Leadership Development Journal Final

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

Date Enrolled:
Date of Graduation: May 20, 2018
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
Leadership Inventory Revised 08/22/2017 1

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

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

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

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

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

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

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

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

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

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

TABLE OF CONTENTS
The following are a list of what outcomes are to be graded for each course.
HDF: 412 outcomes:
1, 2, 3, 4, 5, 10, 13, 17, 19, 21, 23, 25, 27, 28, 29, 37, 38, 41, 43, 44, 47, 49, 57, 70, 91, 92, 110, 152, 161
HDF: 417 outcomes:
6, 7, 8, 9, 12, 14, 18, 24, 39, 42, 45, 46, 53, 69, 71, 83, 87, 89, 90, 98, 102, 104, 108, 109, 114, 119, 126, 128, 133, 139
HDF: 492 outcomes (highlighted in pink) aka all of them

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a ART 243 N/A This past semester I took a sculpture/art class where I had to independently create sculptures that
minimized need for approval Life followed themes assigned by our professor. At the beginning I struggled working alone because I felt
Senior Expedition the need to seek approval from my professor every time I moved to the next step in a project. As the
semester continued I gained more freedom with myself and minimized my need for approval from
professor. The piece of evidence attached is my first sculpture I completed independently. This class
made me realize I need to have more confidence in my art abilities and I don’t need someone else to
give me a thumbs up to move forward. I need to trust my judgment and my skills while continuing at my
own will. It actually surprised me that I sought my professor’s approval so many times because it goes
against my usual lifestyle. I am one to beat to my own drum and do my best to stay true to myself
never caring about others opinions. Between the clothes I wear or the oddball comments I say, never
have I sought approval from the crowd. After some reflection a part of me believes it was because I
was being graded. While another part of me was just nervous about ruining my project so I wanted to
make sure I was headed on the right track. Remember Cara… you can do it…you can always do it!
A more recent experience I had where I demonstrated autonomy and minimized my need for approval
was on the Senior expedition. When we had to go white water rafting I was a little nervous because I
wasn’t sure how or what to expect since I had never been before. That being said I insisted I was on a
boat with one of my professors because they had prior experience. It also would provide me a sense of
comfort and I knew they would be able to answer my weird little questions I always ask. But, being one
of the last ones off the boat I was recruited to Camba’s boat where we wouldn’t have any staff and
would be on our own. Although I was working with a team, we all demonstrated autonomy stepping up
and being the staff less boat. We didn’t need the approval from our professors since we all had
confidence with each other and knew we could do it! It gave us a sense of empowerment knowing we
were the only ones going to have to go through rapids and handle the boat without a staff. Even after
the adventure the group agreed it was the right choice for all of us and we felt we accomplished
something greater on our own, than if a professor was in our boat. As evidence I have attached added
a picture of my group and I on the boat.
SEE EVIDENCE #1 ADDED NEW PIC

2. Student will demonstrate personal, HDF 180 N/A In HDF 180, we learned about different strategies to keep our self-organized so it was easier for us to
organizational, and academic examples of HDF412 Mixing up the dates achieve our goals. In my college career, I have become more organized because I started creating
self-discipline monthly calendars that would keep track of important dates and assignments due that month (refer to
evidence 2). These calendars are extremely helpful because when I don’t make them my month is
quite chaotic. In November, I struggled to find the self-discipline to make a calendar and it was directly
affected in my academic performance. After some self-reflecting I realized I need to get my academics
back on track in order to succeed in school. Printing and filling out a December calendar was my first
step.
Continuing to reflect upon my experiences with my personal, organizational, and academic examples
of self-discipline, I realized how important it is to maintain some form of calendar or organization. As
much as I like to credit my self with a good memory as I wrap up my senior year I realize I need to write
important date and deadlines down to ensure you don’t forget or confuse them. In HDF 412, due to my
own self-neglect and mental health issues I stopped using my organizational skills/ calendars and
purely relied on my memory to remember things. As most of my professors an attest, I was late with
everything and missed a lot of assignment. One time I had a mental breakdown and was overwhelmed
with stress because I confused the date of my art mid term and a paper that was due for class. I stayed
up all night to find out that my project wasn’t due that day, but my paper was. This also includes a lot of
other little stressors that added to the breakdown but in the end I cracked. After visiting the New
Student Programs office I was reminded once again how important keeping a planner or calendar was
to stay organized. Honestly, it was a slow transition getting back to using a planner. But, through self-
discipline, and putting in a more conscience effort to keep up with my calendar, I was able to get and
keep up with me personal organization. Attached in evidence is a picture of the new planner I bought
myself as motivation to stay organized.
SEE EVIDENCE #2
UPDATE NEW PLANNER
3. Student will demonstrate the ability to COM 221 Reiki Class, Leadership Retreat In Com 221, we had an entire chapter devoted to emotions. The ability to manage our emotions
manage emotions Therapy effectively you need to understand your emotions and think about what they mean. The combination of
intellect and emotions allows you constructively manage your actions that follow emotions so you act
appropriately. I also use reiki to help manage my emotions (see evidence). I took a class that taught
me how to feel balanced and take the time to reflect on how we feel so we can effectively handle those
emotions. I even remember in our leadership retreat this year when doing a group activity I effectively
managed my emotions. We had to lead a blind folded peer to build a structure with minimal
communication. Minimal communication to clarify meant we were given three words to speak at a time
to give directions to the blindfolded peer. It became very frustrating and I even got angry not being
able to complete the task quickly. I remembered what I had learned in COM 221 and thought about
why I was angry and frustrated. I was frustrated because my peers clearly didn’t understand the
minimal communication rule and weren’t using their three words effectively. Also we couldn’t all
connect and get on the same page about how to complete the task at hand as well as what the best
method was. Since this frustration continued for multiple rounds it turned into anger, which could have
led to me acting out inappropriately. But remembering my class material I knew if I combined these
emotions with my rational I had the ability to control the actions following so I could react appropriately.
I remember to take a deep breath to calm down and I even walked away at some points so I didn’t
explode with anger and react inappropriately to my emotions. Using the combination of knowledge
from both my course and my Reiki class I was able to manage my emotion in an effective way.
During the past two years I have struggled managing my emotions on my own. I was in a dark place
where I was neglecting myself in more than one way. I tried to manage the darkness independently but
learned that in my state that the best choice for me was asking for help. This was a challenge for me
since I am a very independent person and don’t like asking other for help. I had to be responsible for
myself knowing it was the best form of intervention for me. I knew by going to therapy I would be
provided a safe space to heal in hopes I would be able to manage my emotions on my own. Thankfully
after months of hard work my therapist began to see me less frequently, having confidence that I was
beginning to get back to my better emotion managing self.
SEE EVIDENCE #55ADD Therapist contact

4. Student will demonstrate knowledge of HDF 450 Counseling Sessions In HDF 450, my introduction to counseling class, we learned about different stress management
stress management methods Therapy methods. Stress management is an organized series of instructional strategies to enable clients to live
with and deal with stress effectively. During our recorded practice counseling sessions, we taught
clients these strategies when they talked about having trouble dealing with stress. Here are a few
examples we learned in class and attached as evidence are slides we used during class.
 Diaphragmatic breathing: A specific type of breathing focused on the diaphragm and the
parasympathetic nervous system to reduce anxiety and stress.
 Mindfulness: A form of meditation to focus and regroup emotions using positive guided
imagery to reduce anxiety and stress.
 Progressive muscle relaxation method: Tightening focused muscles one at a time followed
by relaxation to reduce anxiety and stress
 Theraputic Lifestyle Changes (TLC): Instructional strategies oriented toward physical, and
mental health, bringing together neuroscience, medicine, and counseling. Sleep, exercise,
social relations, nutrition, cognitive challenge and education, and meditation
 Psychoeducation Strategies: Present information, advice, instuctions, opinions, and/or
suggestions to the other person. Ex Assertiveness training, communications skills training,
thought stopping, positive guided imagery, and homework.
When I started going to therapy sessions I wanted to find some new alternative way to relive stress. My
therapist gave me a list of leisurely activities one can do for themselves in times of stress. To be honest
the list consisted of simple activities that I took for granted in being stress relieving. For example, one
was to just go for a walk, something in my state of mind completely forgot. Also, the fact that it was a
long list and was compiled so conveniently it was a great and simple resource for me in times of stress.
As evidence I attached the list of pleasurable activities I can use when I am stressed.
SEE EVIDENCE #24 ADD resource stress relieving activities

5. Student will demonstrate the ability to HDF 290 Reiki Class, Diaphragmatic This semester I struggled with managing stress. I went through periods of time where I would beat
manage stress HDF 450 breathing / Therapy/New Student myself up over things that added to the stress of school. In HDF 290, Alison had communicated with
HDF 412 Programs me not to beat yourself up and to make sure you are taking care of yourself. This was huge because I
realized I needed to work more on me to be able to manage my school stress. Also, during this time I
became certified in reiki that allowed me to do self-treatments in managing stress. The combination of
reiki and taking care of myself immediately reduced my stress levels and is how manage stress when it
crosses my path.
For the past year I have continued my battle with managing stress and taking care of myself. I continue
to keep in mind Alison’s advise from HDF 290 about not beating myself up over things and to make
sure I am taking care of myself. In theory, taking care of myself will help me manage stress from school
and life better. Although this is true and I have tried taking better care of myself but am not doing a
good job. I still use my reiki treatments to help me manage my stress but it isn’t enough. In HDF 450,
my introduction to counseling class, I learned multiple techniques to manage stress. My favorite
method is Diaphragmatic breathing, which can be further explained by referring to my piece of
evidence. Vaguely, the method allows you to take in more oxygen when breathing by focusing on the
diaphragm. This then helps calm down your parasympathetic nervous system hopefully reducing your
stress levels. We used this method for our recording session in class where we conduct mock
counseling sessions. I find this method to be helpful when managing my own stress and practice the
method anytime I am feeling stressed. Although this addition is helpful it still is not enough, as much as
I have tried to cope with my stress on my own I recognize now that doing it alone is not enough
anymore. There are deeper problems I am not dealing with in a healthy way and need to get some
extra help. I will be going to the counseling center soon to seek help from a professional so I can try to

move on with my life and get back to the real me.
As I wrap up my final year, I have had plenty of time to reflect upon how stress has affected me when
at college. I reached my breaking point this year letting the stress of school cripple me into depression.
I found resources through my professor in HDF 412 to help manage my stress. I was referred to John
Carl Cruz in the new student programs office, who provided a safe space for me to share my stress
and struggle and implement a plan to achieve my goals. I considered him to be a life coach and a
valuable resource to achieving my goals. I also managed my stress by visiting my therapist at the
counseling center, more frequently. I had stopped going my junior year because I found it was more of
a stress creator than provide a sense of relief. I also did not like my assigned therapist and felt less
inclined to go because of it. My senior I was given a new therapist who was able to provide for me the
comfort and stress relief I needed. It made me realize I take things to personally and need to learn to
associate my failures as something other than guilt. It also reminded me how important it is to take care
of myself, something I really started to neglect my senior year. I also remembered I need to breathe,
continuing with my methods of reiki and diaphragmatic breathing techniques. Another big revelation I
discovered, in my self reflection of how I manage stress, was why I get stressed out so often in my final
years. A large part of my stress was self-induced as I let my bad habit of procrastination get the best of
me. The other part was my leadership minor. I felt an immense pressure to preform and be a certain
way in order to worthy leadership minor. Also, these outcomes put me through hell and back due to my
learning disabilities and my negative mindset prevented me from being able to self reflect, something
that is required to complete these outcomes. The introspection required for these outcomes also made
me feel bad about myself because as I reflected upon my experiences, I never felt I did enough or was
being the best I could be. It took too much time away from me recycling this thought in my head, which
prevented me being the best, I could be. I should have spent more time focusing on what I wanted to
do to be the best instead of my lack of. Another factor in my struggles was my mental health and dying
spark that left me feeling sad and tired all the time, with little to no motivation for anything when it came
to doing these outcomes or my life, in general. This is something I never stopped struggling with
throughout the minor. Thankfully, my leadership professors were more than understanding of my
struggles and gave me more than enough extensions to ease my stress. I added John Carl Cruz
contact for evidence.
SEE EVIDENCE #3 #ADD diaphragmatic breathing paper, ADD John Carl Cruz Contact
6. Student will express a personal code of HDF 417 Confidentiality/ethics lesson./HDF During my internship for 417, I was accepted a position of leadership as the Student Camp
leadership / membership ethics 450 Coordinator, that made me think about my own personal code of leadership and membership ethics.
Previously in my counseling class, HDF 450, we discussed a lot about ethics and what it means to be
and ethical Counselor. This was important to developing your counseling style and creating your
confidentiality agreement with your client. I was able to uses this knowledge to help develop my ethic
statement. My personal code of leadership is someone who is to be authentic and honest. As a leader I
need to be inclusive and be aware of peoples backgrounds and identities. As I leader will treat
everyone fairly and with respect no matter what. To be and ethical leader and member I need to
practice competence as well as self-monitoring my actions and behaviors to know how I effect others.
Overall as an ethical leader I want to do thing for the good of other people. I want to them to be
empowered and happy. I think by being an ethical leader and doing the right thing you can achieve this
result. Also, as a member and a leader you need to have some level of confidentiality. In HDF 450 we
used our confidentiality statements, which are said to every client so we can establish trust for one
another. As a leader and a member it is important to build trust for growth and create a feeling sof
safety. As evidence I have attached a screenshot of power point presentation where I learned about
ethics.
SEE EVIDENCE #34
7. Student will demonstrate practice of the HDF 417 Aim High Academy During my internship for 417, I was accepted a position of leadership as the Student Camp
personal code of ethics Coordinator, where I was able to practice my personal code of ethic. I was able to be honest with my
coworkers and staff when they asked my opinion or for advice. One of my biggest ethical challenges
while working at my internship was when I had to discipline the campers/children. It is evident some
children lack discipline in their homes, causing them to misbehave or act poorly. I used my personal
code of ethics to understand they aren’t my children and I can’t discipline them the exact way I would if
they were mine. I need to be aware of their different backgrounds and family values to insure I am
doing the best job I can. I tried to be fair and hold all children to the same standard but it was hard. If a
camper every came to me with a problem, like one child being mean to another I keep the incident
confidential only communicating the issues to the member involved or to me supervises if necessary, I
practice the inclusive part of my code by keeping all children engage in the group. I noticed if a child
were playing along then I would go and talk to them to understand f they were alone by choice or had
not one to play with. I think this is the right thing to do especially for children because social interaction
is crucial for their development. I used my strength of Includor I able to get the integrated in the group. I
will never forget pairing two campers who had no friends and a hard time adjusting to camp. I knew
they would have lots of fun together due to their similar interest and similar struggles. The two were
camp regulars and spent every day together. This made my heart warm to know everyone had a friend.
As evidence I’ve attached a picture of two boys playing together to represent the two boys who
became friends.
SEE EVIDENCE #35
8. Student will express a personal values HDF 417 In HDF 290, I took another survey called the VIA Classification of 24 character strengths. My top value
statement (Sources = VIA, values was an appreciation of beauty and excellence. When I first got this as my result I thought wow I’m a
clarification exercises, etc.) fruitcake, but after the retreat my opinions changed. I learned this value is what helps me enjoy
everyday life as well as see the unique qualities people have that are under appreciated. I believe my
biggest weakness in my personality style is how I talk over people and can cut them off when having
conversation. I’m very outgoing and can get very excited during conversation so I lose consciousness
of my problem. My ADHD can make my mind travel with 100 thoughts a minute, so as soon as one
thought connects to another I feel compelled to share everything. Even in a classroom setting, I try
really hard to let everyone else participate, but when I’m engaged and excited I can help but shout out
answers and raise my hand to every question itching to share.
The following are my top ten values, according to the VIA values assessment;
Appreciation of Beauty and Excellence, Fairness, Honesty, Humor, Kindness,
Judgment, Forgiveness, Leadership, Perspective, and Social Intelligence.
The assessment did an accurate job highlighting what I truly value in my life. I would
have only listed my top five but my top ten does a better job describing what I value
most in life. My top value is Appreciation of Beauty and Excellence. This value is
something I practiced regularly, but couldn’t clearly define what it was. This test gave
me the definition I was looking for. I always try and see the good in others, and
across life in general. What was funny to me is that most people struggle with this
and explains why it was my top strength. I also believe that it is what can make a
person happy because if you can see the beauty and excellence in everyone or
everything, you will always have something to smile about. It also helps build others
self esteem while having a positive attitude. Attached as evidence is my VIA test
results.
SEE EVIDENCE #36
Cite: Mayerson, N., Dr. (2000). VIA Institute. Retrieved from
https://www.viacharacter.org/www/
9. Student will demonstrate practice of the HDF 417 Aim High Internship/ given a gift from In HDF 417, we were reflected upon which one of our values was most suited for my internship. I felt
personal values statement a camper that my top value, appreciation of beauty and excellence was going to be practiced often at my
internship. In general I find children to be super magical, unique, and pure perspective of the world.
Knowing this about myself, I knew it would be an incredible journey appreciating the beauty and
excellence of my campers. I believe it was crucial in my internship because it is allows me to
authentically appreciate the campers for who they are. I find I am able to find the good and bad
qualities of an individual and can use this knowledge to help them be the best version of themselves. It
also allowed me to appreciate people’s goals and purposes while energizing them to pursue them. If a
child wished to walk across the balance beam but was too scared, I would not only walk with them as a
guide but also reassure them they could do it. I wanted my campers to have confidence and a positive
self-esteem. The combination leaves children with the power to do anything they imagine. This value
helped me support my camper’s needs. Another example of me practicing my value statement was by
consistently complimented and encouraged my campers. I knew this was beneficial to my campers as I
received little crafts and drawing through out my time at camp. One can be seen as attached in
evidence.
SEE EVIDENCE # 37
10. Student will demonstrate the ability to HDF 310 Senior Skits In HDF 310, we had to complete an awareness campaign group project. Our topic was on teen
lead a project from start to finish (follow- pregnancy prevention, as you can see from some attached pamphlets and the assignment guidelines. I
through) was the leader of the group who helped assign and organized who would do what parts of the project. I
also would check in and help anyone with her part if needed. The day the project was due I lead the
presentation and ended up speaking for the group. From start to finish we complete the project getting
an A. Leading the group from start to finish reminded me of when I lead our high school senior skits. I
had to help create skits reflecting the senior’s time at school in a humorous and entertaining way. It
took a month of preparation before the group preformed the skits on stage.
SEE EVIDENCE #4
11. Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
12. Student will show evidence of goals and HDF 417 Aim High Internship For my Internship class, HDF 417, we were required to establish goals for our experiences is
objectives that were planned and There are a lot of things I want to accomplish during my internship for both the organization
achieved and my self. I want to be able to provide constructive feedback to my supervisor to help
increase the camps functionality. I want camp to be a fun and exciting place to be, during my
time as student coordinator. I also want to make sure I treat all children equally, no matter
what their background. I personally want to understand how effective I am in this leadership
position and if I can handle the pressure and hard work. I also want to look for any areas of
improvement in my professional development as an employee and a person. I also want to
improve my communication skills with others, since I tend to struggle in using effective
language to create mutual understanding. I feel confident that I was able to complete all of
my goals during my internship. I had quite a few goals I wished to accomplish at my
internship. My goals were provide constructive feedback to my supervisor to help increase
the camps functionality, have camp be fun and exciting, to treat all campers equally and
fairly, understand how I would handle my position as a leader, find areas of improvement in
my professional development and as a person, and to improve my communications skills
with others. My first goal was to provide constructive feedback to my supervisor to help
increase functionality. This goal made me nervous because I never wanted to insult my
supervisor with my comments. When I went to provide my first set of feedback to my
supervisor I expressed my nervousness. We talked about how I don’t need to be nervous
about my constructive feedback since my intentions are for positive change. Once that
personal battle was won, I was able to confidently provide feedback whenever I deemed
necessary. My favorite example is when we needed to change camper’s choice because it
was pure chaos. I observed campers always wanted to do either water or gym as their choice
causing an overflow of group capacity and not enough staff to control them. My supervisor
wanted to give campers a choice or option so they felt more in control of their camp
experience. But, after running the idea for a week I had to say something. Since I was Sue’s
ears and eyes around camp it was my job to communicate this issue and implement some
change. We discovered just giving the children extra time per rotation in activities was better
than dedicating a whole block to their own choice. It gave more time for transitions too
which helped counselors follow their timed daily schedules better. My second goal was
making camp a fun and exciting place. Other than a few happy customers (with children you
will always have a few that you cant win over) I was able to keep children entertained,
smiling and having fun. I achieved this by having an upbeat and positive attitude and making
silly joke whenever I could. My personality was born for this job because I have a child’s
heart. My child heart gave me the ability to get on the same level as my campers, and do
things they wanted to do or would seem fun. I was even able to make transitions fun by
creating little games to play while we walked. For example, with my younger campers when
we walked in the hall, we pretended to be mice and stuff our mouths with cheese. This was to
keep the campers quiet while we walked in the halls as well as entertained by the boring
transition. My third goal was to treat all campers equally and fairly. I was able to do this by
not bending the rules for kids, even if they were my favorite. I struggled with this sometimes
because children who were horribly behaved got in trouble often. After multiple incidents
from the same child, I needed to try something new because clearly the punishment was not
effective for that child. I remembered learning in my major that, some children need different
forms of discipline to be successful. I had to use the big guns, also known as my supervisor,
for repeated rule breakers who, I guess to the children, was scarier than me. My fourth goal
was to understand how I would handle my position as a leader. Since the past couple years
have been hard on my mental health I was concerned the pressure and responsibilities of the
job would break me or hurt my slow healing process. I was able to do weekly mediations
after the workweek to check in with myself and see how I was doing. I was more than please
to find each week I didn’t feel anxious or depressed because of my position. Yes, there were
days that were stressful and chaotic but it didn’t hinder me in completing my job. Even the
hard days provided a good story to share about how children do the most interesting of
things. My fifth goal was to find areas of improvement in my professional and personal self.
My first thoughts were to ask my supervisor for the answer, but I really wanted to self
discover these things. I was able to do this by reflecting on my daily activities/ actions to
look and see where I failed. For example, I learned the hard way, how not to overstep my
boundaries as an employee. One time, I told a child that he needed to carry his own backpack
and not his mother, since he dropped it at her feet. I thought it was rude he was making his
mother carry HIS backpack and that it should be his responsibility. I also noticed most
campers were entitled and make their parents do everything for them, which personally
bothered me. I wanted to try and help make a change in the children’s attitudes to leave a
positive impact in their life. I had said this to many children in from of there parents
normally adding “hey hey hey this isn’t your mom (or dads, grandmother, etc) backpack, it is
your backpack so it’s your job to carry it. Mom (etc.) does a lot for you so lets help her out”.
Every parent was shocked and thrilled to hear me say that, normally responding with “wow,
she’s right you carry it”. With the lack of negative reviews I assumed all parents would be
happy with my choice, until I met one. One parent complained about the comment to my
supervisor and was extremely upset. I felt terrible because I never thought it would ever have
any negative feedback or make anyone that upset. Although the parent overreacted, and my
supervisor assured me it wasn’t me, it was her. A personal improvement also came from this
situation, remembering not to take every complaint too seriously. I was truly heartbroken
since it was my first negative comment. I felt terrible and only wanted to apologize and
defend myself to the parent. My supervisor and other experienced co-workers reassured me
that it probably wasn’t my fault since that parent has complaints about everything and that
many have done the exact same thing (different scenario same theme). It made me feel better
that I wasn’t alone and I need to be more sensitive and aware of implementing my personal
values on others, especially, children. My final goal was to improve on my communication
skills with others. I find I get tongue tied or too excited when given the opportunity to speak
or share and wanted to use my internship as a way to get better. To help facilitate this goal I
knew I needed to practice. During my internship I took every moment I could get to practice
communicating with others. For example, the check in and check out table at camp was a
prime spot for practicing my communication skills. I volunteered and took over this table any
chance I could get to practice with all the
parents/guardians/babysitters/siblings/grandparents. They all had different communication
styles giving me the best opportunities to learn. I was able to achieve my goal by having
more confidence in my communications skills after all of my practice.
As evidence I have attached my internship syllabus where I created these goals.
SEE EVIDENCE #38
13. Student will show knowledge of the HDF 200 WRITING 104 I remember first learning about Maslow’s “Hierarchy of Needs” my sophomore year, in HDF 200.
“Hierarchy of Needs” theory by Maslow Attached is the power point slide we used to take notes in class. The hierarchy of needs theory is
depicted in a 5-tier leveled pyramid to explain or understand what motivates people. Maslow explains
people are motivated by certain needs and some hold a higher value them others. The first level is our
physical needs such as food, water, sleep etc. The second level is our safety needs such as protection,
security, stability etc. The third is the loving and belonging level, which includes family relationship and
intimacy. The fourth level is our esteem needs such as self-esteem, achievements, confidence, and
respect of others and self. The final and fifth stage is self-actualization, which includes personal
fulfillment, realizing potential, and lack of prejudice. Once a level is fulfilled the next tier will be what
motivates us. The experience I had with this theory was in my writing 104 class. Since it was a writing
class I never assumed the theory would be present. A few classes in we used this theory to help
explain what people need and to better understand ourselves. The theory was then applied to help aid
us in writing persuasive messages. By understanding the theory you are able to use the different tiers
to target your specific audience and persuade them by things people are motivated by. Using the
theory not only enhances your writing but also is a reference tool when trying to appeal your
persuasive argument to your intended audience. As evidence I attached the persuasive essay about
Slut Shaming I wrote of the class. I used the theory help persuade the audience in understanding it is
wrong and how more effort needs to be done in breaking the stereotype.
SEE EVIDENCE #5 ADD persuasive essay written for class using theory
Cite: (Feldman,2015; Newman, 2015, pp. 433-434)
14. Student will show application of Maslow’s HDF 417 Aim High Internship In HDF 417, I worked as a student camp coordinator at Aim High Academy. I’m applying the hierarchy
theory to own life of needs theory to help motivate my campers. The theory is depicted in a 5-tier leveled pyramid to
explain or understand what motivates people. The first level is our physical needs such as food, water,
sleep etc. I made sure the children were able to have snack and lunch when needed and were
provided with plenty of water. We thought it would be smart to have a large water cooler outside, as it
got very hot over the summer. You could see the campers become less motivated or whiny when theit
physical needs weren’t met. If the first tier is fulfilled, the second level is our safety needs such as
protection, security, stability etc. Keeping the children safe was always a top priority for me. Sometimes
if the smaller campers were afraid to go down the water slide alone I would have to go up and rescue
them. Other times it required me to ask strange men in a white van to leave the grass area close to
camp because it was not only distracting but scaring the children. They also were motivated by their
security when playing on the gymnastic equipment. Sometimes they need an extra hand but knowing I
was close by to help gave them the motivation to face their fears. The third is the loving and belonging
level, which includes family relationship and intimacy. I saw kids motivated by my love and their
parent’s love. When I showed love to my campers for having good behaviors, being extra helpful, and
accomplishing something. They were motivated by my love and reaction and would go out of their way
to please me to receive that love (sometimes lol). Also, their parent’s love motivated them to have good
behavior in hopes they could earn something after camp. The fourth level is our esteem needs such as
self-esteem, achievements, confidence, and respect of others and self. My constant praising and
complements to my camper definitely motivated my camper. I tried my best never to insult a camper for
who they are and embrace their individual personalities. Even correcting the young counselors who
imposed judgments on our more unique campers. The final and fifth stage is self-actualization, which
includes personal fulfillment, realizing potential, and lack of prejudice. This was harder to motivate the
camper with since they were ages 12 and under, who still have so much growth to occur before they
are anywhere close to fulfilling the self-actualization tier. The best example of this at camp was when
one of my 3 year old decided to personally fulfill her goal of going down the water slide. To me the side
wasn’t that big but someone 3 times smaller than me it was huge and scary. She was motivated by her
want to go down that slide like the big kids more than anything. The first time we almost gave up but I
helped her by going down with her the second time I gave her the extra push to do it on her own. The
smile on that little girl’s face going down and getting off the slide was incredible. She even did a little
dance on her way back in line to do it again and again.
Attached is evidence is a picture of the water slide that motivated the little girl to fulfill Maslow’s final
tier. I also thought since part of the slide looks like the pyramid for some symbolism.
SEE EVIDENCE #39
15. Student will show knowledge of the theory
of Superleadership by Manz & Sims
16. Student will show application of Manz &
Sim’s theory to own life
17. Student will describe StrengthsQuest URI 101 and HDF Modern Leadership Issues Retreat In URI 101, I took the StrengthsQuest survey that really highlighted my personality style. My top five
Signature Themes, shadow side of 290 strengths are WOO, Adaptability, Individualization, Empathy, and Positivity. Out of my top five, WOO is
Strengths and/or weaknesses, and HDF 412 the most influential strength in my everyday life and rightfully my number one. WOO stands for winning
examples of application (Source = Gallup) others over and the StrengthsQuest descriptions provides the most accurate description of my
personality type. “It’s very likely that you are thrilled when you turn a chance encounter with someone
into a new friendship or partnership. The opportunity to endear yourself to another human being
challenges you. You genuinely desire to be well-liked by most of the people you meet. By nature, you
exude an exuberant outlook toward life. You embrace its many possibilities. Relaxed and open, you
freely share yourself with others. Usually you are candid and willing to be completely understood.
Instinctively, you enjoy discovering as much as you can about the people you meet. You are friendly
and enjoy socializing. You quickly put at ease those you are meeting for the first time or the tenth time.
Because of your strengths, you derive real pleasure from being the first person to start talking with
strangers, outsiders, or newcomers. You normally pay very close attention to everything these
individuals say. You typically nod and smile to reassure them. You want them to realize you truly grasp
what they are thinking or feeling. Chances are good that you may be light-hearted and cheerful. You
feel elated when you can start a friendly exchange of ideas with someone you are meeting for the first
time.” (Full descriptions of other Strengths in evidence). During the modern leadership retreat, my
WOO personality was in full force as I interacted with my fellow leadership minors and new classmates.
I made some great connections with peers at the retreat and helped lead the activity where we debated
whether a list of influential people were good or bad leaders.
The last time I took Clifton's Strength Quest survey was my freshman year in URI 101. Being a senior
now I thought it would be a good idea to retake the survey to see what has changed over the past four
years. During HDF 412, to my surprise I lost three of my favorite strengths and gained three new ones.
My new top five StrengthsQuest themes are Includer, WOO, Developer, Adaptability, and Ideation. It
was hard to adjust to my new strengths at first because I wasn't sure where these new strengths came
from. What I came to learn over the semester is that my new strengths reflect my leadership style and
what I have grown into as I have gotten older. My top strength is Includer. It is described as, people
who are especially talented in the Includer theme are accepting of others. They show awareness of
those who feel left out, and make an effort to include them. I feel this strength goes great with my top
value of appreciation and excellence because by noticing the great things in others I am able use to do
a better job of including them. I also can give them a sense of empowerment by not only making them

feel good about themselves but feel they are contributing to the group. Making people feel welcomed,
safe, and valued is very important to me. It gives me a sense of confidence knowing it is my top
strength. Because it wasn’t on my original result freshman year, I know that over time the strength has
grown and developed in me. I think this is the reason inclusion was one of my favorite subjects to learn
about in the minor. Becoming aware of my strengths has been beneficial in my life because when I
know I am strong at something I can use it to its fullest potential. I also find it helpful when working with
others because most people’s top five themes are different. These differences allow others to bring
their unique strengths together enhancing their chances of success. As evidence I attached a copy of
my new strengths.
SEE EVIDENCE # 6 New List

Cite:Clifton, D. (2007). CliftonStrengths Solutions. Retrieved from
https://www.gallupstrengthscenter.com/
18. Student will describe personal leadership HDF 417 Aim High Internship/sophomore I found my personal style of leadership is closet to the Relational Leadership model
style and/or personality style including breakthrough experience created by Komives, McMahon. The model defines leadership as a “relational
strengths and weaknesses and examples process of people together attempting to accomplish change or make a difference to
of application (Sources = Leadership style benefit the common good” (Komives et al, 1998). There are five components that
inventories, the L.P.I., Type Focus create the model which are Inclusive, Empowering, Purposeful, Ethical, and
(MBTI), LAMP, DISC, and other career Process-Oriented. The five components are defined and divided by “what to know”,
inventories, etc.) “what to be (belief)”, and “what to do”. The model is something I use in defined
leadership positions as well as unconsciously in my everyday life.
The clearest example of using the Relational Leadership model in my everyday
life was my Summer Camp Student Coordinator/Director, at Aim High Academy, as
well as being a sophomore breakthrough facilitator. The two positions have allowed
me to use the knowledge of the theory to grow, lead, serve, and be a relational
leader. The key to is placing a high value on relationships as a leader. I focus and
reflect on my relationship building skills often, as they are keys to both the process
and success of a relational leadership. During my time at Aim High, I created
relationships with co-workers and campers practicing my relational leadership skills.
Creating and maintaining relationships is easy for me having one of my top strengths
being a WOO.
The first component, Inclusive, is important because is highlights the diverse
points of view of its group members. I use my knowledge of others and myself to
create an understanding that all group members’ different diversities have value.
Creating an inclusive environment for campers and co-workers was important at Aim
High. I practiced my inclusive skills by treating all campers with fairness and equality
when dealing with campers who faced consequences. I expanded my framework of
thinking to understand groups from all aspects such as age, race, class, physical
ability, gender, or etc. Even in times of discourse between campers, by engaging
and listening you can create mutual understanding and empowerment for members.
The second component, Empowering, comes in a groups understanding that
each individual member can make a difference. To empower others I needed to
understand the impact of my leadership on others. I learned at the sophomore
breakthrough experience by staying positive and encouraging the accomplishments
of others you can boost the self-esteem of group members. I was able to express a
genuine concern for their growth as young leaders, by affirming their goals, and
sharing personal stories of my journey. I shared with them important resources and
information to aid in their personal development. Constantly affirming value in my
member’s participation, big or small was another way I practiced promoting their
personal development. I knew the process was working when I saw students having
positive attitudes and believing in themselves. Empowering group members is
crucial to the process of relational leadership as creates a purpose for one’s goals.
The third component, purposeful, is important because it is what drives a group to
complete their goals. A relational leader is able to use a neutral ground to find a
common purpose or vision for the group to work for. Having a positive and optimistic
attitude when interacting with group members is a great way to practice this skill. At
Aim High, it was established that the main goals were to keep the campers safe and
to have as much fun as possible. By thinking creatively, I was able to implement
these goals and identify areas of improvement and envision the process for the
group to get them there. For example, when observing the functionality of the camp
schedule I recognized the flow was off, and we were left with non-fun having
campers. I utilized the opinions and visions of my fellow counselors, and my
personal observations to communicate with my supervisor our plans to solve the
problem. After implementing the plan, we observed the changes and continued to
trust the process, do be empowered by the success of our plan.
The fourth component, Ethical, is the values and standards a leader believes are
morally “good” in nature. I was able to define and develop my own personal values
as a leader, by using the VIA value strengths survey. I use my top values of
Appreciation of Excellence and Beauty in my practices of relational leadership
because it helps me empower others and put value to the actions of those around
me. In all practices of relational leadership, my common goal is to act in the name of
what is good or will create positive change. During times of self-reflection, I
challenge my values regularly to benefit the diverse groups around me, and to
ensure both my values and mindset is for the greater good in the world. I’ve learned
over time and still highly value that my actions as a relational leader are not primarily
focused on self-gain, but the benefit and growth of others. Holding my self to a high
standard when it comes to following my values is very important to my process as a
relational leader. I hope others learn and develop similar values by the example I set
when interacting with my group members and peers. I believe if you are genuine and
authentic with your actions and how your chose to lead yourself and others you will
be successful in what ever you do. They will believe in themselves and the common
goal to create positive change. Being a relational leader I define relationships as the
key to success because by focusing and maintaining relationships, we create trust
among one another. And to trust each other is to trust the process.
The fifth component, Process-oriented, is how a group goes about accomplishing
their goals. As a relational leader, I understand this means to trust and have faith in
the process. I know and understand that using the five components, Inclusive,
Empowering, Purposeful, Ethical, and Process-Oriented, together, with a process-
oriented mindset, I will create successful outcomes. Sometimes there are challenges
during the process, but having faith, and remembering the successes that have
come before in leading this way, all will prevail. Knowing the process is to trust the
process. I know having trust in the process and having trust with each other creates
stronger relationships. These strong relationships provide you with the resources
you and the group need to be successful. When thinking about my future leadership
roles, I get nervous about how successful I will be. I am comforted for my future by,
learning and developing my skills as a relational leader, and understanding how to
practice and live the five components of the theory by trusting it as a process. This
comfort ensures me that no matter what I do I am able to succeed and accomplish
any of my goals. As evidence I attached photo of my group of sophomores I
mentored during the Sophomore Breakthrough Experience.
Evidence #40
Cite: Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for
College Students What Want to Make A Difference. San Francisco: Jossey-Bass.
(68-72).
Outcome Category: Leadership Theories
19. Student will show knowledge of the HDF 290 N/A In HDF 290, we learned about the Authority and Bureaucracy theory of leadership by Max Weber. Mt
“Authority and Bureaucracy” theory of Classmates and I had to make handouts for the class to educate us on the different theories. Attached,
leadership Weber as evidence is a classmates that gave an outline for the theory. The model is a gateway towards
understanding how authority is a belief system. There are three types of authority styles according to
the theory.
1. Traditional authority is legitimated by the sanctity of tradition. The ability and right to rule is
passed down, often through heredity. It does not change overtime, does not facilitate social
change, tends to be irrational and inconsistent, and perpetuates the status quo.
2. Charismatic authority is found in a leader whose mission and vision inspire others. It is
based upon the perceived extraordinary characteristics of an individual. Weber saw a
charismatic leader as the head of a new social movement, and one instilled with divine or
supernatural powers, such as a religious prophet.
3. Bureaucratic or Legal-rational authority is empowered by a formalistic belief in the
content of the law (legal) or natural law (rationality). Obedience is not given to a specific
individual leader - whether traditional or charismatic - but a set of uniform principles.
Weber was the first to recognize leadership was situational and to be effective you must transitions
between the styles. The authority styles have interesting relationships and processes with one another
that can transform one style into another as a situation changes.
Cite: http://danawilliams2.tripod.com/authority.html and handout
SEE EVIDENCE # 7
20. Student will describe personal application
of the above theory (Weber)
21. Student will show knowledge of the HDF 290 N/A In HDF 290, we learned about the Scientific Management theory. Attached in evidence is a handout
“Scientific Management” theory of created by a classmate to highlight the main components of the theory completed for an assignment.
leadership by Taylor The theory analyzes the workflow of a company or organization with the main objective to improve
economic efficiency, focusing on labor productivity in the fastest way possible. The theory promotes the
harder and faster work is completed the more workers can get paid. There are four main principles to
the theory
1. Use scientific methods to create rules about the most efficient way to preform tasks.
2. Match workers to their jobs based on capability and motivation and train them to work at
maximum efficiency.
3. Divide work and responsibilities between manager and workers so that the managers
spend their time planning and training, allowing the workers to perform their tasks efficiently.
4. Monitor performances to ensure cooperation among workers and managers as well as
efficiency
Cite: https://www.mindtools.com/pages/article/newTMM_Taylor.htm and handout

SEE EVIDENCE # 8
of the above theory (Taylor)
23. Student will show knowledge of the HDF 290 N/A In HDF 290, we learned about the Management by Objectives theory. Attached in evidence is a
“Management by Objectives” theory of handout created by a classmate to highlight the main components of the theory completed for an
leadership by Drucker assignment. Peter Drucker created the theory as a performance management approach to find balance
between objective of the employees and the objective of an organization. Also referred to as the five
step MBO process, the goal is clarify specific goals throughout the whole organization so that
employees of all levels can work together. Below are the 5 steps listed with descriptions.
1. Set or revise the organizational objectives: These objectives stem from the mission and vision of an
organization.
2. Cascade the organizational objectives to employees: In order to make organizational objectives
organization-wide, it is important that these are translated to employee level.
3. Stimulate the participation of employees in the determining of the objectives: The starting point is to
have each employee participate in the determining of personal objectives that are in line with the
objectives of the organization. This approach increases the involvement and commitment of the
objectives.
4. Monitoring of progress: Create a clear path with sufficient evaluation moments so that growth and
development can be monitored accurately.
5. Evaluate and reward achievements: Employees are evaluated and rewarded for their achievements
in relation to the set goals and objectives. This also includes accurate feedback. Management By
Objectives is about why, when and how objectives can be achieved.
It is important to remember the steps are not individual but viewed as a development cycle. Staring
with the organizational objectives, which are translated at each individual level working as a process.
Cite: http://www.toolshero.com/management/management-by-objectives-drucker/ and handout
SEE EVIDENCE # 9
24. Student will describe personal application HDF 417 Aim High Internship During my HDF 417 internship I was able to apply Druckers Management by objective theory. The
of the above theory (Drucker) theory was created as a performance management approach to find balance between objective of the
employees and the objective of an organization. I’m going to use my implemented change of the daily
schedule due to the complications it created with camps functionality, and camper’s satisfaction. I’m
going to apply each step of the cycle to my implemented change.
1. Set or revise the organizational objectives: The objectives of our organization were that campers be
safe, remain engages and have as much fun as possible. It also included implementing any changes in
camp that would both improve or make easier those objectives. So my supervisor thought it woul be
good to add a final block at the end of the day called campers choice to make the campers feel like
they have some say or control in their camp experience.
2. Cascade the organizational objectives to employees: So in my position at camp I was the one who
passed messages from my supervisor to the junior and senior counselors. The safety objectives were
explained in an employee handbook, as well as in person by my supervisor or myself, when we
observed risky behavior. I explained how to run campers choice and what options the camper would
have to both campers and other counselors. This included just a verbal conversation between or a few
employees at a time.
3. Stimulate the participation of employees in the determining of the objectives: The average personal
objective among employees was too make sure to be engage with the campers. We all wanted to
make sure we were interacting with the campers so we can best practice the organizations objectives.
It also helps increase the employee’s involvement.
4. Monitoring of progress: Upon using the monitor the progress of camper’s choice I saw that this was
creating to many issues for campers and counselors. The other counselors expressed their concerns,
as it was just too crazy. There wasn’t enough time between transitions in the daily schedule for them to
have lot of time at their choice, depending on the day it could only end up being 20 minutes. Between
too many campers trying to all pick the same choice and not having enough staff to watch them all in
different area of camp or campers being disappointed when they didn’t get the choice they wanted.
When the ratios of campers were too high it jeopardized their safety because counselors hard a hard
time watching such large number and too many camper in the gym with all the equipment was a recipe
for disaster. I could see what we weren’t keeping all the kids engaged or having fun when they were
stuck in something other than their first choice.
5. Evaluate and reward achievements: So after monitoring the program of campers choice I knew it
was time to talk to my supervisor to implement my change. I wanted to get rif of camper’s choice and
just add extra time to the camper’s water and gym time. Since those were the two main choices the
campers always wanted. Seeing this in practice for a week was and observing how it affected
employees and campers I knew my change was the right move to increase the camps functionality and
follow the organizations objectives. The employees did a great job practicing the organizations
objectives and were rewarded with verbal appreciation and positive affirmations. Any constructive
feedback that was need was handle with a one on one conversation between my counselors and I,
which only occurred a few time. Specifically, when a counselor was constantly on their phone.
As evidence I attached the employee safety program book as evidence.
SEE EVIDENCE #41
25. Student will show knowledge of “Theory HDF 412 In HDF 412, we briefly talked about The Theory X and Theory Y theory of leadership by MacGregor.
X and Theory Y” theory of leadership by The theory states there are two fundamental ways to manage and motivate others as a leader; Theory
MacGregor Y or Theory X. For Theory Y, leaders (managers) are optimistic in practice and have a positive
perspective in situations. The leaders create an environment that allows creativity, freedom in their
work, and is invested in learning and development of its employees. They say their effort for work come
as natural as play or rest similar to the effort they put in their personal lives. It is assumed that job
satisfaction is key to engaging employees and ensuring their commitment. Leaders in Theory Y believe
in having an active role in the work environment and take a soft management. Theory X is the opposite
of Theory Y, taking a authoritarian and hard management leadership style. They believe the average
employee needs to be directed of and under constant supervisor if they are to be productive. It also
assumes people don’t like working, will avoid it at all cost, and they lack ambition. The Theory X
leaders will micromanages the people who work under them. They are normally overbearing because
they lack trust in their employees and believe they are what is going to change the employee’s attitude
and behaviors. They use methods such as threats or consequences to reinforce their expectations.
When comparing the two theories Theory Y is the more effective style of manager leadership. Theory X
normally see the more negative effects. It is to be noted that the authoritarian leadership style seen in
Theory X can be effective in the appropriate setting. As evidence I attached a model of the theory.
SEE EVIDENCE #42

Cite: Value Based Management.net. (2010). Theory X theory Y – McGregor. Retrieved from
http://www.valuebasedmanagement.net/methods_mcgregor_theory_X_Y.html
of the above theory (MacGregor)
27. Student will show knowledge of the HDF 290 St. Baldricks Fundraiser In HDF 290, we learned about the Servant Leadership theory. Attached in evidence is a handout
“Servant Leadership” theory of leadership Tampon Drive created by a classmate to highlight the main components of the theory completed for an assignment.
by Greenleaf Servant leadership is defined, as the practice of being a servant first making others needs the highest
priority. A servant-leader focuses primarily on the growth and well being of people and the communities
to which they belong. The following is a list of the aspects and skills of being a good servant leader;
Good listening skills: You can help people out more when you listen to them and understand what they
are saying
Empathy: Leaders should strive to be empathetic and put aside their opinions and listening to other
opinions and be un biased
Healing: Healing refers to mental health and being supportive for other people
Self-awareness: Being aware of how your actions affect other people
Persuasion: Servant leaders use persuasion to lead people to take action
Conceptualization: The ability to see the “bigger picture”
Foresight: Able to think about the future based on past experiences
Stewardship: Taking responsibility for the actions of your organization
Commitment to the growth of people: Servant leaders are committed to helping people grow personally
and professionally
Building a community: Servant leaders are committed to being involved in the community and unify
people to work together to make the community and the world a better place
Servant Leadership can be seen in practice during the St Baldrick’s fundraiser here on campus.
Students are servants first, placing the needs of children with cancer above their own. People who
volunteer to cut their hair help raise money for children with cancer promoting the well being of those
children affected as well as helping grow awareness to the community for the cause. Attached is an
advertisement and flyer for the fundraiser.
Upon reflecting on new experiences with servant leadership, it can be seen in practice during the
Tampon Drive here on campus. Other student and I were servants first, placing the needs of women
who can’t afford feminine product and other items and there well being above their own. Collecting
donations will help women in shelter who can’t afford a necessity they all need. Attached in evidence is
a flyer for the tampon drive.
Cite: https://www.greenleaf.org/what-is-servant-leadership/ and handout.
SEE EVIDENCE # 10 ADD Tampon Drive Flyer
28. Student will describe personal application HDF 412 Sophomore Breakthrough In HDF 412, we reviewed what it means to be a servant leader. I’m going to use my experience as a
of the above theory (Greenleaf) Experience Mentor sophomore breakthrough mentor in application to the Servant Leadership Theory. Being a servant
leader means you put service above yourself. Although I wasn’t isn’t in the best place mentally to be a
mentor, I put the service above myself to help my younger fellow leadership minor students. I thought it
would be beneficial for my peers to hear my experience and use my strengths to empower them as
young leaders. A servant-leader focuses primarily on the growth and well being of people and the
communities to which they belong. As a Sophomore Breakthrough Experience Mentor, I knew by
volunteering I would be actively promoting the growth of my students and which would benefit the
leadership community they are apart of. The following are skill that define a servant leader and I will try
and provide examples for each, from my experience.
Good listening skills: When sitting at our table I was able to speak minimally so I was able to actively
listen to what my group had to day. I also asked them questions about things they discussed to both
show I was listening and to broaden their the understanding of their own experiences.
Empathy: As a mentor I strived to be empathetic and put aside my opinions and listen to other opinions
and be un biased
Healing: Since I was going through my own mental healing I was able to share my experiences and
resources to promote the healing of my group
Self-awareness: I tried to be self-aware by understanding the different cultures and backgrounds of my
group and used inclusive language since I wasn’t sure what everyone’s preferred pronouns were and
didn’t want to offend anyone.
Persuasion: I used persuasion to lead people to take action
Conceptualization: The ability to see the “bigger picture” came by framing the conversation around their
weakness and try to frame them more positively. We wanted to students to breakthrough there
challenges and weakness by giving them a sense of empowerment.
Foresight: I helped frame the students minds by asking questions to help them think about their futures
and what they wish to accomplish as they continued their journey.
Stewardship: it was my job to take responsibility if I were to offend anyone to correct my self and
apologize (didn’t but that’s what I would have done)
Commitment to the growth of people: I helped student write goals about their professional and personal
growth they wish to achieve while still in college.
Building a community: as a servant leader I committed myself to helping the leadership community by
mentor a group of sophomores during the retreat.
As evidence I attached a Picture of my mentee group.
SEE EVIDENCE #43
29. Student will show knowledge of the HDF 412 In HDF 412, we learned about the Principle-Centered Leadership theory, a review for me personally
“Principle Centered Leadership” theory by formally learning it in HDF 290. Stephen R Covey in 1990 wrote the theory, which highlighted that trust
Covey (or lack of it) was the root to success or failure in relationships. There are three main parts to the
theory, the four central principles, the 8 characteristics of a Principal-Centered Leader, and the four
levels the principals are practices.
The four central principles are security, guidance, wisdom, and power. Security focuses one’s identity,
self worth and self-esteem. Guidance is the direction one sees in life. Wisdom is a sense of balance
According to the theory, a principle centered leader should portray the following 8 characteristics,
continually learning, service-oriented, radiate positive energy, believe in other people, lead balanced
lives, see life as an adventure, are synergistic and exercise for self-renewal. Principle-Centered
Leaders are continually learning from past and current experiences and applying what they learn to
their future. They do extra research, partake in trainings, and listen to others asking questions to gain
competence. Principal-Centered Leaders are service oriented viewing life a as mission over a career.
The last part of the theory is the four levels the principles are practiced. These four levels are practiced
from the inside out utilizing the four principles in each. The first and innermost level is Personal, which
describes the relationship one has with their self. The second is the interpersonal level, which
describes your relationship and interaction with others.
As evidence I have attached part of the model connecting to the theory.
SEE EVIDENCE #44
Cite: Covey, S. R. (2003). Principle-Centered Leadership. New York,: Free Press.
of the above theory (Covey)
31. Student will show knowledge of the “14
Points / TQM” theory of leadership by
Deming
of the above theory (Deming)
33. Student will show knowledge of the
“Visionary Leadership” (now often cited
as “Transformational Leadership”) theory
by Sashkin
of the above theory (Sashkin)
“Individuals in Organizations” leadership
theory by Argyris
of the above theory (Argyris)
37. Students will demonstrate knowledge of HDF 412 In HDF 412, we learned about the 4 V’s theory of leadership that was created by Dr. Bill Grace. The
the “4 V’s” theory of leadership by Grace theory describes ethical leadership in four components, which define the characteristics of an ethical
(Center for Ethical Leadership) leader as well as their actions, and commitment for they believe is to be right or good. The 4 V’s and
components of ethical leadership are values, vision, voice, and virtue. Values is defined as knowing
your personal values and your commitment to them. Vision is when an ethical leader instills positive
attitude for the group’s future goals and actions. Voice is the abilities of a leader to communicate the
group’s vision and motivate the group to work on common goal. Virtue is the idea that one must align
their ethical beliefs of the common good with their actions because the theory believes you become
who you are by your own actions. An ethical leader will define their path pursue it with full commitment
and determination. The other three part of the model are service, polis, and renewal. These are how an
ethical leader can act out the 4 V’s. Service, combines visions and values. Here we identify our vision
by using one’s personal values and implementing them through the act of service. Polis, a Latin word
for politics, uses one’s voice to connect with one’s vision. Together, an ethical leader can use their
voice and vision to enact change for the common good by involving themselves in the community or
politics. Renewal, connect your voice and values. An ethical leader will uphold their values in their own

actions using their voice. If they find their values are being practiced by their actions they will be
successful in fulfilling their vision. We can reevaluate our values and actions if they don’t align and take
responsibility to change one of them. Ethical leaders use these principles of the 4 V’s to define what it
means to be an ethical leader and us the 3 actions to lead them and others toward the common good.
As evidence I have attached a copy of the model.
SEE EVIDENCE #45
Cite: Center for Ethical Leadership. (2007). The four –v model. Retrieved from
http://www.ethicalleadership.org/philosophies/ethical-leadership
38. Student will describe personal application HDF 412 Researching ethical leaders In HDF 412 we learned about Grace’s 4 V’s theory about ethical leadership. To describe a person
of the above theory (Grace) application of the theory I decided to research some an ethical leader in the real world. I found a great
story about Bill Gates that describes him as an ethical leader. I chose Bill Gates, who has an ethical
leadership style to compare to the model. Microsoft is the organization he leads as an example that
illustrates the 4-V model of ethical leadership. Bill Gates, the founder of the Microsoft organization. Bill
Gates has defined his core values as passion, intensity, and tenacity. Then, he identifies a vision that
the world could be improved by reducing inequity. By identifying this vision, Bill Gates is able to align
his actions to what are the right things to do. In the following, he seeks his personal voice to express
vision through management, focusing all his time, energy, and resources on making a better world,
instead of getting retired. In the second step, Bill Gates behaves in the purpose of serving the common
good, the virtue. For example, he has set a family foundation in which philanthropy plays an important
role. By contract, the emphasis on humanity in Bill Gates’ leadership has increased the brand image
and facilitated its market exploitation in the global markets. In conclusion, ethical leadership can be an
effective tool by which the leaders manage their organizations. Bill gates can be seen using the four
sides of ethical leadership in the 4-V model properly by aligning his internal factors with his external
factors to achieve the common good.
As evidence I using a picture of Bill Gates with a quote he said about humanity.
SEE EVIDENCE #46
Cite: JD(2011) ‘Lessons Learned from Bill Gates’ http://sourcesofinsight.com/lessons-learned-from-bill-
gates
39. Student will show knowledge of the HDF 290 N/A In HDF 290, we learned about the Situational Leadership theory. Attached in evidence is a handout
“Situational Leadership” theory by Hersey created by a classmate to highlight the main components of the theory completed for an assignment.
& Blanchard Kenneth Blanchard and Paul Hersey founded the theory. They defined situational leadership as, when
a leader must adjust their style to fit the developmental level of the follower whose influence they are
trying to gain. Situational leaders learn to demonstrate these four core competencies:
1. Diagnose: understand the situation they are trying to influence
2. Adapt: adjust their behaviors in response to the situation
3. Communicate: interact with others in response the manner they can understand and accept
4. Advance: manage the movement
There are four main types situational leaders, which are defined on a scale of low to high supportive
and directive behavior.
Telling - Within this style, a leader will specifically instruct subordinates what to do and how to do it.
Selling - Information and direction will still be provided by the manger in this style of leadership but
there's also more two-way communication with subordinates. Within this role, leaders "sell" their
message to get employees on board, persuading them to work toward the common goal.
Participating - With participation, leaders can focus more on relationships and less on direction. In
doing so, the Situational Leadership manager works closely with the team and shares decision-making
responsibilities
Delegating - Although the leader will still monitor task- and organizational-progress, he or she will pass
much of the responsibility for the execution and completion of the established goals onto the individual
subordinates or dedicated work groups. By delegating, the leader is usually less involved with
decisions and is therefore able to focus on the work and achievements of subordinates.

Cite: http://smallbusiness.chron.com/define-situational-leadership-2976.html and handout
SEE EVIDENCE # 11
of the above theory (Hersey & Blanchard)
41. Student will show knowledge of the HDF 290 My personal style of leadership In HDF 290, we learned about the Relational Leadership model. Attached in evidence is a handout
“Relational Leadership” model by HDF 412 created by a classmate to highlight the main components of the theory completed for an assignment.
Komives, McMahon & Lucas The Relational Leadership Model values that relationships are the center of the leadership process.
The model has five primary components that work together as a process that is an approach to
leadership for groups, teams, and contemporary organizations. This approach to leadership is
purposeful and builds commitment toward positive purpose that are inclusive of people and diverse
points of view, empowers those involved, is ethical, and recognizes that all four of these elements are
accomplished by being process oriented. In summery, inclusive, empowering, ethical, and purpose are
the model’s primary components that are accomplished by the fifth component the process. Purpose is
the center of the model because it provides context and focus of leadership actions of individuals in a
group. The purpose of the group is vision oriented as every club member works together for the same-
shared vision. The organization’s purpose is supported by the components empowering, ethical, and
inclusive, which work together as a process, in hopes to create an effective group. All five components
are influenced by three other elements knowing, being, and doing. “These three components are
interrelated— the knowledge you possess can influence your ways of thinking, which can influence
your actions.” The elements must be considered for each of the five components to help better
understand Relational Leadership.
Upon revisiting the theory in HDF 412, I realized this was my personal style of leadership. The model is
something I use in defined leadership positions as well as unconsciously in my everyday life.
The model defines leadership as a “relational process of people together attempting to accomplish
change or make a difference to benefit the common good” (Komives et al, 1998). There are five
components that create the model which are Inclusive, Empowering, Purposeful, Ethical, and Process-
Oriented. The five components are defined and divided by “what to know”, “what to be (belief)”, and
“what to do”.
The first component, Inclusive, is important because is highlights the diverse points of view of its group
members
The second component, Empowering, comes in a groups understanding that each individual member
can make a difference.
The third component, purposeful, is important because it is what drives a group to complete their goals.
A relational leader is able to use a neutral ground to find a common purpose or vision for the group to
work for. Having a positive and optimistic attitude when interacting with group members is a great way
to practice this skill.
The fourth component, Ethical, is the values and standards a leader believes are morally “good” in
nature.
The fifth component, Process-oriented, is how a group goes about accomplishing their goals. As a
relational leader, this means to trust and have faith in the process.
The five components, Inclusive, Empowering, Purposeful, Ethical, and Process-Oriented, together, with
a process-oriented mindset, will create successful outcomes.
As evidence I am using a picture of the model.
Cite: Exploring leadership: for college students who want to make a difference and handout
Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College Students What Want
to Make A Difference. San Francisco: Jossey-Bass. (68-72).
SEE EVIDENCE # 12 ADD NEW PIC OF MODEL
42. Student will describe personal application HDF 417 Aim High Internship The clearest example of using the Relational Leadership model in my everyday life was my Summer
of the above theory (Komives et al) Camp Student Coordinator/Director, at Aim High Academy. The position has allowed me to use the
knowledge of the theory to grow, lead, serve, and be a relational leader. The key to is placing a high
value on relationships as a leader. I focus and reflect on my relationship building skills often, as they
are keys to both the process and success of a relational leadership. During my time at Aim High, I
created relationships with co-workers and campers practicing my relational leadership skills. Creating
and maintaining relationships is easy for me having one of my top strengths being a WOO.
Inclusive: I use my knowledge of others and myself to create an understanding that all group members’
different diversities have value. Creating an inclusive environment for campers and co-workers was
important at Aim High. I practiced my inclusive skills by treating all campers with fairness and equality
when dealing with campers who faced consequences. I expanded my framework of thinking to
understand groups from all aspects such as age, race, class, physical ability, gender, or etc. Even in
times of discourse between campers, by engaging and listening you can create mutual understanding
and empowerment for members.
Empowering:. To empower others I needed to understand the impact of my leadership on others. I
learned at Aim High Internship to stay positive and encourage the accomplishments of my campers. I
had the power to boost the self-esteem of campers. I was able to express a genuine concern for their
growth as I monitored their physical safety and tried to teach them good ethical values when they were
out of line. Constantly affirming value of my camper’s participation, big or small was a way I practiced
promoting their personal development. I knew the process was working when I saw campers having
positive attitudes and believing in themselves. Empowering group members is crucial to the process of
relational leadership as creates a purpose for one’s goals.
Purposeful: At Aim High, it was established that the main goals were to keep the campers safe and
to have as much fun as possible. By thinking creatively, I was able to implement these goals and
identify areas of improvement and envision the process for the group to get them there. For example,
when observing the functionality of the camp schedule I recognized the flow was off, and we were left
with non-fun having campers. I utilized the opinions and visions of my fellow counselors, and my
personal observations to communicate with my supervisor our plans to solve the problem. After
implementing the plan, we observed the changes and continued to trust the process, do be empowered
by the success of our plan.
Ethical: I was able to define and develop my own personal values as a leader, by using the VIA
value strengths survey. I use my top values of Appreciation of Excellence and Beauty in my practices
of relational leadership because it helps me empower others and put value to the actions of those
around me. I positively affirmed my campers and challenged them when they were afraid to do
something I knew they could do like walk across the balance beam. In all practices of relational
leadership, my common goal is to act in the name of what is good or will create positive change. During
times of self-reflection I challenge my values regularly to benefit the diverse groups around me, and to
ensure both my values and mindset is for the greater good in the world. I’ve learned over time and still
highly value that my actions as a relational leader are not primarily focused on self-gain, but the benefit
and growth of others. Holding my self to a high standard when it comes to following my values is very
important to my process as a relational leader. I hoped my campers would learn and develop similar
values by the example I set when interacting with them, my coworkers and their parents. I believe if
you are genuine and authentic with your actions and how your chose to lead yourself and others you
will be successful in what ever you do. They will believe in themselves and the common goal to create
positive change. Being a relational leader I define relationships as the key to success because by
focusing and maintaining relationships, we create trust among one another. And to trust each other is
to trust the process.
The fifth component, Process-oriented, is how a group goes about accomplishing their goals. As a
relational leader, I understand this means to trust and have faith in the process. I know and understand
that using the five components, Inclusive, Empowering, Purposeful, Ethical, and Process-Oriented,
together, with a process-oriented mindset, I will create successful outcomes. Sometimes there are
challenges during the process, but having faith, and remembering the successes that have come
before in leading this way, all will prevail. Knowing the process is to trust the process. I know having
trust in the process and having trust with each other creates stronger relationships.
SEE EVIDENCE #47
43. Student will show knowledge of the HDF 290 Infant Development Previously studied in HDF 290, and reviewed in HDF 412, we learned about the concept of
concept of constructivism HDF 412 constructivism. Constructivism is a basic theory based on observation and scientific study about how
people learn. The theory understands that people construct their own understanding and knowledge of
the world, through experiencing things and reflecting on those experiences. When we process new
information, we have to reconcile it with our previous ideas and experience. The new information can
change what we believe, or maybe discard the new information as irrelevant. Each person is an active
creator of their own knowledge, by asking questions, explore, and continually re-assess what we know.
Learning in the constructivism mindset, students will create active and expert learners, provide the
knowledge of how to learn, and be able to reflect and integrate new information.
You can compare constructivism, to the relationship-based model, which I learned about in my infant
development class. The model uses the theory of constructivism to understand how infants learn and
insure their successful development. The model explains how relationships and human interactions are
the types of experiences that explain how infants learn new skills and develop.
Attached, as evidence ADD infant development theory, which is an example of how babies learn. The
more interactions and relationship an infant has the more active of a learner they become. Infants
create their own knowledge through the observation of others.
Cite: http://www.thirteen.org/edonline/concept2class/constructivism/ and handout
Constructivism as a paradigm for teaching and learning. Retrieved January 25, 2007, from
http://www.thirteen.org/edonline/concept2class/contructivism/index.html
SEE EVIDENCE # 13
44. Students will describe personal examples HDF 412 How I learn I used the theory of Constructivism to understand how I learn through my 15+ years of being a student
of implementing constructivism in the institutional education system. I agree with the theory that I learn the best when experiencing
what I’m supposed to be learning. It also helps if there is some kind of visual aid or picture to connect
with my teachings as it is easier for my to understand. I reflect upon the knowledge learned in my head
all the time and can verbally articulate my reflections best in conversation. If it comes to writing I
struggle immensely to find the right words and sentence structure to get my point across. Everyday I
view the world as my teacher knowing I can learn something new in any of my experiences. When
trying to learn a new concept I always try and relate it to something I have already experience in hope
to deepen my knowledge and make it easier for myself to grasp the new content. Over all I learned I
learn best through my experiences and verbal reflection. Any assignment that involves writing about
what I have learned sends me through a world wind of challenges and frustration because it is never
good enough or what I want it to be. Also, because I am unable to see grammar like the average
person, I am constantly being corrected or marked down for things when I don’t even see it is a
problem.
As evidence I attached the theory handout I used to talk about how I learn.
SEE EVDENCE #48
45. Student will demonstrate knowledge of HDF 413 In HDF 413, we learned about Klob’s experiential learning theory model, which can be seen attached
the Experiential Learning Model (Kolb) as evidence. Kolb's learning theory sets out four distinct learning styles (or preferences), which are
based on a four-stage learning cycle. The model offers both a way to understand individual people's
different learning styles, and also an explanation of a cycle of experiential learning that applies to us all.
Kolb includes this 'cycle of learning' as a central principle his experiential learning theory, typically
expressed as four-stage cycle of learning, in which 'immediate or concrete experiences' provide a basis
for 'observations and reflections'. These 'observations and reflections' are assimilated and distilled into
'abstract concepts' producing new implications for action, which can be 'actively tested' in turn creating
new experiences.
The four-stage cycle is defined by the following:
1. Concrete Experience - (CE): Feeling
2. Reflective Observation - (RO): Watching

3. Abstract Conceptualization - (AC): Thinking
4. Active Experimentation - (AE): Doing
A typical presentation of Kolb's two continuums is that the east-west axis is called the Processing
Continuum (how we approach a task), and the north-south axis is called the Perception Continuum (our
emotional response, or how we think or feel about it).
The four-type definition of learning styles are (each representing the combination of two preferred
styles
1. Diverging (CE/RO): (Feeling and Watching) Kolb called this style 'Diverging' because these
people perform better in situations that require ideas-generation, for example,
brainstorming.
2. Assimilating (AC/RO): (Thinking and Watching) The Assimilating learning preference is for a
concise, logical approach. Ideas and concepts are more important than people.
3. Converging (AC/AE): (Thinking and Doing) People will solve problems and will use their
learning to find solutions to practical issues. They prefer technical tasks, and are less
concerned with people and interpersonal aspects.
4. Accommodating (CE/AE): (Feeling and Doing) The Accommodating learning style is 'hands-
on', and relies on intuition rather than logic. These people use other people's analysis, and
prefer to take a practical, experiential approach.
SEE EVIDENCE #25
Cite: http://www.businessballs.com/kolblearningstyles.htm
46. Student will describe personal application HDF 413 Education in College (how I In HDF 413 we learned about the Klob’s Learning theory, which is a way to understand people’s
of the Experiential Learning Model (Kolb) learn best) individual learning styles. As evidence you can refer to the model to increase understanding. According
to the model, my preferred learning styles are concrete experiences (feeling) and active
experimentation (doing). This learning style is called the Accommodating. The Accommodating
learning style is 'hands-on', and relies on intuition rather than logic. These people use other people's
analysis, and prefer to take a practical, experiential approach. They are attracted to new challenges
and experiences, and to carrying out plans. They commonly act on 'gut' instinct rather than logical
analysis. People with an Accommodating learning style will tend to rely on others for information than
carry out their own analysis. This learning style is prevalent and useful in roles requiring action and
initiative. People with an Accommodating learning style prefer to work in teams to complete tasks. They
set targets and actively work in the field trying different ways to achieve an objective. Understanding
my learning style enables me to find efficient ways in college/ the classroom to learn. They say people
who like prefer to use an 'Accommodating' learning style are likely to become frustrated if they are
forced to read lots of instructions and rules, and are unable to get hands on experience as soon as
possible. This is true to my way of learning. Having a lot of reading material that provides no concrete
experiences to apply to what I’m learning then I will have a hard time learning a well as enjoy myself. I
thrive most during class where I able to use the knowledge I learn to do something whether that’s a
group project or just participating in class.
SEE EVIDENCE #25

Cite: http://www.businessballs.com/kolblearningstyles.htm
47. Student will show knowledge of the HDF 412 Theory Hand out presentation The Social Change Model of Leadership Development consists of three main circles containing the
“Social Change Model of Leadership theories perspective. These include Individual perspective, Group perspective, and Societal
Development” by Astin et al perspective. In each of the three perspective circles are what known as the core values of each
perspective or the 7Cs. The individual perspective values consciousness of self, congruence, and
commitment. The Group perspective values collaboration, common purpose, and civility. The Societal
perspective values citizenship. The 8th C is change because leaders who use this model are pushing
for positive change in the world. To be an agent for social change, one has to commit to all 7 and 8
sets of values. The final piece to the model is the arrows that connect the circles together. These
represent multiple feedback loops between the different circles showing how the impact and connect to
each other.
I have experience in the knowledge of this theory as I did a presentation on the theory for my class.
Attached as evidence is the model and handout my group and I made to present the theory.
SEE EVIDENCE #49
Astin, H. S., & Astin, A. W. (1996). A social change model of leadership development: guidebook:
version III. Los Angeles: Higher Education Research Institute, University of California, Los Angeles
of the above theory (Astin et al)
49. Students will demonstrate knowledge of HDF 412 In HDF 412 we touched upon what the Leadership Identity Development Model by Komives et al. The
the “Leadership Identity Development model consists of 6 stages where a leader transitions from one to the next experiencing change in their
Model” by Komives et al view of leadership, their developing self, group influences, and developmental influences.
The first stage is the awareness stage. They learn that leadership is a crucial component of their
surrounding world and gain exposure to different types of involvement. They recognize the leaders
around them neglecting to include themselves. They use national leaders and authority figures as there
idea of what a leader is and seeks affirmation from adults in positions of power.
In the transition part of this stage, they still don’t see themselves as a leader but want to get involved in
leadership and make friends. Now they start to recognize and observe the leaders who are involved in
their life.
The second stage is exploration and engagement. In this stage, they begin to get involved in more
activities and takes on responsibilities within their organizations. They want to identify their personal
strengths and weaknesses, helping them build confidence as a leader. They’re active in their
organizations but still seek affirmation from adult. At the same time they recognize that others see them
as a leader.
The transitional part of this stage is when they recognize their potential to be a leader and they are now
motivated to make a change and do more as a leader. They narrow down their interest and focus on
what is most important to them.
The third stage has two parts emerging and immersion stage. It is in this stage where the leader
identified. The emerging stage is where students find their own strengths inaction. They look for role
models to look up to and who have experience so they are able to ask question and learn from them.
They also look for future positions that appeal to them gaining a level of comfort and confidence. The
immersion phase is when they try out different leadership positions and membership roles. They learn
their own leadership styles and why different styles can be more effective in certain situations. As a
membership role they still rely on the guidance and affirmation of leaders but when in a leadership role
they are confortable and a sense of confidence.
The transition part of this stage begins when they view leadership as a group process and value
everyone’s individual strengths in said group. They feel confortable in shared leadership roles and also
work in collaboration within the group.
The fourth stage is leadership differentiated. They understand that leadership can be demonstrated by
group members who don’t have a technical leadership role and really see leadership as a process.
They begin to participate in facilitator, team builder, co-leadership roles. This stage also has two
stages, emerging and immersion. During the emerging stage, they understand that leadership can
come from anyone and is empowering for making a change. In the immersion phase, they are
confident in their leadership skills and can facilitate community building with a group.
The transition part of this stage requires one being aware of their passions and motivations that they
commit to. They recognize their efforts are for a greater purpose and wish to align their own personal
values to the values of the organization. They take on the role of a mentor for new members hoping to
better the organization for the future They want to byounger peers and try to better the future of the
organization, even after they’re gone.
The fifth stage is generativity. The ideas of leadership transition from being about the individual to the
concern and welfare for others. They are concerned about the sustainability of organizations and want
to help younger members grow. Reflection is key in this stage to deepen ones understanding and are
comfortable receiving constructive feedback to improve their own abilities.
The transition part of this stage is when they begin to truly believe in their personal leadership identity.
They realizing the have grown and changed using reflections
The sixth stage is integration and systems. When they arrive here they have all the confidence that
they are an effective leaders and communicators. They know that can be place and any role and be
successful. They understand that their learning and development as a leader will continue, using
reflection to see how far they have come.
SEE EVIDENCE #50
Cite: Leadership Identity Development Model by Komives et al
50. Students will describe personal
application of the above theory. (Komives
et al)
51. Students will demonstrate knowledge of
the Strengths-Development Model by
Hulme et al
of the above theory (Hulme et al)
53. Student will demonstrate knowledge of HDF 417 Ohio State University and Michigan State University started the beginning research about behavioral
behavior theories of leadership from leadership in the mid-1900s. Ohio State identified leaders as having two distinct styles, employee
Michigan and Ohio State oriented or product oriented. The employee-oriented style focuses on creating and building
relationships with employees and members of an organization. They ensured the needs of the entire
group are met by use mentoring and coaching methods. They also practice active listening skills and
try to encourage their team members. Product-oriented leaders focus on creating the best product
possible with easiest production team. The main focus is on the operating procedure and making sure
everything is done correctly while following the companies mission. They contain strengths in
organizing, initiating, and gathering information to relay to the team. They also provide effective
evaluations of both the team and the product.
Michigan State agreed with the behaviors in Ohio States studies about leadership. They also identified
another leadership style, participative leadership. This type of leader works as a member of the
organization in a non-leadership position to ensure the organizations success. To practice participative
leadership all individuals of the group must use their own strengths and skills to be active member of
the team. The role of the leader is more of a facilitator than as a “boss”, and gives the organization and
member’s space to grow.
Attached as evidence is the a picture of key learning about behavioral theories from Michigan and Ohio
State
SEE EVIDENCE #51
Cite: B. (1990). Behavioral Approach. Retrieved from https://courses.lumenlearning.com/boundless-
management/chapter/behavioral-approach /
of the above theories (Michigan & Ohio
State)
55. Student will demonstrate knowledge of
Charismatic leadership
of the above theory
contingency approach to leadership by
Fiedler
of the above theory (Fiedler)

Path-Goal theory by House
of the above theory (House)
Leader Member Exchange (LMX) theory
by Dansereau, Graen & Haga; Graen &
Cashman; Graen
of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)
Leadership Substitutes Theory
of the above theory
Models of leader emergence
66. Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
of the above theory (Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69. Student will demonstrate how cultural HDF 450 Counseling basics Cultural anthropology is the study of human society and culture. Using this helps us know ourselves
anthropology / paradigms relate to better therefore we can lead others more effectively. It broadens your perspective of others.
leadership Additionally, knowing the paradigms of cultural anthropology allows us to have knowledge of other
cultures, and therefore we’ll know how to work beside diverse people. Knowledge is the only way to rid
of ignorance. In HDF 450, we use the knowledge of cultural anthropology to gain a better
understanding of our clients. As counselors we can relate more to our clients when we have a better
understanding of their backgrounds and where they come from. It also makes sure you don’t offend a
client/ it can explain why a client might act, think, or say something a certain way. Attached as
evidence are slides from class that explain multicultural competence. It also explains how awareness
and knowledge, accompanied with certain skills, can aid your cultural competence. Being able to
understand/ empathize with different cultures is an important leadership skill if you want to effectively
lead groups of diverse people. You also gain respect and knowledge as a leader.
SEE EVIDENCE #26

70. Student will describe personal example HDF 480 Groden center internship In HDF 480, I completed my internship at the Groden center, a school for autistic
of using cultural anthropology / children. In this and other classes I have learned the how cultural anthropology and
paradigms as a leader
paradigms are useful as a leader. When working with autistic students it is
important to understand the culture of people who have disabilities to effectively do
your job. In society, autism is viewed as a disability that can prevent you from being
a functional member of society and can be viewed as a lesser population. This is
important to know because it makes you more aware of why there is a lack of
funding for the appropriate care they need. All of these factors give you the
knowledge to change the social norms and treat them as if they were any other
child. This is very important for the kids we work with as we try and correct
inappropriate behaviors to make them functional members of society. Looking
through the lens of each child, it is important to understand their individual culture
and backgrounds. This ensures you can provide the best care for them while still
adhering and respecting the family’s cultural beliefs. For example, one student
comes from a bilingual household. Knowing this makes it easier to understand some
of their language issues and be able to provide the best interventions to make them
successful. Considering my children’s cultures is important to being the most
effective at my job.
Attached as evidence is a picture of me at my internship.
SEE EVIDENCE#52
71. Student will demonstrate knowledge of HDF 413 Safe Zone Training The Cycle of Socialization helps us understand the way in which we are socialized to play certain roles,
the “Cycles of Socialization” (Harro) how we are affected by issues of oppression, and how we help maintain an oppressive system based
theory and its uses in leadership upon power. Bobbie Harro founded the theory and created a model to explain it consisting of 3 arrows,
3 circles, and a core center read in the following order
Circle One: Situation where you born that you have no control over. We are also born without bias,
assumptions, or questions. We are either “lucky” to be born into a privileged situation or “unlucky” to
born into an underprivileged situation.
Arrow One: Represents that fact that our socialization process begins immediately. The rules and
norms are already in place and we subtly (and in many cases not so subtly) are made aware of the
rewards of conforming and the consequences of rebelling.
Circle Two: Represents the institutions that help shape our views and beliefs, and help instill within us
prejudice or acceptance.
Arrow Two: Represents the way in which the instilling of ideas, beliefs, and behaviors reinforce the
cycle of oppression. Behaving differently is not as simply as most of us think. We are rewarded for
good behavior – conforming to the norms and standards. By the same token, we are punished for bad
behavior – questioning or rebelling against oppressive societal norms.
Circle Three: Represents the devastating result upon all of us that this self-perpetuated cycle of
oppression produces.
Arrow Three: represents a point at which we all arrive – the results of the cycle. We are forced to make
a decision, even if that decision is to do nothing. Doing nothing is the easier choice, especially for those
who benefit from the perpetuation of the cycle: we are all victims of the cycle and we are all hurt by it.
Core: The wheel that turn the cycle made of fear, misunderstandings, insecurity, confusion, etc.
This theory is used in leadership because it helps us understand how society has formed the way we
think about each other and ourselves. Some people are trapped into systems that limit their potential
and that should be acknowledged as a good leader. Understanding where someone comes from is
important for finding solutions because you can see the root or source of a problem. As a facilitator
having the knowledge of this theory helps establish understanding, respect and, empathy to the
students involved.
In HDF 413, we were safe zone trained by the Gender and Sexuality center. The training gave us an
opportunity to become more aware and educated about the LGBTQ community, sexuality, gender,
identities, and issues. Safe Zone training relates to the Cycle of Socialization because we discussed a
lot about oppression (specifically to those in the LGBTQ community) and how we have been
conditioned by society to think certain things about the community. In evidence, you can see in more
detail the cycle of oppression caused by stereotypes, which follows a similar structure to the Cycle of
Socialization. It uses shapes and arrows to explain how stereotypes are preconceived ideas about a
certain group of people. I will use the ideas from the chart to connect how it follows the Cycle of
Socialization.
Circle One: Being a member of the LBGTQ Community living in a hetero-normative society.
Arrow One: Only two genders, boy and girl. Seen with babies at birth using pink or blue as gender
identification colors.
Circle Two: Gender exclusive bathrooms and application forms with only two gender identity options,
even other categories is oppressive.
Arrow Two: Girls are conditioned to where dresses and act girly and boys can be shamed or bullied for
wishing to where dresses and act girly. (less accepted/has more challenges)
Circle Three: Boys can be ashamed/ embarrassed for expressing themselves in the way they want
(extreme circumstances suicide) . Can be bulled or out casted.
Arrow Three: ignoring the problem, not talking about it, or making the steps for change as acceptance.
More tolerance
Core: not understanding issues of gender identity, misunderstanding from society that there defined
categories or norms instead of a spectrum, resistance to change.
Cite: https://sc.edu/eop/trainings/Cycle_ofSocializationHandout.pdf
SEE EVIDENCE # 27
72. Students will demonstrate personal
application of the “Cycles of
Socialization” (Harro)
the “Cycles of Liberation” (Harro) theory
and its uses in leadership

74. Student will demonstrate personal
application of the “Cycles of Liberation”
(Harro)
the “Configuration of Power” (Franklin)
and its relationship to leadership
application of the “Configuration of
Power” (Franklin)
racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
application of model(s) of racial identity
development above
models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
application of model(s) of gender identity
above
additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate personal
application of additional social identity
development model(s) above
83. Students will demonstrate knowledge of HDF 434 There are No Children Here(Book) In HDF 434, we learned about the McIntosh’s theory of privilege. McIntosh highlights privilege as the
McIntosh’s theory of privilege and its social, economical, and legal constructs of race benefit white people in their everyday lives compared
relationship to leadership to other races, which is creating systematic oppression. This is important to understand in leadership
so you are aware to treat everyone equally. Also to recognize when your privilege is being used when
you might not have noticed it before. Oppression is an issue as leaders we hope to fight against since
leadership is a moral an ethical process for the better of a group. As leaders practicing leadership
theory we must fight for the equal treatment of all people by race, gender, sexuality, etc. In HDF 434,
we read the book There are No Children Here, written by Alex Kotlowitz. The book is about two young
black boys and their family living in poverty. In the book they explain how it is harder for the boys to
escape poverty because of their race and other forms of systematic oppression. In one chapter it
describes the different treatment of white vs. black people when there is a shooting at both the public
schools. The white dominated public school had police arrive quickly and the media made it headlined.
The shooting caused the school to take action and developed a safety plan for its students while the
public actual cared about the situation. The shooting that occurred at the black dominated public school
had a different approach and no media headlines were covered. The shooting was determined an

accepted reality that people would face when sending their children to the school. There wasn’t
anything done no action taking place because of race and the fact that this school was located in a
place of poverty and not a nicer suburban neighborhood like the first one.
SEE EVIDENCE #28
Cite: http://www.newyorker.com/books/page-turner/the-origins-of-privilege
application of McIntosh’s theory
85. Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
86 Student will demonstrate knowledge of
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87. Student will show knowledge of effective HDF 290 N/A In HDF 290, we learned many ways to be an effective leader. To be and effective leader you must try
leadership as it relates to change agency and demonstrate the following behaviors; Communicate frequently and enthusiastically, Motivate
employees, Builds teams, Act as coaches. Effective leaders are people oriented which aligns with
being a change agent. A change agent is someone who helps an organization transform itself by
focusing on such matters as organizational effectiveness, improvement, and development. A change
agent focuses on the people and groups to improve the over all effectiveness of the organizations just
as an effective leader would.
Cite: http://www.thecentregroup.com/organization-change-what-effective-leaders-do/
88. Student will describe personal examples
of being a change agent
89 Student will demonstrate knowledge of HDF 290 N/A In HDF 290 we talked about the Model of Intercultural Sensitivity. Intercultural sensitivity is defined as
the “Model of Intercultural Sensitivity” by the ability to discriminate and experience relevant cultural differences. Dr. Milton Bennett created the
Bennett and its uses in leadership model that describes different ways people can react to cultural differences. The model is broken into
six “stages” of increased sensitivity to difference. The first three are Ethnocentric views and as you
continue through the stages are replaced with Ethnorealative views. Ethnocentric is when someone
sees their own culture as the center for comparison to other cultures. The opposite is Ethnorelative
views, which is when someone is aware of many standards and customs so they are able to move
freely with more than one culture group. Below are the six stages with descriptions.
1 Denial of Difference: Individuals experience their own culture as the only “real” one. Other cultures
are either not noticed at all or are understood in an undifferentiated, simplistic manner.
People at this position are generally uninterested in cultural difference, but when confronted
with difference their seemingly benign acceptance may change to aggressive attempts to
avoid or eliminate it. Most of the time, this is a result of physical or social isolation, where
the person's views are never challenged and are at the center of their reality.
2 Defense against Difference: One’s own culture is experienced as the most “evolved” or best way
to live. This position is characterized by dualistic us/them thinking and frequently
accompanied by overt negative stereotyping. They will openly belittle the differences among
their culture and another, denigrating race, gender or any other indicator of difference.
People at this position are more openly threatened by cultural difference and more likely to
be acting aggressively against it. A variation at this position is seen in reversal where one’s
own culture is devalued and another culture is romanticized as superior.
3 Minimization of Difference: The experience of similarity outweighs the experience of difference.
People recognize superficial cultural differences in food, customs, etc.,. but they emphasize
human similarity in physical structure, psychological needs, and/or assumed adherence to
universal values. People at this position are likely to assume that they are no longer
ethnocentric, and they tend to overestimate their tolerance while underestimating the effect
(e.g. “privilege”) of their own culture. In other words, as explained by the Canadian Center
for Intercultural Learning, “people who adopt this point of view generally approach
intercultural situations with the assurance that a simple awareness of the fundamental
patterns of human interaction will be sufficient to assure the success of the communication.
Such a viewpoint is ethnocentric because it presupposes that the fundamental categories of
behavior are absolute and that these categories are in fact our own."
4 Acceptance of Difference: One’s own culture is experienced as one of a number of equally
complex worldviews. People at this position accept the existence of culturally different ways
of organizing human existence, although they do not necessarily like or agree with every
way. They can identify how culture affects a wide range of human experience and they have
a framework for organizing observations of cultural difference. We recognize people from
this stage through their eager questioning of others. This reflects a real desire to be
informed, and not to confirm prejudices. The key words of this stage are “getting to know” or
“learning.”
5 Adaptation to Difference: Individuals are able to expand their own worldviews to accurately
understand other cultures and behave in a variety of culturally appropriate ways. Effective
use of empathy, or frame of reference shifting, to understand and be understood across
cultural boundaries. It is the ability to act properly outside of one’s own culture. At this stage,
one is able to “walk the talk.”
6 Integration of Difference: One’s experience of self is expanded to include the movement in and
out of different cultural worldviews. People at this position have a definition of self that is
“marginal” (not central) to any particular culture, allowing this individual to shift rather
smoothly from one cultural worldview to another.
To be an effective leader you need to have ethnorealtive views because in a group setting you will
most likely be working with people from many different backgrounds. Being aware of their cultural
differences provides a better path for clear communication as well as respect and boundaries for
different cultures. The goal is to gain intercultural competence, which is the ability to act and think in
interculturally appropriate ways.
Cite: https://web.wpi.edu/Images/CMS/IGSD/IGSD_retreat_May07_DMIS.pdf
90. Students will demonstrate personal HDF 417 Aim High Internship Upon reviewing the Model of Intercultural Sensitivity” by Bennett, I have established I am at the at
application of the “Model of Intercultural stage 5, Adaptation to Difference. I believe I have reached this stage of the theory because I am able
Sensitivity” by Bennett to expand my own worldviews to accurately understand other cultures and behave in a variety of
culturally appropriate ways. I can effectively use empathy shift my frame of reference or perspective. I
have the ability to act properly outside of one’s own culture and “walk the talk.” This was practiced at
my internship at Aim High Academy, as I had to interact with parents from all sorts of culture and
backgrounds. I had one parent who didn’t speak any English so we had to develop and effective way
of communicating. I wasn’t frustrated or angry and just adapted to the situation as needed.
As evidence I attached a picture of my Aim High Uniform.
SEE EVIDENCE #53
91. Student will demonstrate knowledge of HDF 412 The Action Continuum, by Griffin & Harro, explains eight different stages one can identify with in terms
the ally Action Continuum by Griffin & of their involvement and relation to oppression within our society. Starting from left to right, the
Harro continuum scales those eight different stages from supporting oppression to confronting it.
Stage 1-Actively Participating: Telling oppressive jokes, putting down people from target groups,
intentionally avoiding target group members, discriminating against target group members, verbally or
physically harassing target group members.
Stage 2-Denying: Enabling oppression by denying target group members are oppressed. Does not
actively oppress, but by denying that oppression exists, colludes with oppression.
Stage 3-Recognizing, No Action: Is aware of oppressive actions by self or others and their harmful
effects, but takes no action to stop this behavior. This inaction is the result of fear, lack of information,
confusion about what to do. Experiences discomfort at the contradiction between awareness and
action.
Stage 4-Recognizing, Action: Is aware of oppression, recognizes oppressive actions of self and
others and takes action to stop it.
Stage 5-Educating Self: Taking actions to learn more about oppression and the experiences and
heritage of target group members by reading, attending workshops, seminars, cultural events,
participating in discussions, joining organizations or groups that oppose oppression, attending social
action and change events.
Stage 6-Educating Others: Moving beyond only educating self to questions and dialogue with others
too. Rather than only stopping oppressive comments or behaviors, also engaging people in discussion
to share why you object to a comment or action.
Stage 7-Supporting, Encouraging: Supporting others who speak out against oppression or who are
working to be more inclusive of target group members by backing up others who speak out, forming an
allies group, joining a coalition group.
Stage 8-Initiating, Preventing: Working to change individual and institutional actions and policies that
discriminate against target group members, planning educational programs or other events, working for
passage of legislation that protects target group members from discrimination, being explicit about
making sure target group members are full participants in organizations or groups.
As evidence I attached the Action Continuum handout
SEE EVIDENCE #54
Griffin, P. & Harro, B. (1997). Action continuum. In M. Adams, L. A. Bell, & P. Griffin (Eds.), Teaching
for diversity and social justice: A sourcebook (p. 109). New York: Routledge.
92 Student will demonstrate personal HDF 412 Module2 In HDF 412, for module2, we had to identify where on the scale we felt belonged in the action
application of the Action Continuum by continuum. After reflecting on my own Identities being a white, middle class, women, and being
Griffin & Harro pansexual I am in-between stage 5, educating self and stage 6, educating others. In my every day life I
try go out of my way to speak out against any form of oppression, especially micro aggressions. I still
need a lot of practice that’s why I said I was in-between two stages because I am not 100% confident
in my communications skills when it comes to these kinds of discussions. I get mixed up with my words
ad retreat to silence because I don’t want to do a poor job advocating for something so important. I also
know I have not learned everything I need to know and will continue to educate myself until I am
confident in all my skills.
As evidence I attached the Action Continuum handout
SEE EVIDENCE #54
Multicultural Organizational Development
Model (Jackson)
94. Student will show personal application of
the Multicultural Organizational
Development Model (Jackson)
Multicultural Change Intervention Matrix
(Pope)
96. Student will show personal application of
the Multicultural Change Intervention
Matrix
97. Student will create a personal code of HDF 417
inclusive leadership

Outcome Category: Critical Thinking
98. Student will show knowledge of principles HDF 290 N/A In HDF 290, we used critical thinking to form judgments on many different debating topics. For
of critical thinking and fallacies (logic is example, when we had to decide which students would be accepted into URI as mock admission staff,
used in this minor) we had to analyze and gain perspective on who would be the most eligible applicant. I found this
challenging to do because I did not have enough complete information about the students applying or
the standard at which they should be accepted. Gathering complete information is the first of 11
principles of critical thinking, and arguable the most important because you need to be objective and
thorough if you want to make the most accurate judgment. The following a list of the eleven principles
of critical thinking:
1.Gather complete information.
2.Understand and define all terms.
3.Question the methods by which the facts are derived.
4.Question the conclusions.
5.Look for hidden assumptions and biases.
6.Question the source of facts.
7.Don’t expect all of the answers.
8.Examine the big picture.
9.Examine multiple cause and effect.
10.Watch for thought stoppers.
11.Understand your own biases and values.
Cite: http://www.wright.edu/~elliot.gaines/criticalthinking.html
99. Student will demonstrate proficiency of
critical thinking
100. Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
metaphorical analysis to critically analyze
self and leadership situations
102. Student will show knowledge of at least five HDF 290 Presidential Election 2016 In HDF 290, we learned many different decision making methods and five examples are bulleted
decision making methods below.
1) Attached, as evidence is a peer group presentation on the step-by-step process of
decision-making. This was the first method we discussed and focuses on how to make
personal decisions for you. The steps include options (what are your choices?), effects
(what are the possible results of this choice?), response (are those results acceptable?)
and reason (why do you think these results occurred?).
2) Decision by authority is a method that assigns one person to make decisions. The one
person or leader is normally the most qualified to make the best choice, or is able to form a
choice after listening to group discussions about the problem
3) Minority control method is when a small-delegated group within a larger group is in charge
of making decisions. This subgroup is comprised normally of experts on the problem or has
the important information and resources to make the best decision.
4) Vote decision-making or majority control method is where the whole group makes the
decision based upon a group/ unanimous vote. There can be more than one option to
choose from and which ever option has the most votes or the majority voted for is the final
decision.
5) Consensus decision-making is when the whole group decides what choice to make.
Everyone participates in the decision making process, understands the decision and is
prepared to support it.
The vote decision-making method can be seen during the 2016 presidential election. As a
country we got to vote to make the choice and whatever the majority voted finalized the decision
of who would be president. As evidence I put a picture of my voting sticker as well as our voted
presidents logo.
SEE EVIDENCE # 14
Cite: http://www.extension.umn.edu/community/civic-engagement/tip-sheets/decision-making-method/
103. Student will describe personal examples of
having used five decision making methods
104. Student will show knowledge of at least five HDF 290 Freshman Housing In HDF 290, we leaned about different problem solving and conflict management methods. Below are
problem solving / conflict management five problem solving and conflict management methods and a small description of what they are.
methods, as well as understanding the 1. Negotiation: Negotiation is the most basic means of settling differences. It is back-and-
roots of conflicts forth communication between the parties of the conflict with the goal of trying to find a
solution. You may negotiate directly with the other person. You may hire an attorney to
negotiate directly with the other side on your behalf. There are no specific procedures to
follow - you can determine your own - but it works best if all parties agree to remain calm
and not talk at the same time. Depending on your situation, you can negotiate in the
boardroom of a big company, in an office or even in your own living room.
2. Mediation: The voluntary process in which an impartial person (the mediator) helps with
communication and promotes reconciliation between the parties, which will allow them to
reach a mutually acceptable agreement. Mediation often is the next step if negotiation
proves unsuccessful. The mediator manages the process and helps facilitate negotiation
between the parties. A mediator does not make a decision nor force an agreement. The
parties directly participate and are responsible for negotiating their own settlement or
agreement.
3. Arbitration: The submission of a disputed matter to an impartial person (the arbitrator) for
decision. The arbitrator controls the process, will listen to both sides and make a decision.
4. Litigation: The use of the courts and civil justice system to resolve legal controversies.
Litigation can be used to compel opposing party to participate in the solution. Litigation
begun by filing a lawsuit in a court. Specific rules of procedure, discovery and presentation
of evidence must be followed. The attorney for the other side will want to take your
deposition to learn more about the facts as you see them and your position in the case.
There can be a number of court appearances by you and/or your lawyer. If the parties
cannot agree how to settle the case, either the judge or a jury will decide the dispute for
you through a trial.
5. Counseling: The provision of assistance and guidance in resolving personal, social, or
psychological problems and difficulties, especially by a professional. This method is most
effective for an individual dealing with personal conflict or problems by speaking to a
professional over time who can give advice and guidance to a solution.
Mediation is the method I used to solve conflict my freshman year when my roommate and I were
having conflict. The conflict was created by the diverse opinions and different wants and needs of my
roommates. We also all had very different personalities, which made conflict when living together. Our
RA was the impartial mediator who helped us talk through our problems in a neutral setting.
Cite: http://www.okbar.org/public/Brochures/methodsForResolvingConflictsAndDisputes.aspx

having used five problem solving / conflict
management
106. Student will demonstrate the ability
to synthesize multiple knowledge
perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
leadership that is used in crisis (i.e., James
& Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108. Student will describe examples of HDF 290 Outside the dorms (Memory) Before learning about crisis leadership in HDF 290, I reflected on a memory where I had to take
leadership in crisis situations (i.e., charge during a crisis and become a leader. In these memories, I exemplify characteristics of leaders
application of James & Wooten; Garvin; in crisis situation. During my sophomore year at school I lived in Burnside hall, the closest dorm to the
Covey; Frohman; Lalonde; Schoenberg; Ryan Center. The night of the Fetty Wap concert, my roommates and I were sitting out on our dorm
Joni; Braden et al; etc.) balcony, watching college student’s roam to and from the concert. Eventually we saw a small crowd
forming around a girl lying on the side of the road. Assuming she was drunk and probably fell, my
motherly instincts kicked in to go and help her anyway I could. I brought water with me not aware of
what the situation was. I walked outside to see her rolling around shaking alone while everyone stood
around debating on what to do. Since the girl was clearly having health problems I concluded this was
a crisis situation. I knew time could be of the essence unaware of her condition so I took charge and
became the leader of the situation. I moved toward the center of the circle with the girl while asking
around to see if anyone knew her or saw what had happened. I tried talking to the girl who was still
able to speak but wasn’t lucid about what had happened and clearly scared and confused about what
was happening. In limited time, I gained her trust where she mentioned she had taken drugs from a
friend before the concert. Understanding the reality of the situation I started to lead bystanders in the
efforts to help this girl. As seen in evidence I had the URI Emergency Services contact information in
my phone to get us the real help we needed and delegated that to a bystander while I stayed with the
girl. Because I become extremely calm and clear headed, while remaining positive, in these types of
crisis situations I took the largest job of watching and communicating with the girl. There were other
options that could have been chosen when handling the situation but I had to take the chance and
really believe this was the best and only choice for the girl’s safety. Especially, since the few words
that were coherent were her trying to tell me to take her back to her dorm and that she was fine. Her
body disagreed with that statement as she convulsed, was unable to stand on her own and was
slightly foaming at the mouth. Until the ambulance arrived, I sat with her while she held my hand. I
tried my best to make the situation as best I could for the girl until she was taken away. A responding
officer called me courageous and said he was happy there are still smart kids who aren’t afraid to call
us when someone really needs help. He also almost didn’t believe me when I said I have never met
the girl before because not many people help strangers nowadays. From this experience I learned the
important steps when handling and leading a crisis situation, I recognized that speed, organization,
and communication skills must be simple to be effective, when helping manage the situation. I learned
to survey the stakes of the situation to know what was needed to be done, as well as to rely on/ call
the help of professional people needed for the situation. I also learned that managing tension and
stress in crisis situations is key if you want to find a solution as well as take action.
SEE EVIDENCE # 15

Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109. Student will demonstrate knowledge of COM 221 N/A In COM 221, chapter 7 is all about listening. Attached is the title page of chapter 7 because printing the
active listening techniques whole chapter would be a waste of paper. Active listening is a communication technique that requires
a listener to understand, concentrate, respond and retain information provided by the speaker. The
chapter explains some active listening techniques
1) Pay Attention (ex: avoid distractions, look directly at speaker)
2) Show you are listening (ex: use body language to express your attention like nodding )
3) Provide feedback (ex: ask questions)
4) Defer judgment (ex: don’t interrupt with counter arguments until the speaker finishes their
point)
5) Respond appropriately (ex: be respectful and honest with responses)
SEE EVIDENCE # 16
Cite: Floyd, Kory. (2016). Interpersonal Communication Third Edition. New York, NY: McGraw-Hill
Education.
110. Student will describe examples of using HDF 432 Group discussions In HDF 432, we are required to listen to a lecture and absorbed important material. To be an active
active listening skills HDF 412 listener in class, I pay attentions to my professor while she’s speaking and nod occasionally with a
smile to show her I am listening. I always ask questions or make comments that connect to the lecture
material to ensure she knows I am listening. Along with being attentive and participating, I also take
notes in class, which helps me retain and paraphrase the most important information in the lecture.
In HDF 412, we participated in-group discussions to talk about different class topics. It was important
for the group to practice active listen skills because we needed to create safe space for everyone to
participate. Also, we were discussing sensitive topics that were hard to talk to about and we wanted to
show respect to one another by not interrupting and paying attention. We also never deferred
judgments on one another for anything we said because it wasn’t a place for judgment nut
understanding. We also made the choice to stay present in our conversations by putting away or phone
so who ever had the floor had everyone’s full attention.
Attached are notes taken during group discussions that are an example of my active listening skills.
SEE EVIDENCE # 17
functions of group communication by
Hirokawa
of functions of group communication
(Hirokawa)
113. Student will show knowledge of techniques
regarding giving and accepting of feedback
114. Student will describe examples of giving HDF 290 N/A In HDF 290, we had plenty of projects and presentations, which received feedback from professors.
and accepting feedback. Attached are two rubrics where I accepted feedback on my preliminary speeches at the beginning of
the semester. From the rubrics, I learned what I did right and what needed to be improved for future
presentations. I accepted the feedback positively, knowing feedback makes for improvement. Later in
the semester, we were asked to give feedback on examples of outcomes. While following the criteria of
the rubric, I voiced and wrote down feedback to the class about what was needed to improve the
outcome. One comment was the lack of reference and connection the author had for the evidence
used in the outcome.
SEE EVIDENCE # 18
115. Student will show knowledge of the 7D
coaching model (Knott)
application of the 7D Model (Knott)
117. Student will show knowledge of elements
of a Crucial Conversation and steps to
maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118. Student will describe examples of
engaging in a Crucial Conversation
119. Student will demonstrate knowledge of HDF 413 SOLC In HDF 413 and during SOLC I learned how to facilitate and lead de-briefing discussions during
facilitation techniques retreats. As evidence I attached the agenda of the SAE retreat. To facilitate, you are a leader of a
group who is there to instruct and guide the group though dome kind of activity we prepared. You are
there to run the activity and answer any questions the group may have. While instructing you must
observe the groups functionality level and can adjust the activity by variations. Make sure you are
always observing the group on both an individual and group level, which can help guide the direction
for your de-brief. De-briefing is the part of the treat to talk about the activity, how it ran, what problems
arose, and what the group did well while completing the activity. My favorite de-briefing method is the
Captain, Crew, and Cargo activity. This brakes down the groups dynamic to represent what an
individual does for the group. It breaks down the leaders verses the followers and gives individuals an
idea what they do for the group. This can then be connected back to the groups organizations and see
if the patterns are the same. Most de-briefs spark discussions, which give a group more insight on their
groups functionality and goals. As a facilitator, it is your job to guide the discussion in the direction the
group needs the most work in and mediate if conflict arises. Other debriefing techniques include Chain-
link or Rose, Stem, Thorn.
SEE EVIDENCE #29
facilitation techniques
121. Student will demonstrate knowledge of de-
briefing techniques
122. Student will demonstrate proficiency of de-
briefing techniques
framing based on psychology and its use in
group facilitation
framing based on psychology and its use
in group facilitation
125. Student will demonstrate knowledge the
four frames of organizations, and the
meaning of reframing by Bolman and Deal
126. Student will describe personal application HDF 413 SOLC CLUB In HDF 413, we learned about the four frames of organizations. Attached, as evidence is the first slide
of organizational analysis using the four of the power point where we learned what the theory was. The four frames are the Structural, Human
frames of organizations, and breaking the Resource, Political, and Symbolic Frame. I’m using the SOLC organization and my experiences as a
frame / reframing (Bolman and Deal) member to understand the model.
Structural frame: these are the goals or objectives of the club. SOLC has a clear mission statement
that outlines the goals of the club. Also reviewing the entire SOLC constitution gives you a clear list of
the clubs jobs, division of labor, and the coordination and control, and the overall structure of the club.
We have a president, vp, treasure, secretary, and director in the club.
Human Resources frame: As a whole we are required to sign a contract/ constitution ensuring to
uphold the skills, attitudes, energy, and commitment the club asks for. We all recognize we need each
other to function effectively as a group. We are also an organization that serves at the need of others
and as members find meaning in helping other students and organizations on retreats.
Political Frame: The SOLC is made up of a diverse group of people coming from all walks of life. We
work together enduring our differences to function efficiently. When a decision needs to be made, as a
group we brainstorm and collaborate different ideas and vote on which would serve us best.
Symbolic Frame: Once again the goals, values and beliefs that hold the club together/ unites individual
members are seen in the constitution of SOLC. The mission statement provides us with clear
guidelines of what the club finds most important.
SEE EVIDENCE #34

127. Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
128. Student will describe personal examples of HDF 413 Presidents training and American In HDF 413, we discussed knowledge of organizing meetings, setting agendas, and leading meetings.
organizing meetings / setting agendas / Sign Language Club At the beginning of each class we go over an agenda, clearly organizing what will be doing for the
leading meetings meeting as well as important topics of conversation. Seeing the SOLC club meeting run with a well
written agenda, a leader to go over the agenda and discus topics of conversation, and the overall
organization of the meetings provide a great example of how things should run and how to do it
effectively. I also acquired knowledge of this when attending president meetings here at URI. I learned
how to set up meetings in a classroom on campus as well as how to recruit members to attend said
meetings. I also learned the requirements need to maintain my clubs membership. As the president of
American Sign Language Club I am in charge of determining the agenda for our weekly meetings as
well as our semester agenda, with some help form other members on the exec board. Attached are
pictures of me, as evidence, teaching and leading my club meetings. Every meeting I must teach
American Sign Language to a class of 30 or so students (depending on attendance). I stand in the front
as well as walk around the room to keep my members as engaged and entertained as possible.
Something I could improve on is making sure to plan my agendas far enough in advance, that I can
review and edit them prior to meetings to ensure we are covering everything we need. I also need to
get better at making sure I’m not missing important deadlines and meetings necessary for the club to
be active on campus. These mostly include president meetings and sign up deadlines.
SEE EVIDENCE # 19
129. Student will show knowledge of
Parliamentary Procedure
130. Student will show knowledge of techniques
for working with difficult people
using techniques to work effectively with
difficult people
132. Student will show knowledge of the stages
of group development (Tuckman/Tuckman
& Jensen, Bennis or others)
133. Student will describe personal examples of HDF 413 Group Project In HDF 413, we learned about different theories involving group development. During the large group

group development in use project in class our group followed Tuckman’s theory. Attached, as evidence is part of the group
(Tuckman/Tuckman & Jensen, Bennis or project. Tuckman’s theory says that groups move through predicable stages moving from an immature
others). state to a mature state. Our group acted immature when first discussion our project talking over one
another and not really listening to each other’s ideas. By the end of the project we were more mature
and able to collaborate efficiently. The four stages of the theory are
Forming: We had to decide who did what. I appointed myself leader in hope to prevent chaos and
confusion. I also tried to make sure everyone had a part to do as well as doing something they wanted
to do. We accepted everyone in the group and tried to make sure everyone was included.
Storming: While leading the ideas and divisions of labor discussion. Everyone participated and was
able to express their ideas. This is where conflict arose as people focused on unimportant parts of the
project and my monarch leadership approach had to change to a more collaborative approach.
Leaving this stage as a group was very challenging and took longer than the project itself.
Norming: After we finally agreed on a topic we were able to divide and conquer. The group of 11
divided up the tasks so we each could work individually to complete our parts. Our goals were clarified
and we became very task oriented,
Preforming: after goals and tasks were clarified the groups cohesion was high and we were able to
complete the project with fewer conflicts.
Adjourning: Stress and anxiety was felt throughout the project. We only had a week to put it together
and were never able to regroup as a whole until the day of the project. It was also Easter weekend so
everyone’s schedules were hard to match up. To be able to function we had to resolve all conflicts or
as a group we could not move forward to complete the project.
SEE EVIDENCE #31

134. Student will show knowledge of group roles
and how they contribute to group dynamics
(Johnson & Johnson; Benne & Sheats;
Knowles & Knowles; etc.)
group roles and how they contribute to
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136. Student will show knowledge of effective
memberships skills in groups
membership skills in use
Challenge and Support theory by Sanford,
and its relationship to organizations
139. Student will describe personal examples of HDF 413 SAE RETREAT In HDF 413, we learned about the Challenge and Support Theory. The basic idea of this theory is that
using the theory of Challenge and Support for growth to occur, a person needs a balanced amount of challenge and support as appropriate for the
(Sanford) task. I experience the theory during the SAE retreat when facilitating an activity. When completing the
activity of tubes I noticed the group was extremely high functioning for the original variation. The group
was not going to grow in the way they needed because the balance of challenge and support wasn’t
right. They had plenty of support for the task but not enough challenge. To help the group grow we
increased the challenge of the activity. By adding a harder variation to the activity the group was able
to have more of a challenge while maintaining the same levels of support. Once the challenge and
support were balanced the group was able to grow and overcome come conflict of completing the
activity with its new variations. Attached as evidence is the SAE retreat agenda.
SEE EVIDENCE #29

construction / elements of informative and
persuasive speeches
141. Student will demonstrate proficiency in
informative and persuasive public speaking
142. Student will show knowledge of planning HDF 290 N/A In HDF 290, classmates gave a presentation on the knowledge of planning and conducting interviews.
and conducting interviews (as the Attached in evidence, is the worksheet my peers used to help teach the class about planning and
interviewer) conducting interviews. They offered three pieces of advice to help.
1) Consult with a Subject Matter Expert
2) Prepare interview questions in advance
3) Focus on the interview during the interview
SEE EVIDENCE # 20
143. Student will describe personal examples of HDF 290 N/A For HDF 290, we had to conduct an interview for a presentation. To prepare for my interview I thought
planning and conducting interviews (as the of about 15 questions in advance to gather all the necessary information need for the presentation.
interviewer) Other than double-checking my questions to make sure they met the requirements of the presentation I
found it unnecessary to consult a SME for the purpose of this interview. Dressed to impress, I showed
up on time to conduct my interview with my questions, pen, paper, and a recorder to tape the interview
incase I missed something while taking notes. During the interview, I tried my hardest to stick with my
questions and only focus on the interview. This was quite challenging with Annie Kosar who would get
side tracked into another story as soon as she started speaking. But, after 45 minutes I gathered all the
information I needed and a little bit more because she was full of conversation and life advice.The
evidence provided is the final speech outline created after conducting my interview with Annie Kosar.
SEE EVIDENCE # 21
144. Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
145. Student will describe personal examples of HDF 290 Voc Communications class In both high school and HDF 290 we learned ways to prepare for an interview. In my Voc
preparing for and being interviewed communications class at high school, we used to have mock interviews with a variety of questions to
help us prepare for college interviews and job interviews. The constant practice made me very
comfortable whenever it came time to be interviewed. My most recent interview occurred for my current
job at the Groden Center, a school for autistic children. Attached is my old resume, which at the time
was printed on yellow paper to catch attention of the interviewer. It was a trick I learned in high school
to make myself stand out among other interviewees. Something else I did to prepare for my interview
was read up on the school and what my duties as an employee would be. Having this background
information on the school made me comfortable and confident to answer any potential questions I
could be asked. Being confident in your answers and during the interview was another important
lesson my high school teacher taught me because it sets the tone of your character. Also, confident
people are more attractive to future employers and are more likely to get the job compared to others.
SEE EVIDENCE # 22
146. Student will show knowledge of effective
collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)
working in collaboratives/coalitions
148. Student will demonstrate knowledge of HDF 413 SOLC Retreats In HDF 413 we learned about Intercultural Communication considerations to gain more respect for
techniques to communicate and engage in diverse groups of people. The following are intercultural communication skills.
difficult dialogues related to diversity and 1. Breaking assumptions
inclusion. Every community has ways of doing things with respect to their culture and traditions. However,

individuals should not assume that the way they communicate is universal and applies to all
communities they interact with.
2. Involvement of others
One should always ensure that members from other cultural backgrounds are involved in daily
communication in order to learn and understand each other’s cultures. Working together and
establishing rapport with members of other cultures breeds an ease and a closeness with them. This
gives rise to a common ground to understanding each other, the way each person communicates and
how they use non-verbal communication.
3. Empathizing with others
This aspect involves an individual putting him or herself into the position of people from other cultures
and trying to think and communicate in their way. A person will establish very quickly how key words
matter in communication and how such words are used without causing misinterpretation or
communication breakdown. Understanding people from their- perspective is the easiest way in which
an individual is able to learn how such a culture communicates.
4. Avoidance of “head mentality”: Though cultures can never be the same, people should always strive
to ensure that all cultures are treated with equality they deserve. Effective intercultural communication
will be achieved only when the individuals treat each other’s cultures as equal and not to feel superior
to another’s.
5. Dropping insensitive behavior The world is made up of thousands of cultures and traditions that may
share some views and ideas while others are completely the opposite. The differences range from
small differences in language use to broader practices and traditions.
6. Being wise: In general communication, maturity and wisdom are essential in enhancing effective
communication among individuals. It should be noted that, despite the existence of many differences in
cultures and traditions in the world, there is great need for developing maturity in the way we
communicate.
As evidence I have attached my Student Senate retreat agenda where I experienced Intercultural
communication skills. During the student senate retreat I observed Sam the head leader use examples
of intercultural communication. He used term like “y’all” instead of “you guys” because its more
respectful and considerate to the mixed group of people we were working with.
SEE EVIDENCE #32
Cite: http://www.simplywoman.com/ways-of-improving-intercultural-communication/
149. Student will demonstrate proficiency in
communicating and engaging in difficult
dialogues related to diversity and inclusion.
150. Student will describe ways to maintain
accountability in leadership / member
relationships
151. Student will describe personal examples
related to maintaining accountability as a
leader
152. Student will describe ways to build HDF 290 American Sign Language As the president of the American Sign Language club I am in charge of leading every meeting. In
relationships between leaders and Club meetings, I make a point to self disclose information with my members to build trust and connect on a
members deeper level. I learned in HDF 290 trust is one of the most important qualities a leader can have.
Attached I’ve included pictures of me teaching the club as well as a Facebook chat with one of my
members. She communicated with me in and out of meetings that built a relationship beyond American
Sign Language Club.
SEE EVIDENCE # 19 AND 23

building relationships with members as a
leader
154. Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader
building, maintaining, and repairing his/her
own credibility as a leader
156. Student will describe ethical standards in
influence
157. Student will describe influence applies to
leadership
158. Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship
mentoring and being mentored
160. Student will describe principles of effective
peer leadership, as well as problems
particular to peer leadership
161. Student will describe personal examples HDF 413 SOLC Meetings In HDF 413, during the SOLC meeting, I was able to lead as well as be lead by peer leaders. Peer
related to being a peer leader and being leaders led me, as they guided us through an activity of their choosing that could be used during future
led by peers retreats. To be respectful of my peers I listened closely as they explained the directions and variations
to the game we were supposed to follow. It’s hard being a peer leader as it’s hard to gain the respect
an adult instructor would have. It’s also more challenging to gain your peers attention when talking or
explaining parts of an activity since they may look to you as more of an equal that a leader. Attached,
as evidence is my activity write-up that I created as an activity I would use as a peer leader. When
leading a peer group though an activity I need to make sure I am loud and clear with my directions so it
runs smoothly. I need to keep my energy up to keep the group engaged so they not only enjoy the
activity but also understand its purpose.
SEE EVIDENCE #33

Leadership Development Journal Final

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Leadership Development Journal Final

Uploaded by

Copyright:

Available Formats

LEADERSHIP

Name: Cara Caputo

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 08/22/2017 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

 Leadership theory and

Leadership Inventory Revised 08/22/2017 5

Leadership Inventory Revised 08/22/2017 6

HDF: 412 outcomes:

HDF: 417 outcomes:

HDF: 492 outcomes (highlighted in pink) aka all of them

Leadership Inventory Revised 08/22/2017 7

Leadership Inventory Revised 08/22/2017 8

SEE EVIDENCE #55ADD Therapist contact

SEE EVIDENCE #24 ADD resource stress relieving activities

Leadership Inventory Revised 08/22/2017 10

SEE EVIDENCE #38

Leadership Inventory Revised 08/22/2017 16

SEE EVIDENCE # 6 New List

Outcome Category: Leadership Theories

Cite: https://www.mindtools.com/pages/article/newTMM_Taylor.htm and handout

SEE EVIDENCE #42

Leadership Inventory Revised 08/22/2017 23

Leadership Inventory Revised 08/22/2017 24

Leadership Inventory Revised 08/22/2017 27

SEE EVIDENCE #25

Leadership Inventory Revised 08/22/2017 30

Leadership Inventory Revised 08/22/2017 31

SEE EVIDENCE #26

Leadership Inventory Revised 08/22/2017 33

Leadership Inventory Revised 08/22/2017 34

Leadership Inventory Revised 08/22/2017 37

Leadership Inventory Revised 08/22/2017 39

Leadership Inventory Revised 08/22/2017 40

SEE EVIDENCE #34

Leadership Inventory Revised 08/22/2017 43

SEE EVIDENCE #31

SEE EVIDENCE #29

Leadership Inventory Revised 08/22/2017 45

SEE EVIDENCE # 19 AND 23

Leadership Inventory Revised 08/22/2017 47

You might also like