDF 412 The community for whom I would like to operate in solidarity with is the LGBT community. Using
application of the Cycles of Harros Cycle of Socialization I will first begin with the core. According to the cycle of socialization the
. Socialization (Harro) core is a persons fear, ignorance, confusion, and insecurity (Harro). Relating this back to myself I
would say that I would have been more ignorant and confused. I was ignorant to the fact that I was
unaware of how much hate there was towards the LGBT community and even though I felt that all love
was beautiful I did use to say insulting comments that I learned from my peer at a young age like thats
so gay. Next part of the cycle of socialization is the beginning which states when an individual is born
in the world, that individual has no blame, no consciousness, no guilt, and no blame. That individual
either no information, little information, or the wrong information that causes that individual to create
biases, stereotypes, and prejudices (Harro). The way that this part relates to me is that I do believe I
was born in the world with no blame or guilt in which I did not begin to have until later when I was
informed more. I began with have either limited information and misinformation. I knew that being part
of the LGBT community was okay through my mom and her side of the family. However, with my father
and his side of the family and my peers when going to a mostly people of color school then later going
to a catholic school it was looked at as being so bad. Some stereotypes that I came up with as a child
was that gay men always would hang out with girls and would act girly which is not at all true. The next
part of the cycle of socialization is first socialization which is when a person is taught on a personal
level through their parents, teachers, relatives, or people they love or trust like their friends. These
teachings develop the individuals values and there way of being (Harro). For myself my biggest
teacher was my mom. I tended not to listen to my friends as much because I felt from at a young age
they were wrong about a lot of things. Also, since I was around my mom and her family most of the
time I was taught that it was okay to be a part of that community and its not our business to tell another
person who to love and who not to love which later became a strong value that I picked up. The next
part is Institutional and cultural socialization. This part reinforces messages from institutions and
culture on both conscious and unconscious levels. I can say in my whole like the message that was
reinforced was mostly all negative on a conscious and an unconscious level. I went to a catholic high
school and they always spoke about loving everyone and no hate. However, unconsciously I did not
even realize that if a person was a part of this LGBT community they were not allowed to go to prom
with their significant other because it was against the bible and I did not even know that until I saw my
friend going with a girl and I was asked him why and he told me which then made me conscious I just
thought because they talked about loving everyone and accepting everyone for who they are it wouldnt
matter. For the culture part, there was a time where I was conscious of song lyrics that were displaying
negative reinforcement, which is a song called chi chi man. This song is a Jamaican song that talks
about burning gay men for being gay. This song was extremely bad however I never told people to shut
it off or explain what the song was saying when I was younger even though I was aware of how
defensive and hurtful it was. However, I do make it aware now that when Jamaicans say slurs towards
the LGBT community I say something. The next part is to the cycle of socialization is enforcements.
Which is realizing the discrimination that people have towards them, realizing your own privilege, what
are things enforced, and what are rewards and punishments (Harro). I realized that there was a lot of
discrimination towards the LGBT community within my school, and even my own Jamaican culture. I
realized how much privilege I had being heterosexual when it came to go to my prom in high school
and realizing that my friend could not go with his significant other the same way I could have. I also
realized that I was would get a reward for being heterosexual while the LGBT community was getting
punished through hurtful words, not equal rights, and even looked at as being sick. The next part of the
cycle of socialization is results. This section is when an individual goes through self-evaluation that can
cause them to be silence, anger, guilt, more ignorance, self-hatred, stress and so much more (Harro).
For myself when I started to realize what was going on first it was a heavy sense of guilt and silence I
felt so messed up for even being part of discrimination in anyway because I never stood up for what I
believed. Then I became angry because others were not realizing or simply did not care how hurtful
they were being. The next part of this cycle is an individual can either take two ways action which is
when the individual does nothing and fall back into the cycle of socialization or they can go on the
direction for change which is when the individual takes a stand, question and reframe (Harro). For
myself I chose the direction for change. The way that I do this is first I educated myself more about the
topic then I began to educate others. I speak up for the LGBT community promising to eradicate all
defensive words or slangs from my vocabulary. I also correct others that say defensive words or slurs
against this community. Lastly, I volunteer and try to recruit other to volunteer and most of social media
that we do support the LGBTQ community. See evidence #71
72 Student will demonstrate knowledge of HDF 412 In HDF 412 I learned the Cycle of Liberation by Harro. The first part of the cycle of liberation is waking
the Cycles of Liberation (Harro) theory up. This part is where a person makes there first decision on what they want to do. The next part is
. and its uses in leadership getting ready. Getting ready consist of empowerment through self which can come from education,
dismantling which is knowing one privilege or oppressions, developing, and gaining which is what
inspires a person. The next part is reaching out. This component is when a person communicates and
talks to other people through word of mouth, actions and experiences. The next part is building
community. This is when a person begins to work with others that is the same as them, different then
then them and is also challenging to them. The next part of this cycle is coalescing. This part is when a
person becomes organized and begin to plan. This stage of the cycle is also when a person educates
them self in being a role model and begin to make allies. The next part of the cycle is creating change.
The is when the person begins to make something new in life. The way this is dont is by taking risk,
sharing ones power with others to create a more efficient change and creating new culture. The last
part of the cycle is maintaining. This part of the cycle is when a person continues to spread hope and

inspiration to them self and others and also taking care of them self and others. In the core of this cycle
is what brings the whole cycle together and connects the cycle. In the core of this cycle is a person
self-esteem, with a combination of loving them self, security, support, and balance (Harro). See
evidence #72
73 Student will demonstrate personal HDF 412 The way that I might start a path of Liberation is first starting with the core or the cycle of liberation. The
application of the Cycles of Liberation core is self-love, self-esteem, balance, support, security, and spiritual base (Harro). For myself I
. (Harro) realized my ignorance and decided that no I am not a bad person but instead I was an ignorant person.
Now that I was aware of that I need to love myself and other and give them that support that I feel that
they need from me. The next part of the cycle is getting ready which is also the waking up. Getting
ready is having empowerment of ones self through education and consciousness raising, dismantling
knowing ones privilege and seeing who is being oppressed, developing knowing analysis tools, and
gaining being inspirational. For myself waking up was when I realized the negative outlook that people
had on the LGBT community and after speaking to one of my friends they explained to me how it
deeply made them feel. I then went on to the getting ready stage where I had empowerment to myself
educating myself on the LGBTQ community and spoke to people in the community to become
consciousness aware. I realized my privilege towards this oppressed community which was being
heterosexual. I thought of way that I could help this community overall and be and inspiration to others
to support this community (Harro). The next part of this cycle is reaching out. Reaching out is a
movement where individuals speaks out and takes a stand through tools and experimenting. The way
that I reach out is when I hear defensive words or slurs I do not hesitate to correct the persona and
educate them on why it is defensive. The next part of the cycle is building community. Building a
community is working with other similar to ones self for support and working with different people to
understand the rules and structures of the system (Harro). The way that I am building a community is
whenever I volunteer or do any activity with the LGBT community I try to get my friends to go and
support. The way that I build a community with the LGBT community is by listening to their needs and
asking questions when I do not understand something so that I understand and recognize if I am being
defensive or not. The next part of the cycle is coalescing which is organizing, coming up with an action
plan, fund raising, educating or being a role model/ally (Harro). The way that I coalescing is whenever
there is a fund raiser even I do try to attend and if I am not able to attend I try to convince others to
attend. I feel as if I am a role model to my own community of being supportive to the LGBT community,
however I find myself to be an ally towards them. I also try to educate other to educate themselves
about LGBT community. The next part of the cycle is creating change which is critically transforming
institutions and creating new culture (Harro). For this part of the cycle I feel that I am in the process of
doing by taking leadership risk when it comes to speaking out to my bosses or inferiors about the
LGBT community however I feel like I am still in the process of making bigger impacts for the LGBT
community. Last part of the cycle is maintaining which is integrating and spreading hope and
inspiration, also taking care of self and others. I do feel that I spread hope in the sense that I am a
heterosexual ally and hopefully this community can gain more heterosexual allies. For taking care of
self and other I feel that I need more time to figure out how I can accomplish this task effectively.
See evidence #73
74 Student will demonstrate knowledge of HDF 412 I learned in HDF 412 was about the Franklins Configuration of power model. This model consists of
the Configuration of Power (Franklin) four components which are economics, politics, bureaucratic management, and controllers of symbols.
. and its relationship to leadership Economics is located at the core. This is the person that controls the money and how its dispersed in
the community through resources. The second part is politics which is located on the second layer. This
is the people that are the protectors and deal with the people that are in power when conflicts arise.
The third layer is bureaucratic management. This layer is the people that are hired by politicians,
example of this is law enforcement. The fourth layer is controllers of symbols. This is people that are
the influencers example of this is media, school, religion, culture, family/friends. Beyond the layers lye
the minorities which is not part of any circle. An example of what is beyond the circle is minorities,
women, LGBTQ community and much more (Franklin). See evidence #74
75 Student will demonstrate personal HDF 412 I can compare this theory to my own life within my job. I work at a security company and for the first
application of the Configuration of layer it is economics. The economic part is the person in which owns the whole company. He decides
. Power (Franklin) who stays and who goes and he is the one making all the money at the company. The second part of
the layer is politics. At my security company this would be the supervisors at my job. The supervisors
are the people that everyone turns to when a situation goes bad at a work site, within an individuals
paycheck, or even when a person does not know the location that they are supposed to report at. The
next layer is bureaucratic management. If there was a union at my security job that is the layer it will fall
in. The union is there to help employees or help the security guards get a fair number of hours and not
fired for no reason. The forth layer controllers of symbols this is outside influences. For the security
company, it is how much we are advertised on social media and word of mouth. Last part is beyond the
circles or layers which is the category I fall in. Being a woman I am not put on much sites because they
feel that I wont be able to handle it then on top of that I am a minority. So, at my job I am not treated
with the best respect which causes challenges for me since I have to fight for my respect. See
evidence #75
76 Student will demonstrate knowledge of HDF 291 HDF 412 Racial identity development model was designed to better understand how identity issues are resolved.
racial identity development via the Cross, This model comprises of five stages. The first stage is Conformity, what this stage consist of is a
. Helms or other models (Ferdman & person identity as being from a white culture/ background and they dont have any desire to learn more
Gallegos; Kim; Horse; Wijeyesinghe etc.) about any other culture or heritage they are just stuck in their own ways. The second stage is
Dissonance. This stage states that people that get experiences begin to contradict their white world
view on life. This stage they begin to want to learn more about other cultures and heritages. The next
stage is Resistance and immersion. This stage states that people being to actually explore other
cultures and heritages, also people begin to reject or deny white heritage and try to learn about their
own culture as much as possible. The fourth stage is Introspection; this stage is when a person is able
to find a balance between their own culture and also the white culture, which they use to help shape
their own identity. The fifth and final stage is Synergistic Articulation and Awareness. This stage is when
the individual completely accepts themselves for who they are and like all aspects of all different kind of
cultures and traditions while adding these different aspects to their own identity (Evans).
In HDF 412 the identity development model that connects to my social identity is Model of Black
Identity Development by Cross and Fhagen Smith. This model consists of six sectors. First I will talk
about some background information about this model. Race had no biological premise
(Cross&Fhagen). This theory focuses on the role of race and how it corresponds with identity and self-
concept. Racial identity is defined as a sense of a group or collective identity based on ones
perception that; that person shares a common racial heritage with particular racial groups
(Cross&Fhagen). Sector 1 is the infancy and childhood in early black identity development. This sector
includes family income, traditions, school, church, and practices that all play a role in the early
socialization of black children. Parents and guardian are black childrens biggest influence when it
comes to culture, historical events and early experiences that are unaware of racism or racial identity.
Sector 2 is Preadolescence. This sector created three identity types which are low race salience, high
race salience, and internalized racism. Low race salience is when the child receives few or no
messages from their parent or guardian regarding race on being black. High race salience is when
parents/ guardian teaches black culture because they feel it is important aspect to self-identity. Lastly
there is internalized racism which is when a child see a pattern of negativity that is placed towards
black people or towards being black in general. This causes black children to either have self-hatred or
hesitate to identify with being black. Sector 3 is Adolescence. This is when the child begins to
developed self-awareness that they are black through socialization. Their black self-concept is based
on their own beliefs rather than others. This sector is also when a black child will redefine or continue
their salience. Sector 4 is Early Adulthood. This sector consists of three identity types which are Low
Race Salience, High Race Salience, and Internalized Racism. Low Race Salience is when the person
sees diverse identities and race is unimportant. High Race Salience is when an individual stablishes
themselves with a group of people with the same values of black culture. Internalized Racism is the
same as in sector 2 where they see being black as negative. Sector 5 is Adult Nigrescence. This sector
consists of four stages which are pre-encounter, encounter, immersion-emersion, and emersion. Pre-
encounter consist of two identity types which are low race salience where the individual accepts and
appreciate black culture because others do and internalized racism where the individual is anti-black
anything. The next stage is encounter which is when the induvial questions their black identity because
of conflicts during an event they experienced. The next step is Immersion-emersion which is when the
individual becomes pro black and have a clear sense or their identity. Last stage is Emersion which is
when the person adopts a better and more enthusiastic approach to understand of black identity. This
last stage also consists of three other parts which is black nationalist, bicultural, and multicultural. The
last sector is sector 6 which is Nigrescence Recycling. This sector is when the individual experience
and event that causes the induvial to question their black identity. Individuals that achieve a healthy
self-concept will reach wisdom that will help them address issues or questions of identity.
(Cross&Fhagen).
See evidence #76a and 76b
77 Student will demonstrate personal HDF 291 AAF 150 The stage that I fall under for racial identity development model is in between the fourth and fifth
application of model(s) of racial identity HDF 412 stages which are Introspection and Synergistic Articulation and Awareness. The reason why I say that I
. development above fall under these two stages is because I am very aware of my culture and I love my culture and
everything that we do. However, I still have adopted things that I also like from white culture as well and
is beginning to start to do things in other cultures as well like go to concerts, try different foods, and
even speak different languages which is in stage five. The reason why I believe that I am not
completely in stage five yet is because I am just starting to begin to know about different cultures and
what they do or traditions are. In HDF 291 we learned a lot about some Asian cultures and what they
accept or deny in their culture, I also learned a lot about Hispanic/Latinos, and even things about
African- Americans that I did not know or acknowledged before this class. Another class that I been
learning a lot about other cultures is my AAF 150 class. This class I was able to learn about Asians,
Africans, African Americans, whites/Caucasians, and Pakistan. We even had a culture day where we
all brought a food from our own culture and we all tried their different kind of food and a lot of them I
actually really like and enjoyed. Through these experiences, I was able to learn a lot about different
cultures and is began to frame my own identity because I took things that I liked out of each culture like
music and food.
In HDF 412 Model of Black Identity Development by Cross and Fhagen Smith this model compared to
my own life I feel like I can relate to almost all concept of the theory. For sector 1 which is infancy and
childhood in early black identity development my family and friends is all I knew in my childhood. When
I was, young I lived in Stone Mountain Georgia in a cul-de-sac neighborhood which was 90% black.
The school, church and any event I went to was all the same. I did not know that I was black but I knew
we did certain things that everyone else around me also did so I just assumed everyone else in the
world did it as well. Sector 2 is Preadolescence. For this sector, there are three identities however the
identity that i relate to the most is Low Race Salience. When growing up I had no idea that I was black.
I honestly did not know that was even a thing. My mom never told me that I was black all she told me
was that I was Jamaican honestly, I did not know what that meant either. The only thing that I was
aware of was that I was a different color then some people in my class. I did not realize that I was black
until I came to Rhode Island at eight years old and even then i did not believe I was black I thought I
was black and something else. So, when it came to filling out things when I was young I would always
fill in other until 7th or 8th grade is when my mom told me you are black fill in black. Sector 3 is
Adolescence which is the stage where the individual develops black self-concept. One of the main
reasons why I use to color other and did not think I was completely black is because; one the way I
spoke my peers would say i am not black I am white because I spoke proper. Another reason why I use
to question if I was black because of the color or my skin, because I was light skin my peers would say
that I had to be something else. However, when I realized I was black was my 7th to 8th grade year
and when I went to Lasalle Academy which was a predominately white school I knew for a fact that I
was black and I was very proud to be black. In high school, no matter what students would say I was
proud to be black. Sector 4 is Early Adulthood which consist of three identity types. The identities that I
connect to is both Low Race Salience and High Race Salience. High school and college I never cared
if I was around majority white or majority people of color. The reason why I say both is because I
personally do not care who I am around I feel comfortable no matter what which is me being Low Race
Salience. However, depending on the day or what I am doing my peers would have the same values as
black culture as I do which is High Race Salience, but that is not because I prefer it because it just
happens that my friends are not that diverse among themselves which causes me to have multiple
groups of friends. For sector 5 and sector 6 I feel that I do not relate to. The reason behind that is
probably because I have not gone through the experiences that these two sectors speak of since I am
still in my early adulthood stage.
See evidence #77a and 77b
78 Students will demonstrate knowledge of HDF 412 In HDF 412 I learned about McIntoshs theory of privilege and its relationship to leadership. What I
McIntoshs theory of privilege and its learned about mostly was about white privilege. It talked about people not really understanding or
. relationship to leadership noticing their privileges. Also, there are people that dont want to give up their privilege as well.
McIntosh also explain the different types of privilege that exist some examples of this is white privilege,
male privilege, heterosexual privilege, and ect. Many people understand their oppressiveness was
unconscious. McIntosh challenge people to look at them self and see what their own privileges are. In
class, we actually did that and marked down the privileges we had then added it up together and
compared it to other people in the group (McIntosh). See evidence #78
79 Student will demonstrate personal HDF 412 The dominant social identity that I have is being heterosexual. A privilege that I personally had because
application of McIntoshs theory of my membership in this social identity group is one I am looked at as being more ideal, welcoming
. and accepting overall in society. An example of this is when going to Lasalle Academy which is a
catholic high school because I was heterosexual I could go to prom with my date however if you were
not heterosexual the person either had to go to prom alone or find someone from the opposite sex, or
they would have to say home because it was not welcomed.
See evidence #79
80 Student will describe the differences and
similarities of individual and institutional
. oppression and relationships to
leadership
81 Student will show knowledge of effective HDF 415 HDF 190 A change agent is a person encourages people to change their behavior or opinions. Change agent
leadership as it relates to change agency can consist of five major characteristics which are a clear vision, patient yet persistent, asks tough
. questions, knowledgeable and leads by example, and strong relationships built on trust. All five of
these characteristics highlights the main aspects of being an effective leader. The first character trait of
a change agent is clear vision which is a person that does not necessarily need to be in authority but
they need to clearly have a vision and can communicate this vision with others. Being an effective
leader is the same, to lead others a person must be able to communicate what they as an individual
needs/ or think needs to be done. The second characteristic of change agent is patient yet persistent.
People need to always remember that change does not happen within a day it takes times especially
when it is the kind of change that affects massive groups of people. Also, a person must be persistent,
always expressing one's vision. The more motivated and serious a person is about their vision the
more people would want to join to accomplish this vision. I believe great leaders never give up and are
patient and persistent especially when they fully believe in their vision and feel that it will make a
positive change. Ask tough questions is the third characteristic of a change agent. Being an effective
leader of being a change agent requires the person to ask as much questions as possible. These
questions that are asked help to better a solution or even come up with a whole new solution or plan.
Asking questions helps everyone in the group understand and be on the same page for the vision. A
leader must be knowledgeable and lead by example which is the fourth characteristic train of a change
agent. This is a trait which is do what you preach. A good change agent or effective leader always lead
my example and make sure they clearly know what they are talking about. The last characteristic of
change agent is strong relationship built on trust. All the above characteristics mean nothing is there is
no relationship or trust. The same thing with being an effective leader. To lead other people must have
that strong relationship and trust to follow a person. http://georgecouros.ca/blog/archives/3615
82 Student will describe personal examples HDF 415 FLITE The way that I am being a change agent within my HDF 415 class; is I am a peer leader for FLITE.
of being a change agent What this means is I am one of the first introduction for students when coming into the leadership
. minor. This means many things, this mean I am being a part of a bigger picture which is the next
generation of fellow leaders. Since I am one of the first people that the freshman meet when being
introduced to the leadership minor it means a lot. The reason behind that is because I can be either a
factor that causes students to no longer want to join the minor or I can be the influence that causes
students to want to move on with the minor. This class is an introduction to get new people to come
and join into something that I believe in and have high hopes for. I believe that no matter what job field
that a person goes in or anything that a person does throughout their life they are going to need
leadership skills. I also believe that the reason why things are not going as well as it could is because
people lack leadership skills.
83 Student will create a personal code of HDF 415 FLITE In HDF 415 I learned that there are six main characteristics of inclusive leadership. The first one is
inclusive leadership commitment. What this means is that the person needs to be committed and motivated in what they
. were doing, it takes a lot of time and energy. When being a peer leader for FLITE I had to commit a lot
of time and effort into my students making sure that they received the help and support that they each
needed. The next characteristic is courage. What this means is the individual must have courage to
stand up for what is wrong or right even if they are standing alone and also what courage means is
having confidence in yourself that you know what you're doing and you can rely on yourself for the
answer. The way that I did this was there were times in my HDF 415 class or even in my FLITE class
where I had to stand up for someone or I did not agree how things were getting done so I had to speak
up to improve those problems or situations. Times in which I had to have courage in myself is when
working with my FLITE groups students would ask me question in which I was sure that I knew the
answer to however did not want to make the mistake of being wrong and I had to have to courage to
tell them to do it the way I said. The third characteristic is cognizance of bias. What this means is to
realize your own biases and to try to not let that affect or alter your decisions. Try to see everyone
equally and on an equal scale. The way I do this in my HDF 415 class is I know that I am the oldest
and I been through the leadership process but I try my best to listen to others ideas and thoughts
because they can be extremely valuable even though they are new to the minor. The fourth
characteristic is curiosity, which means keeping an open mind especially in challenging times. The way
that I succeeded in this is during my HDF 415 class there were plenty of times where the schedule had
changed and we had to change what we had planned for a certain day to a new day. Or there were
times where I liked a certain idea but my partner did not and I had to keep an open mind and come up
with an activity that we both could agree on. The fifth characteristic is cultural intelligence. This is an
understanding that people come from all different backgrounds and cultures. We must be able to see
each other differences and accept them. The way that I do this is in my FLITE class we have a diverse
group of people that comes from different backgrounds and culture. Even though we have differences
we still look at our similarities and work together. The last characteristic is collaborative. What this
means is knowing and understanding that to make things go smooth as possible and have the most
success we must work together. In my HDF 415 class all peer-leaders and teachers work together to
provide a plan to educate the student to the best of our ability. We come up with lesson plans and
activities that best suits the student's growth in learning.
84 Student will demonstrate knowledge of HDF 412 In HDF 412 I learned about the Development Model of Intercultural Sensitivity by Bennett. This model
the Model of Intercultural Sensitivity by was created for a diverse group of people. This model explains people from different cultures
. Bennett and its uses in leadership differences and similarities. The way that this is conducted is through psychology methods. As different
people culture and values become more difference and complex the intercultural sensitivity also
increases as well. This model consists of two stages which are ethnocentric stage and ethnorelative
stages. The ethnocentric stage consists of three parts denial which is when a person does not
understand people culture difference, defense which is when a person only speaks or likes their own
culture and minimization which is when a person realizes difference within cultures but does not care
and only focus on the similarities. In the ethnorelative stage which is when a person begins to
understand it also consist of three parts. The first part is acceptance which is when the person accepts
and appreciates different cultures, adaptation which is when a person see cultures from different world
views like traveling, and lastly there is integration which is when a person is able to change from
different cultures worldwide and see and understand different worldviews. See evidence #84
85 Students will demonstrate personal
application of the Model of Intercultural
. Sensitivity by Bennett
86 Student will demonstrate knowledge of HDF 412
the ally Action Continuum by Griffin &
. Harro
87 Student will demonstrate personal HDF 412 Placing myself on the Action Continuum by Griffin & Harro I place myself between denying ignoring and
application of the Action Continuum by recognizing action which both falls under the supporting oppression side of the spectrum. The reason
. Griffin & Harro why I feel that I am there and in between is because I feel that I am not denying that I am privilege but I
do tend to ignore it a lot. I dont believe that I ignore it on purpose, but I do know it is not a priority in my
head so tend not to focus on it. Which that made me feel that I fell under the category of recognizing
and no action which is true for myself sometimes however I dont believe that I always take no action.
There are plenty of times where I acted and spoke up, I would even go to events and help fundraise for
people the oppressed which is the LGBT community. However, I do not act all the time and I find myself
putting myself first when it comes to that too sometimes. I do feel as if I am coming up with tangible
strategies and action items to committing to moving forward in the continuum. The way I am doing that
is educating myself however I feel like there is a lot more to learn before I can educate others but I do
tell others to educate themselves. Supporting and encouraging is the next step which I feel that I also
do small doses of like volunteering when I can and if I cant I make sure to spread the word and
encourage others to volunteer if that is through word of mouth or simply sharing something on
Facebook, or liking something on social media (Griffin). See evidence #87
Outcome Category: Critical Thinking

88 Student will show knowledge of principles HDF 412 In HDF 412 I learned my personal goal for the next 8-12 weeks is to find more research on young men
of critical thinking (logic is used in this ages 14-24 on their emotional and mental behaviors. Through this research, I hope to not only conduct
. minor) a small experiment but to also educate these students on suicide, depression, and anxiety. Using the
7D model I will first declare what exactly I want my research to be on which is young men ages 14-24.
Then I will define what my goals are and what I seek to change. My goal is to learn more on why young
men turn to things like suicide, depression and anxiety and women are less likely and how can we
decrease this affect. Then I will next distinguish which is what key features of the situation and what
makes them relevant. I will find all those answers within my research over times which is looking at
articles and communicating and talking to people. Next I will differentiate which is the point where I
explore different possibilities, directions, decisions, and choices. I will come up with more than one
solution on how I can help to decrease the rates and maybe in the future completely get rid of it. I will
do this by one trial and error, two talking to people, and three constantly asking questions. Also, I can
find research on people who tried to do this experiment previously and what worked for them and what
did not. I will then develop different pathways and choose from them. Through all my research and trial
and error I should have one solid pathway that I can then completely try. Then I will decide and include
a timetable of when I want it to be up and running and what are the steps of me getting it up and
running. Lastly is determine, which is assessing my progress in the program that I develop and using
that information for the next cycle meaning what I can change what I should take out. Also, if the
program is even helpful or beneficial for young men.
See evidence #88
89 Student will demonstrate proficiency of HDF 290 In my HDF 290 class one of the first papers that we had to write was a proficiency paper. What this
critical thinking paper was about was I had to consider the concept of decision making in our modern US society and
. the answer the following question which is in what circumstances is majority rule appropriate and/or
harmful? Also, I needed to describe other methods of making decisions and the appropriate
circumstances to use these methods. Through the paper and the grade received it is clear that I have
demonstrated proficiency of critical thinking. Another example of how I demonstrated proficiency of
critical thinking is through my Critical thinking and synthesis exercise that I have done. This exercise
was made to help students have better critical thinking skills while addressing the morals, ethical and
legal issues from the scenario that was given. What I had to do for this exercise is answer the
questions that were given and can be seen See evidence # 89a &#89b
90 Student will show knowledge of
metaphorical analysis to critically analyze
. self and leadership situations
91 Student will demonstrate proficiency of
metaphorical analysis to critically analyze
. self and leadership situations
92 Student will show knowledge of at least five
decision making methods
. When it comes to making a good decision it not the easiest especially when the decision can be life
changing for an individual or can be life changing to someone else. There are five steps when it comes
to decision making. The first step is identifying the individuals goal. This step is for the person to stay
focus and remember what their goal is. So when making a decision the first question that should be
asked to himself is if this decision will help them progress forward, hold them back, or makes come to a
standstill. What also need to be asked is, is there a problem and does this decision help the problem or
makes it worse. The second step in making a decision is gathering information for weighing your
options. When making a decision a person want to find out information that relates to the situation.
Some ways a person can do this is talking to other getting opinions from multiple and credible sources
when making a decision. Doing this will help the individual know what is expected and it helps to get
feedback from others. The third step in making a good decision is considering the consequences. This
step is one of the most important steps because this step relates on how it can impact the individual.
Some things that a person should think about is how it will affect the person now and also in the future
and if it is worth it. This step allows the individual to look at the pros and cons of the decision that they
are making. It is also important because the individual should feel confident and comfortable with the
decision that they make. The fourth step is making an actual decision. This step can cause a lot of
anxiety for a person because the person might feel that they do not know if the choice that they are
making is a good one or a bad one. The individual needs to make sure that the choice they make is a
good one, which in other words mean to go with one's gut instinct. The last step is evaluated your
decision. So once an individual makes their final decision and puts into action this is when the person
evaluates to see if the decision they made was a good one. A person should look at the pros and cons
of the choice that they made so that when they make future decisions they will learn from the previous
one.
93 Student will describe personal examples of

having used five decision making methods
.
94 Student will show knowledge of at least five HDF 415 FLITE In HDF 415 we learn about different way to deal with conflict especially in our small groups for FLITE.
problem solving / conflict management There are five conflict management strategies which are accommodating, avoiding, collaborating,
. methods, as well as understanding the compromising, and competing. What accommodation means is giving the opposing side the stage or in
roots of conflicts other words giving them what they want. So instead of arguing with the opposing side the person
instead chooses to keep the peace and just let the opposing side have their way to avoiding arguing.
An example of this is if someone want to have dinner on Friday however another person rather dinner
on Saturday instead of arguing about it they just change their schedule to have dinner on Friday. The
second strategy is avoiding. This strategy tries to put conflict off to the side by delaying or ignoring the
conflict that is occurring. What the person is hoping for is by ignoring the conflict or problem, the
problem will then resolve itself without confrontation. An example of this is if a person knows that they
messed up they try to avoid the person instead of admitting that they messed up and try to fix it
together. The third strategy is collaborating. What this means is that multiple people work together on
the situation to create a solution that everyone can agree on. When it comes to collaborating, a person
must have patience and be willing to keep an open mind throughout the process. An example of this is
if someone has a family and they are trying to decide on which restaurant to eat at. One person might
want pizza, another person might want chicken and another person might want sushi. They then come
to an agreement to go to a buffet where the restaurant has all those options so that everyone is
satisfied. The fourth strategy is compromising, this strategy usually has the person from both sides give
up an element that they want to come to a mutual agreement. Lastly there is competing. What this
strategy means one side is going to win and one side is going to lose. It is all about who is better than
the other side which can be done in competitions where they eliminate the ones that are not as good
as the others. An example of this is when people are applying to a job. A lot of companies have more
than one interview and each of these interviews are to weigh out the best candidates until they left with
the amount they want to hire. This whole process is like a competition because the candidates need to
be better than the rest to move on to the next interview.
having used five problem solving / conflict
. management methods (if student has been
trained in mediation, that information goes
here)
96 Student will describe what it means to
analyze, criticize, synthesize and utilize
. information as a leader
97 Student will demonstrate knowledge of HDF 412
leadership that is used in crisis
.
98 Student will describe examples of HDF 412
leadership in crisis situations
.
Outcome Category: Interpersonal and Organizational Concepts & Skills

99. Student will demonstrate knowledge of
active listening techniques
100 Student will describe examples of using HDF 415 HDF 190 For my HDF 415 class I must use active listening skills. The way that I use these listening skills is when
active listening skills FLITE Retreat we are in a meeting I must pay close attention to what the teachers require from us. I also must pay
. attention to what is expected in the weeks ahead. The teachers are not the only people that I have to
use my active listening skills with, I also need to listen to my fellow peer leaders. Using my active
listening skills with my fellow peer leader is very important because there are situations in which I can
help them with problems or situations that they are having with their students. There are also times in
which my fellow peer leaders did something in which I could use toward my peer leaders trying to be a
better overall mentor Another time where I used my active listening skills is in FLITE Retreat and in
HDF 190. For this class I am a peer-leader. What a peer-leader is like a mentor or a person to help
these student advance and excel in the leadership studies program. I used my active listening skills
during the FLITE retreat when we were doing the day of discovery activity. This activity was conducted
for the group to learn more about themselves and others in the room. The way that we did this by was
everyone gave a I am speech where they talked about their values and some even gave personal
heart felt stories about their lives. While these speeches were going on I used my active listening skills
to really listen and pay attention to what every individual student was saying. I gave head nods and
expressions on my face to indicate that they had my full undivided attention and even took notes on
what they said so I could make a comment after. In HDF 190 I use my active listening skills when the
teacher is speaking I make sure to give head nods and participate if needed so that they the teacher is
aware that I am listening. I also need to pay close attention because I need to be able to reiterate what
the teacher said back to my students where they can understand and get the required work done to the
best of their ability.
functions of group communication by
. Hirokawa
of functions of group communication
. (Hirokawa)
103 Student will show knowledge of techniques
regarding giving and accepting of feedback
.
104 Student will describe examples of giving
and accepting feedback.
.
105 Student will demonstrate knowledge of HDF 413 SOLC When beginning a facilitator, you must be a great leader. Facilitators are the individuals that make sure
facilitation and de-briefing techniques the retreat runs as smooth as possible. Some ways that facilitators do this is by conducting the
. activities that are being done at the retreat. These activities that the facilitator conduct can be
energizers which is to get the group active and working, name games which helps group members
know each other's names more, problem solving which are for students that need help with
communicating with each other. Following these activities, the facilitators then conduct de-briefs.
These de-briefs techniques can vary depending on the person. Some debrief techniques that I have is I
would write down follow up questions on a piece of paper so that I can remember what question that i
want to ask relating to the activity. Another technique I have is based on what occurred during the
activity I would ask question off of what I had observed during the activity. The final technique that I
have is a list of debriefing questions that is anything else fails I can always tweak those questions
depending on the activity. See evidence #105
106 Student will demonstrate proficiency of HDF 413 SOLC The way that I demonstrated proficiency in facilitation and de-debriefing is when I was a co-facilitator
facilitation and de-briefing techniques HDF 190 for the SAWA retreat. During this retreat I conducted the activity pipeline. During this activity I was in
. FLITE Retreat charge of getting all the students together and separating them into separate groups. After separating
the students into separate groups I then explained the rules of the game. When explaining the rules I
gave groups a very brief description. The reason why I did this was so that we could have following
debrief. Before even doing the activities I already previously I wrote out debriefs basing all my debrief
questions on what i felt was the most important information to ask for this activity. The technique that I
used was to previously write out debriefs. I also used another technique which was to observe the
groups while doing the activities and make more questions based on what I have observed during the
activities. I knew that I was proficient with my de-briefing skills when the conversation continued even
after i stopped asking my question to get the conversation started. I also realized that I was hardly
speaking or asking participants to further elaborate on the activity that I had conducted.
In HDF 190 I had to facilitate during the FLITE retreat. What I did was I oversaw organizing my
group that consisted of eight students and we had to do a small activity and I then conducted a
debrief of the activity afterwards. One of the activities that we did was ice Beakers and
energizers. We then discussed how these activities related to the next topic that we were going
to discuss on our small groups and how the activity was successful or non-successful. When
we went into our small groups we did a I am workshop. What this workshop consisted of is
everyone had to bring in a personal item or make a personal collage. This item or collage had to
consist of what the individual values were and why. Each student spoke about their item what it
meant to them personally and what were their personal values behind the item. After everyone
spoke we then had a full debrief session where we spoke about why people chose the item that
they chose. We also spoke about why were those certain peoples values. And lastly how did
people feel when others were presenting their items and their values.
See evidence #106
framing and breaking the frame
.
108 Student will demonstrate proficiency of
framing and breaking the frame
.
109 Student will show knowledge of organizing HDF 413 SOLC First when organizing a meeting the first steps are getting everyone that is involved contact
meetings / setting agendas / and leading information. Getting this contact information can either be through text or even email. After obtaining
. meetings contact information then it is time to organize a meeting time. When organizing this meeting time a
person wants as much people that are part of the group to attend this meeting. So a person should try
to a majority rules in this situation of a common time where everyone can meet. After everyone is at the
meeting it is then time to set an agenda. When setting up the agenda a person should consider a few
things. Some of the things that a person should consider are how much time does the person have,
what needs to get done, and also the order in which the agenda is being created. When making the
agenda it is more helpful for people to have a handout so that they can visually see what is going on
and what needs to be addressed first. When leading the meeting people can either take turn as leads
addressing certain parts of the agenda leaving room for any question in between? Or one person can
decide to do the whole agenda when leading a meeting. When leading a meeting a person has to
make sure to leave room for any question that a person might have and also they must have an open
mind to changing certain things on the agenda that will better suit people overall. See evidence #109
110. Student will describe personal examples of HDF 413 SAWA When I demonstrated organizing meetings in my HDF 413 class is when my group and I had to do a
organizing meetings / setting agendas / HDF 190 presentation on Conflict Resolution. The first thing that I did was gathered everyone contact information
leading meetings and made a group message via text. Within this group message I first began the conversation with
times where I was the most available and gave the group a time period of how long it was going to take
to finish the presentation. When we were all able to come up with a neutral time that everyone was
able to do we then met up at that time the following day. That day we all together made an agenda of
what needed to be done and who was going to do those parts. We then all came together and took our
different parts in leading the meeting and making the meeting a success when presenting the
presentation in class. In my SAWA organization I was able to demonstrate this as well. For e-board I
was able to organize a meeting among everyone on e-board. This meeting has to do with ways to
make the organization better as a whole. During this meeting I made an agenda, on this agenda is
consisted of the following information, upcoming events that we needed to discuss, concerns that
people had, and also reminders for things that people signed up for. I was leading this meeting making
sure that we were all able to hit all main points of the agenda and leaving room for any questions that
people had.
In HDF 190 I am a peer leader and in the class I had to conduct one-on-one meetings with all
eight of my students. What I did to conduct these meetings is I created a Doodle doc. Within
this Doodle doc I looked through my planner and picked out days and time of my availability
within a two week spend. After to Doodle doc was created I then shared in with all eight
students where they would able to sign up for a time that works for them. Every time a student
signed up for a time I received a notification on my phone and I would then transfer that
information onto the reminder on my phone and in my planner. I decided to have my one-on-one
meetings in a professional but comfortable setting which occurred in the library at the tables. I
always arrived twenty minutes ahead of schedule with an agenda of topic in which needed to be
discuss making sure to leave room for any questions that they might have. See evidence #110
111. Student will show knowledge of
Parliamentary Procedure
112. Student will show knowledge of techniques
for working with difficult people
113. Student will describe personal examples of
using techniques to work effectively with
difficult people
114. Student will show knowledge of the stages HDF 413 HDF 412 Tuckman has four stages of group development. These four stages are forming, storming, norming and
of group development (Tuckman, Bennis or performing. He then later made his final stage which is adjourning. The first stage forming is when a
others) person wants to be accepted by other people, they would do that by avoiding controversy or conflict.
What the main focus is completing the task given trying to avoid any type of confutation. Stage two is
people in the group will begin to see people for who they are and different personalities will begin to
arise. This will then begin to cause minor problems within the group some members of the group will
not say much and others will try to problems to solve. Stage three is when rules and responsibilities
are assigned to people. This stage is after arguments and problems occurred already in stage two. In
this stage people are able to learn more about each other; about their personalities and also their skills
and experiences. This stage also has people listening to each other more and trying to understand
each other to make the group more efficient. Stage four is performing which is a stage that not all
groups are able to achieve. This stage is when everyone in the group knows each other very well and
is able to work together and trust each other do independent activities for the group. Everyone in the
group is equal and rotates rolls depending on the needs of the group. The final stage which is stage
five is adjourning this stage is about being completely satisfied and happy about how the group is and
what it turned out to be.
In HDF 412 I learned that the stages of group development consist of five stages. Those stages are
forming, storming, norming, performing, and adjourning. The forming stage is when the group goes
through small disagreements because they are not sure what their purpose is or they lack guidance
and direction. The second stage is storming which is when the group goes through conflict because
someone is trying to be the lead after the purpose is clearer. The third stage is norming. This is the
group begins to be able to agree and the group know that their goals and responsivities are. The fourth
stage is performing. This stage is when the group completely understand their purpose and all have a
similar vison on how to achieve their goals. Last stage is adjourning. This stage is when the group was
able to complete their task and achieve the goals that they set for themselves (Tuckman). See
evidence #114
115. Student will describe personal examples of HDF 413 SAWA SAWA is an organization that I am a part of. This organization follows Tuckman four stages of group
group development in use (Tuckman, HDF 412 development. The first stage is forming, when new member first come into the organization they hard
Bennis or others). speak to one another. Some reason why this occurs is because everyone is just getting to know each
other and it more about getting to know each other and what the organization is about. This stage took
place in the beginning of the semester when people were learning more about each other. In the next
few months the room began to get louder and fight started to occur. Some problems that people had
been the uniform in which was required to be in this organization. Members felt that it was unfair that

woman had to go out and buy red shoes when men only had to wear black shoes. Another fight that
occurred was that not enough people were participating in wearing the dress code or going to events.
The third stage after compromising on the dress codes and attending certain events people were then
able to get to learn more about each other and themselves making the group more successful.
However, this organization has not went passed stage three because some people in the group are still
in stage two of the argument stage so it has not been able to move forward.
In HDF 412 the five stages of group development by Tuckman was expressed heavily in my group.
First the group was at its forming stage where we were getting to know each other and our
personalities. Right away each group member saw that we all had strong personalities that like to lead
the group but we all were not sure what task really needed to be completed from us. The second stage
was storming, we began to realize why we were put into a group with each other and there was plenty
of times where individuals try to take the lead but we all learned to just lead ourselves and be on equal
terms with each other. The next stage is norming this is the stage where our group knew what was
expected from us and what we needed to do overall to reach our goals which would be projects or
assignments that needed to be done. Next stage is performing where each member focused on the
goal; one step at a time and made sure it was completed as much as possible. The last step is
adjourning, this step is when our group came closer together at the end is the semester and we all are
proud of ourselves and the grades that we received us all felt that we achieved and met our goals
successfully. See evidence #115
116. Student will show knowledge of group HDF 412
dynamics and group roles
117. Student will describe personal examples of HDF 412 In HDF 412 group dynamics that took place is first we were placed in certain groups. The groups that
group dynamics and group roles we were placed in was determined through our strengths and values, which also collides with our
personalities overall. When coming into our groups we first began with trying to get to know each other
more. What we upset, what made us happy, and what we were and were not comfortable with?
Through the semester we were able to learn more about this information as we spent more time with
each other and did more projects with one another. For group roles everyone in the group had equal
roles and equal opportunity. Every group member realized from early in the semester that we all
needed to be on an equal field because we all had powerful personalities that like to take the lead. So
what we did in the group is for remember who ever remembered or had time would be the one to
remind people to finish there part of the project and that went to also emailing the teacher, or even
doing certain parts of the project. Everyone in the group had an equal voice and no one was put above
another. See evidence #117
118. Student will show knowledge of effective
memberships skills in groups
119. Student will describe personal examples of
membership skills in use
Challenge and Support theory by Sanford,
. and its relationship to organizations
using the theory of Challenge and Support
. (Sanford)
construction / elements of informative and
. persuasive speeches
123 Student will demonstrate proficiency in HDF 290 COM 100 For my HDF 290 class I made an informative speech. This informative speech was for my education
informative and persuasive public speaking informative or persuasive presentation. What I made my informative speech on was Head Start
. programs around the United States. What this informative speech consist of was the background
information about the program. The philosophies that the program has. What leader was involved when

creating the program? Legal issues that program faces. Moral and ethical issues that the program
faces. What leadership structure that the program follows. The great problem was solving and decision
making skills that the program has. Where does the program receive funding? And lastly action steps
that the program is taking to better the program if trying to better the program. A time where I
demonstrated persuasive public speaking was in my COM 100 class. The persuasive speech that I did
in my COM 100 class was a speech about deep water drilling. My speech was on cons of the deep-
water drilling and how it negatively affects people and the environment. For that speech, I first talked
about the background information about deep water drilling and how it came up. I then talked about the
negative effects that it has on people, the environment, and the economy. See evidence #123
124 Student will show knowledge of planning
and conducting interviews (as the
. interviewer)
125 Student will describe personal examples of WRT 104 HDF 290 A time where I had to conduct an interview is when I had to interview a man name Lloyd Chin which
planning and conducting interviews (as the shared his life story with me for my WRT104 class for my profile paper. For this paper I had to ask a
. interviewer) person that I looked up to as a person for their success and write a profile on that person. When getting
information for this paper I had to set up an interview to ask the following questions which were where
was he born. How did his painting career begin? Why did it stop, and will you ever continue to paint
again? Another example of when I had to conduct an interview was for my HDF class for my small
business presentation. For the small business presentation, what I had to do was pick a person in
which owns a small business that was not related to me then ask them a series of questions according
to the syllabus in which was provided. With those questions that were on the syllabus I was then able
to conduct an interview asking the serious of questions and from those questions expanding to ask
more questions using those questions as a guideline. When the interview was over I was then able to
use that interview, and conduct my presentation. See evidence #125
126 Student will show knowledge of preparing Leadership When doing the leadership fellow program one of the events that we did was broadening perspectives.
for and effective answers in interviews (as Fellows What this was an event to help prepare a person for interviews when looking for a job. Some things
. the interviewee) that we discussed to help people prepare for effective answers in an interview are the 30 second
elevator pitch. Some things that I have learned during this event are do your research. So what this
means is that when going to an interview for the company make sure that you know all about the
company and what they stand for. Also, know the name of the person that will be interviewing you.
Some important information that a person might need to know about the company is the mission
statement and how that mission statement relates to the person on a personal and professional level.
Another way is for the interviewee to practice the interview prior this will help the interviewee answer
the questions in little to no time. Also during the event it was said to record oneself when practicing for
the interview. When recording yourself it able a person to see what they are doing wrong and see how
they can fix it. An example of this is if a person is not sitting up straight or they do subconsciously
things like playing with their hard or fiddling with their tie. Also, gave a series of question which will help
people be able to prepare for the questions that the interviewer might ask during an interview which
can be found See evidence #126
127 Student will describe personal examples of HDF 290 URI 101 Mentor For my small business leadership presentation, I had to conduct an interview with a small business
preparing for and being interviewed owner. Some way that I did this is I first asked Jim the small business owner if I would be able to
. conduct an interview with him. Using my rubric as I guide I then based all my question on what
question that I needed to answer for the presentation. I came in with a well written out paper with space
to add his answer and any follow up questions in which I had. After I completely asked the entire
question on the rubric I then had at the end fun facts just to know more about him and his business. By
the end of the interview I had well written out questions that made my presentation easy to conduct and
write a speech off of. From the interview, I was able to write out a well conducted speech using the
information that Jim provided for me about his pet shop. An example of when I being interviewed is
when I applied to be a URI mentor the interview process was a group interview and I had to ask a
series of questions. The way that I prepared for this interview is I asked somebody that was in the

interview process before to ask me a series of question so that I can practice answering them. After the
mock interview was completed the person the critiqued me on what I did well and what I could have
done better.
What I learned at the leadership fellows program is how an interview is conducted. During the
leadership fellows, we talked about what kind of interviews can occur and then we practiced each type
of interviewing style. Some interviewing styles we practice were elevator pitch, individual interview,
group interview, and phone interviews. We practice each interview style about two times each and
were sent home to then practice our interview process. After a week of practice, we then did the
interview process again seeing what we were proficient in and what needed more help. After learning
how to do interviews we then were able to speak about how to give a good interview. See evidence
#127
128 Student will show knowledge of effective
collaboration / coalition building
.
working in collaboratives/coalitions
.
130 Student will show knowledge of
Intercultural communication considerations
.
131 Student will demonstrate proficiency in
intercultural communication
.
132 Student will describe ways to maintain
accountability in leadership / member
. relationships
133 Student will describe personal examples
related to maintaining accountability as a
. leader
134 Student will describe ways to build
relationships between leaders and
. members
building relationships with members as a
. leader
136 Student will describe how credibility
applies to leadership, as well as the
. characteristics and skills of a credible
leader
building, maintaining, and repairing his/her
. own credibility as a leader
138 Student will describe ethical standards in
influence
.
139 Student will describe influence applies to
leadership
.
140 Student will describe principles of effective HDF 291 What I learned in HDF 291 was about mentoring is defined to either have a professional or personal
mentoring, as well as problems particular relationship/ experience with a person. The mentor is the person in which is supposed to assist the
. to the mentoring relationship mentee develop different skills depending on the situation. These skill is supposed to help the mentee
through there different life experiences. Some things that mentor do is they help to teach/shape
mentees when is come to specific issues. Mentors coach their mentees through these specific issues
either if has to be mentally or through networking/ resources. Mentors also help mentees to be
challenged by bringing the mentee out of there comfort zone. There are two different kind of mentoring
there is informal mentoring which is a person that you are usually more comfortable with. Informal
mentoring doesnt really have a specific relationship or specific goals it is more open and flowing. The
second kind of mentoring is formal mentoring. Formal mentoring is more professional and they have
goals and guidelines that they want you to follow. There are ten principles of mentoring which are
confidentiality, a professional relationship, commitment and accessibility, limitations, needs and goals,
non-judgmental, advice, problem solving approach, ending graciously, and active listening. Some
problems that mentoring relationship might face is that they dont get along. Another problem is that
they dont trust each other. Another problem that can emerge is that they dont feel comfortable. (
Management Mentors).
. See evidence #140
141 Student will describe personal examples of URI 101 TD Mentor In my URI 101 class is example or when I was being mentored. My mentor's name was Stephanie and
mentoring and being mentored HDF291 she helped me figure out what exactly I wanted to do with my major. When first coming into college I
. knew that I wanted to be microbiology major however I was not sure what I wanted to with the
microbiology major. I was not sure if I wanted to go to graduate school or medical school and I was not
sure what kind of job that I was looking for within in the field either. When talking to Stephanie in my
URI 101 class she helped me figure out what I was interested in and what I wanted to do. I was able to
figure out that I wanted to go to graduate school instead of medical school and I also wanted to do lab
research for my major. An example of when I was doing the mentoring is when I was in Talent
Development summit. What talent development summit or TD Summit For short is a program that
invites high school students all around Rhode Island to come and shadow for a complete day a college
student. What occurs is students will arrive and then shadow college students classroom. Then the
high school students will then get to bond with college students ask various amount of question and the
college students will give all different types of advice lead discussions about our majors and minors.
In HDF 291 we had to have a mentor and be a mentor to someone else. My mentor was Michelle
Bagley. Her personal mentoring philosophy is "Be there for people that you feel needs you the most",
"Be kind to everyone because that kindness will come back around" and "Everyone needs someone to
listen to them". What motivate my mentor are her family, her staff, and God. Advice that my mentor
gave me is Never give up especially on what you love", "Things dont stay bad forever, keep your head
high", and Try to let out and talk about how you feel". The relationship that we have is great but yet we
still have our highs and not really and lows. The highs of our relationship are that she is always
listening to be and understand me. She is always someone to lend a helping hand no matter what the
case is. The low of our relationship is that I have to remember that she more my boss then my friend.
Our long term goals are to keep in touch when I am no longer working for her and also to travel. The
way that my mentor impacted me she helped me through my really hard times, she encouraged me to
not take time off of school when I was going through things, and she was always someone I could cry
and vent to. A time where I was a mentor and had a mentee in the class is for our mentoring project
and my mentor was Bianca Pierre. For about four months o was mentoring her in school and personal
life. I would check on her once a week to see how she was doing and if she needed anything. I also
would give her personal advice on school and also personal life. We would have things like venting
days where we would talk about everything that is on our mind and whats going on in our lives at the
time.
See evidence #141
142 Student will describe principles of effective HDF 190 An effective peer leader is a person that already has leadership characteristics that are
peer leadership, as well as problems nominated to lead groups in which have similar characteristics of their own. What the job of a
. particular to peer leadership peer leader is to help groups of people get through a transition that the individual has already
went through. An example of this is I am a peer leader for FLITE HDF 190 course. A peer-leader
responsibility is to help fellow students transition through class, social, and new environment.
The way that this is done is in multiple ways. This can be through giving advice on classes to
take, thing to do/join, or even resources on campus. Another way that this can be achieved is
through leading by example, doing what an individual need to do to be successful and through
this other will follow. Another way that this is achieved is by the peer-leader sharing their own
personal experiences and what worked for them and what did not work for them and what did
the individual do differently to face these optical. By a peer-leader sharing their experiences
and what they went through it gives their peer mentees the opportunity to ask question and
seek advice that they want without feel the pressure.
143 Student will describe personal examples
related to being a peer leader and being
. led by peers
144 Student will describe the four frames of HDF 413 SOLC The four-frame model consists of the following four frames; structural frame, human resource frame,
organizations by Bolman and Deal political frames, and symbolic frame. The structural frame focuses on the makeup of an organization.
. The makeup of the organization can mean the goals, structure, technology, roles and relationship. This
frame is also the division of the organization which can be related to a type of e-board structure.
Through the e-board every person has a role to play to make sure that the organization runs as smooth
as possible. Human resources frame is understanding people and the different relationships that they
have. This is connecting people feeling and emotion to the organization, asking question like what can
our organization do to make you feel more welcomed or continue to be a part of this organization.
Political frame, this frame is the frame that looks at trying to be the best organization there is. The way
that they try to do this is having diverse values, beliefs, and interest. People in the organization are
constantly brainstorming on how to make the organization better. Symbolic frame stays as true as
possible to the organization mission statement and what it stands for. This frame focuses more on the
tradition of the organization. See evidence #144
145 Student will describe personal application SOLC SAWA The SOLC organization follows the four frames or organization by Bolman and Deal. For structural
of organizational analysis using the four frame the way that this organization follows this is, every year SOLC has a goal that they want to
. frames of organizations (Bolman and Deal) accomplish. The way that they try to accomplish these goals is by all working together with e-board and
also general members. When problems and situations occur they, all work together to solve these
situations so that the organization can run as smooth as possible. For human resources, what e-board
does is make sure to relate and ask general member as much questions as possible. These questions
relate on the well-being of the general members. They ask question referring to how to keep the
general member more involved with the organization and what is needed from them as e-board
members to make the organization feel more like a family. The way that SOLC connects with political
frame is because this organization is always trying to be the best that they can be. The way they do
this by trying to follow their mission statement as much as possible SOLC won many awards in a row
for being one of the best organization on campus. The way that the organization connects to symbolic
frame is this organization has many traditions that they try to make sure to follow every year. Some of
the tradition that they have is a beginning of the school year retreat. Also, doing activities to help
people learn how to facilitate, and lead retreats, and how they finish off semesters. See evidence #145

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LEADERSHIP

Leadership Inventory Revised 8/30/2013 1

ADVISING INFORMATION (students will include own documentation)

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

CSLD Mission Statement

Leadership Inventory Revised 8/30/2013 2

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

Leadership Inventory Revised 8/30/2013 3

Must be in Honors or have GPA of 3.3

MINOR ELECTIVES-9 credits

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

Outcome Category: Self-Leadership

Leadership Inventory Revised 8/30/2013 13

Leadership Inventory Revised 8/30/2013 19

Leadership Inventory Revised 8/30/2013 23

Leadership Inventory Revised 8/30/2013 24

Leadership Inventory Revised 8/30/2013 26

Outcome Category: Critical Thinking

93 Student will describe personal examples of

Outcome Category: Interpersonal and Organizational Concepts & Skills

Leadership Inventory Revised 8/30/2013 37

Leadership Inventory Revised 8/30/2013 38

Leadership Inventory Revised 8/30/2013 39

Leadership Inventory Revised 8/30/2013 42

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