LEADERSHIP DEVELOPMENT JOURNAL file · Web viewLEADERSHIP DEVELOPMENT JOURNAL

Outcome Category: Self-Leadership

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice1. Student will demonstrate

autonomy and a minimized need for approval

HDF 291 Getting a loan in my own name, and buying my first carHDF 205

Coming to college was a huge step for me. I was excited, nervous, but in general I was curious as to how the next four years were going to pan out. Finally, being at college, meant that I will finally be able to do things on my own, make more of my own decisions, and start planning things for my own future. In my Spring semester of my Junior year, I decided to take HDF 291. In that class I truly learned a lot un the sense that I realized that I’m stronger than I am, smarter than I am, and realized more of my capabilities. Because of this class, I finally started telling myself “you can do more”. In the past, I repeatedly always had car issues, and It was always my parents who would help with it. This past summer, I finally got tired of waiting to find a car, and decided to email a Toyota dealership myself. In July I went to the dealership with my mom, with the faith in my loan from USAA. I already had a car in mind, test-drove it, and started speaking monthly payments. When we getting ready to finalize things, I called USAA and found out that there was a glitch in the system when I applied for the loan and was never supposed to get approved for as much as I did. Due to that I was back at square one, with no money, no down payment, and I was proposed with the option to take out my own loan. My mom simply told me that it’ be my decision, my credit, and my money that’ll be paying $201 a month and I did it. In that moment, I also remembered taking HDF 205 and learning more about what things can help and hurt your credit. So for somebody who had a credit card and cards for stores, I figured that having a car payment may show as more of a “real” payment. I thought of it I would be able to afford it or not, but also what the payments would look like later on my credit report. It’s so weird to say that a class was able to begin to build my confidence to do things like this but I did. I realize from this class that I was able to take chances, and do things for myself without the help or approval of my parents. Taking out the loan, and beginning to pay it for myself without my parents, and bettering my credit was a big step for me. I’m paying my own bills, and I feel great about it.

See Evidence #1

2. Student will demonstrate personal, organizational, and academic examples of self-discipline

HDF 291 BIO 103PSY 254

In HDF 291, I truly was able to learn the importance of learning from my mistakes. During my sophomore year of college, I think was the time that I found myself struggling the most in my academics, and it truly showed. I’m not the strongest in Sciences, and never really have been, so taking BIO 103, I tried to be optimistic, and with all my efforts, and tutoring and getting outside help, I still failed the class. With HDF 254, it was a different teaching style then I was used to and it really affected my learning, but I tried to understand that that’s what was bound to

Leadership Inventory Revised 8/30/2013 1

happen eventually. After a while, it was just a lot of outside influences as well that made my load harder and I struggled in this class as well. Fast forward to Senior year, when I’m looking at graduate schools, and realizing that for some, my GPA isn’t what they’re looking for, it was a lot for me to take in. I truly had reached a point earlier in this semester of feeling helpless and tried to question why I tried so hard to feel as though I may not even have a chance of getting LOOKED at by some graduate schools? However, that was the same moment that I told myself there was nothing in this world that could take away my love for education. I had a year left in undergrad and I promised myself id do everything I could to raise my GPA. I was able to self-assess and pay attention the weakness I had academically and decided to work on them instead Some of my classes were harder with more work, and I realized that that was something I just had to take on head first. I personally started writing more lists, I planned my work schedule a certain way to give me more openings for my class work, and took time specifically for myself to balance everything out. I realized that I have to recognize weakness but also appreciate my strengths in every aspect including personally, organizationally and academically.

3. Student will demonstrate the ability to manage emotions

HDF 290 RetreatPrevious Election

During our retreat for HDF 290, I think I finally realized how involved I had become in politics. I also realized how much I truly do view people as an overall thing rather than by certain situations. For the activity of when we had to place certain people under whether or not they were good or bad leaders, I actually found myself struggling for certain people. However, I also realized that I became more passionate about certain people when somebody would say they were opposite of what I had believed. Now in the type that respects everybody’s opinions, but I definitely think that activity proved to myself that regardless of my personal emotions I have to respect those of others as well. Now fast forward to the time leading up to the recent election. Being a woman of color, there were a lot of things that I heard and witnessed that truly disturbed me. I’ve learned to speak up against things that bother me because I know that my opinion does matter. However, with this election, I truly saw things that actually made me mad, and disappointed and hurt, and instead of going against my own values and beliefs on certain things and getting to a point of where I clearly could’ve reacted in an angry way, I chose to be calm. I chose to become more educated, I chose to accept others opines but still stand my own ground on mine. I was able to control any angry emotions I started to feel because I came to a point to where I had to step back and think about the overall issue here. The issue of fearing those around me started to change completely couldn’t and isn’t going to be resolved by any president elect, but had to come from the people around me. I controlled and managed any hurt feelings I had because I knew that not everybody has the same opines and that’s okay, and that it’s not my place to ever get angry but it is my place to state my opinion, to educate myself and others, and continue to stand for what I believe in regardless of anybody’s opinions or who runs this country.


See Evidence #24. Student will demonstrate

knowledge of stress management methods

HDF 450 Yoga classesMeditation

While taking HDF 450: Intro to Counseling, I realized a lot about counseling but also a lot about myself. I was able to think deeper into situations I went through as well as learn more ways to talk them out. Another big thing I learned was how stress can affect a person in many ways, even without us realizing it. Not only did we speak upon and learn ways to help others deal with that stress, but we learned ways on how to apply it to our own lives and decide what works best for us. Some things included exercise, writing, talking a walk, listening to music, breathing exercises, yoga, being more “in tune” with your own body and meditation. All of these things have been things I have tried, and some have actual worked better than others. The one thing that I did for the first time and continued to do it was meditation. It’s amazing what can really happen when you just take a few minutes to relax your mind and your body and feel refreshed. For me, writing and exercise are the other two things that truly have become beneficial for me. Meditation, writing and exercise all give me that feeling of relief and take weight off my shoulders. Each thing allows me that time to myself, where my focus is me and me only. My senior year truly has been a roller coaster and there were times I found myself overwhelmed, but being able to take a step back, it allowed me more opportunity to manage my stress and relax more many times.

5. Student will demonstrate the ability to manage stress

HDF 290 SB/LP/CS PaperCase Study: Inclusion in the WorkplaceTaking GRE’s

Coming into my Senior year, I had a lot of high hopes as well as expectations. What I didn’t full think out was truly understanding the work load I was about to put into my plate. It wasn’t that I couldn’t handle it, it was the fact that I didn’t believe in myself enough to believe I could. Almost a month into the semester, I had the Small business, local politics, & local community service organizations presentation; to be exact, it was on September 28th. This was also the time that I had become sick, and it took everything in me to go to class and present that day. I thought I had aught something from somebody I had simply interacted with previously, but it was actually due to the fact that I was already causing myself to become stressed. I had personally MADE myself sick, due to stressing, and it was a lot for me to understand, because I just always push myself very hard. From then, I had to tell myself, that regardless of anything, my health MUST come first. With leadership being a minor I had a limited amount of time to finish, I wanted to make sure each class involved was definitely finished with 100% of my efforts. As the semester continued, I started to feel more comfortable, and began to take each day, as it was. When it came to the first case study of family leadership, I found myself stressing again because it came off to me as one of the more difficult papers I would come across, and ended up getting an 83. Now it was great because I did it, but I still wanted to do better, and I knew my next chance was the following case study of Inclusion in the Workplace. While starting this paper, and finishing, it was the same time I started investing more time into studying for my GRE’s. So at this time, I was pushing myself to make sure I did better on this paper, while also having so much focus on my GRE’s. When I finished writing the paper, and finally turned it in I truly was able to take a deep breath and appreciate what I had done. I had reached a point of realizing that yes it’s very good to push


myself to the best that I can be, but none of it matters unless I’m taking care of myself. When it came time to take the GRE’s on December 5th, I had realized how much my mindset had changed from September 28th. This was one of the most important tests I’ll ever take, and I was finally at a place of being at ease. I had come to a point of understanding that there is a such thing as good stress, and that I have to allow it into my life and learn from it. I took the GRE’s with confidence, and actually did better than I had expected. Later on in that week, I also received my final case study back, and I received a 94. In the moment I realized what grade I was capable of, by simply taking it day by day, paper by paper, I was able to realize that there were better ways to manage stress. During this semester, I was able to gain the knowledge of realizing that my way of managing stress is taking things at my own pace, and simply believing in my capabilities. I do know I still stress with things, but I am now able to handle it head on, one day at a time, and I am okay with that.

See Evidence #3

6. Student will express a personal code of leadership / membership ethics

HDF 290 Throughout my leadership journey I’ve learned a few things about ethics. One main foundation I learned was the fact that you have to not only stick to it but act upon it as well. Due to that, I’ve been able to form my own personal code of leadership/membership ethics which is to be open minded, understanding, stay accountable, be willing to learn, and be able to work with others regardless of any differences.

7. Student will demonstrate practice of the personal code of ethics

HDF 433 NCFR Family Life Educators Code of Ethics

I want to be a counselor when I’m older. I hope to one day be able to have my own counseling center and homeless shelter and hopefully have my own nonprofit as well. One of the steps I chose to take was getting a certificate that could help me reach those certain goals. In order to get that certificate I had to take specific class, that just so happened to be HDF classes, and one included HDF 433; Family Life Education this class, we learn about a variety of things, including the Family Life Educations Code of Ethics, that come from various principles. From looking through this and learning about it, I realized a lot seemed to possibly make a lot of sense when it came to things I’d have to be aware of as a counselor. There was a lot involving respecting others, and other cultures, being aware of different, respecting myself and supporting a variety of people from different backgrounds. This truly got me to think of what my personal ethics were, things that I count negotiate on no matter what. I came to the conclusion of realizing that my own code of ethics included, being aware as well as respecting differences in cultures, identities, and people. I will continue to do the most I can to ensure safety, happiness, and loyalty between those I care about and what relationships/bonds I put my time in. I will continue to hold myself at a certain standard of having self-respect and appreciation, but also respect and appreciation for the world around me. I will always stay true to my own personal values, and refuse to go against them in order to give another person satisfaction.


I will put my time and effort in the promotion/building of diversity, respect, self-love.

See Evidence #4

8. Student will express a personal values statement

HDF 291HDF 290

I am a strong believer in appreciating the one life I was given because of the fact that I only get one shot in this lifetime. A lot has occurred in my life to make me thankful for the things I’ve been given and the people placed in my life. When it comes to what I value most in life, life is what something I genuinely appreciate with many aspects included. According to the VIA Character strengths, my top ten even included (in the order) gratitude, honesty, kindness, appreciation of beauty & excellence, fairness, humility, love, zest, teamwork and forgiveness. It was very interesting to me because when I personally thought about what I feel I hold the most value of, a few of those mentioned were included. With that being said, my values have a foundation that’s built upon my family, patience, love, kindness, happiness, and education. Along with my VIA Strengths, I believe my results from the Strengths Quests truly does represent the things I value, they included, ideation, input, positivity, developer, and empathy. I think they are able to tie into my VIA strengths and just deepen my core values overall. The reason being is because with all of those together, it builds a foundation for the rest of things in my life that are most important.

See Evidence #5

9. Student will demonstrate practice of the personal values statement

HDF 291 Being a GodmotherFamily/friends

I’ve always been aware of the aspects that are valuable to me, but before taking HDF 291, I never stopped to challenge myself to genuinely think about them and actually think about how I apply them each day. For a while now, I’ve started to make sure that the things I stand for and believe in, are carried with me in each moment of my day. Whether it be in an action, or a thought, or even a simply gesture, I believe what you believe is important should never dim regardless of the situation you’re placed in. I have noticed a few ways situations in which without necessarily trying, I personally kept my values in check. When it comes to family, they aren’t simply a value but a backbone of mine. From my parents to my cousins to my godson to my grandparents to my very close friends I consider family, I make it a point to make them know I care. Whether it’s a phone call or a text message or seeing somebody in person, or even just the simply thought of a family member, I make sure that my actions in some way can build towards being beneficial for them as well. Which leads to another value of education. I have a lot of dreams and goals in life that I plan to achieve within this lifetime I was given, and as my father always told me, “education is the key to success”, and I believe in that so very much. I want to further my education so that I continue to learn, that I continue to embrace different forms of knowledge, so that as I get older and I progress through life I can become a working woman and stand on my own two feet while being there for family who may need help to do the same. Overall, patience, love, kindness, and happiness I feel is the foundation for aspects of a


fulfilling life. In life you need to have patience within yourself as well as others, love yourself as well as others, be kind to others and definitely yourself, and trying to grasp your own happiness is key. I feel all of those aspects together can branch off into relationships, into your social life, into your drive and motivation and all can lead you on a path of greater things. For those reasons, they’re all a part of how I choose to live my life to get the best out of it. I’m on a path of finally doing what makes me happy and being okay with it. I’m learning more and more about myself, my strengths and my capabilities, all due the values I make an effort every day to embody. family, patience, love, kindness, happiness, and education

10. Student will demonstrate the ability to lead a project from start to finish (follow-through)

PINK Women I am currently in an organization called PINK. During the beginning of my senior year, I came up with an idea of planning something to show my appreciation to the organization and every woman in it right now. I started planning in about October, and did a “Touch the Line” event during one of our meetings. I decided it was a good way to get everybody to see that they aren’t alone with certain things they go through, and we’re truly more alike than we believe. During the Spring semester I decided it was finally time to go deeper into my plan, and held a photoshoot on different days. In the end it was meant to get each of the woman to feel beautiful and see it the way I did, and put it all into a power point. I also wrote out thank you notes with quotes for each PINK sister to show my appreciation. The whole idea was to make each woman feel appreciated as a woman, a sister and friend and to see their importance to me but also realize that they’re not alone. It was truly something I planned out almost all of my senior year and will presenting it in our final meeting. It started as me wanting to make a difference somehow and leave an impact before I graduated and now I actually know I will.

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

BUS 441 During BUS 441, we spoke a lot about leaders and what it means to be one. For a while, I had a much different picture of what a leader was. I thought you had to be a little more aggressive and have ability to demand what it is that you want. During this course, I realized that I am not that type of person, but I also learned that’s not the only type of leader there is. I learned in a single semester that I am a leader and I am capable of doing more than I gave myself credit for. I want to one day start my own nonprofit organization and open a counseling center and homeless shelter. For some time, I didn’t believe I could achieve this because I didn’t see myself as somebody who could take on that role, but once I started looking more into what the jobs would entail, I realized I could. I realized that I could achieve those career goals, because I was able to begin to work through my personal issues. I know there’s a lot to learn to reach the career goals I want so that will bring upon issues in the future. However, the issues in the community of homelessness, self-love issues and suicide/self-harm, are all ones I want to be able to help with. I have had personal issues that I work through and progress on each day, that I hope to help me towards conquering more of the career issues I will run into, that can eventually end up helping with the issues occurring in the community I live in.

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

BUS 441 During my freshman year of college, I expressed what goals I had for the future and a young woman at a career fair explained to me that her friend was on a


planned and achieved similar career path and went to graduate school for social work. My freshman year had barely begun; so graduate school wasn’t yet a thought of mine. As years passed I started becoming more and more set on the ideas of what it was that I wanted to do in my future. During the beginning of my Senior year, it was clear that I still wanted to go to graduate school, and it was explained to me that a Master’s program with Counseling may possibly limit me to only counseling, but a Masters in Social Work may give me more free space and expose me to more careers. I decided to narrow down the best schools and decide which ones I could possibly see myself attending. I narrowed it down to about six schools, took my GRE’s, did research on the MSW programs, visited some colleges, and began the application process. I had a timeline set out for me that I continued to stick to. However, within the past month I got the dreaded email from the MSW programs from Washington and Boston University that I was denied. Not getting in to a MSW program was not my plan, but if it were to happen, I planned on still taking non matriculating classes to still gain the knowledge I needed as well as be more engaged in community service. A short time after I decided upon this “Plan B”, I received my acceptance email from Tulane University. My Plan B was no longer needed, because I got into a graduate program that I realized truly had my heart. Now my planning has begun to revolve around moving to Louisiana, finding my first apartment, and continuing my education.

13. Student will show knowledge of the “Hierarchy of Needs” theory by Maslow

Previous knowledge This particular theory by Abraham Maslow, is one highly based of motivation. It’s able to explain how are actions are able to help us achieve certain things; to see what it is that motivates our behaviors. Hierarchy of Needs is split into five levels, that are represented in a pyramid. This is because it was Maslow’s belief that each individual has the ultimate goal and desire to be self-actualized, but must have basic needs met before that can occur, so as one moves up the pyramid the needs become more psychological. The five needs are physiological, safety, love/belonging, self-esteem, and self-actualization. At the lowest level, you have your physiological needs, which consists of physical requirements including food, water, and sleep. Moving up the pyramid, an individual move on to the next level of safety and security which includes that of health resources, and of their family. The third and middle section of this pyramid is love and belonging, explaining the emotional motivation for humans and things that can satisfy this need include friendships, family, even religious organizations and community groups. This level can help to keep ne away from feelings or loneliness and depression. Next, we have the self-esteem level, which describes how one has the need to feel appreciated, confident and valued. The final level at the top of the pyramid is describes as the “growth needs”, including things such as lack of prejudice, creativity, and morality. This level explains that people have the strong desire to achieve their full potential. At this level, an individual becomes more self-aware and more focused on their own growth rather than constantly worrying about what others may be thinking.

14. Student will show application of


Maslow’s theory to own life15. Student will describe personal

leadership style and/or personality style including strengths and weaknesses and examples of application (Sources = Leadership style inventories, the L.P.I., StrengthsQuest, Type Focus (MBTI), LAMP, and other career inventories, etc.)

HDF 290 Retreat Before the retreat, I was already aware of my VIA Strengths, but I think taking the Strengths Finder truly took it to another level. I already felt I was a genuine human, kind hearted, and very caring, but when it came to picking out which characteristics were my greatest strengths, it took me some time. According to the Strengths Quest, my top five strengths include positivity, developer, input, empathy, and ideation. Going along with how I view my own positivity, I believe I do my best to try and keep a positive outlook on things in my life own, but also help others try to do so within theirs. I try my best to be somebody that lets others know they can achieve the greatest things when they put their minds to it, and I already respect and appreciation any form of effort (developer). Due to my own personal life experiences, I find it very important for one to be able to put themselves in another person’s shoes, and take the time to truly understand what it is they’re going through, because we never truly know. (empathy). The world in general, humans on this earth, all of it truly fascinates me. It’s very fascinating to me to find out new things, and be able to figure out how things are connected in a bigger picture. (ideation). Lastly, I am a big person on creating and saving memories. I personal enjoy photography and have a hard drive with over 15,000 pictures I’ve taken or saved in the past. Along with physical aspects, I’m very interested in learning and being able to constantly collect more information and figure things out. (input).

See Evidence #516. Student will show knowledge of

the theory of Superleadership by Manz & Sims

BUS 441/ Peer help With the Super leadership theory by Charles Manz & Henry Sims, the goal is to help lead others on a path of leading themselves. The benefits of this theory include more self-confidence within the leader, higher development within their followers, a higher team performance, and the ability to have followers work independently in the “absence of the leader”. Working together, the super leaders are able to help educate others on the ways to help be self-lead. "Super-leaders establish values, model, encourage, reward, and in many other ways foster self-leadership in individuals, teams, and wider organizational cultures.

17. Student will show application of Manz & Sim’s theory to own life

BUS 441 Something that I truly take a passion in is learning and helping others to do the same, is self-love. A way that I am able to act on that is within PINK. I’ve learned that before you’re able to lead others in any way, you have to be able to take control of yourself. I have begun to teach myself the value of self-love and gaining more confidence within myself. Throughout the semester I took the time to let people know they’re worth it, congratulate them with school work, and let them know they are capable of accomplishing a lot in their life. After a while, when I would see somebody in PINK their faces would light up and they’d immediately say “I know, I’m a great human”, and just smile. It seems like a simple act, but my intent was to get people to take a hold of what their capable of and not let other people have the control of believing in themselves, and in even a school year I’ve helped. I’ve been told that I’ve changed peoples lives and built their confidence to want to and do more.


Outcome Category: Leadership Theories

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice18. Student will show knowledge of

the “Authority and Bureaucracy” theory of leadership Weber

HDF 290

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

HDF 290

20. Student will show knowledge of the “Scientific Management” theory of leadership by Taylor

HDF 290 The Scientific Management theory by Taylor is one with a main focus around build around the work place. The goal within this particular theory is to enhance productivity in the most efficient way. There is also the belief within this model that if one is to perform more efficiently and get their work done as a faster pace, their pay should increase as well. Within this particular model, there are 4 key principles; create laws and rules through scientific methods, recruiting and training individuals, divided the work among those individuals and managers, which will result in more support between the workers and the managers. If you are to think of this theory in a cycle, it starts with the recruitment which gives you employees, from their you train them to reach and follow the goals and rules in place. From there, provide the work to be completed to not only the workers but their managers as well, while creating an appreciation between the two which leads to more efficient workflow.

See Evidence #6

21. Student will describe personal application of the above theory (Taylor)

HDF 290 Hyatt Regency Activities Department

During the summer, I returned to my job at the Hyatt Regency in Newport and worked in the Activities Department. I was the only one who had been there from the summer before, so I became a key person in helping to train others there included my manager who was just two years older than me (which made it much easier!). Also, due to the fact that I had come back, I was awarded a raise as well. In this case, there were already rules and created, there were just some more added seeing how a lot had changed within the management and hotel as a whole. Once two more employees were hired, training began and since it was slower at the beginning the summer it got easier to train since there was more time and room for mistakes to be made before it got busy. Due to the down time in the beginning, the team got closer easier and was able to tackle the responsibilities together. Everybody had their own strengths and weaknesses but as a team, we were able to equally split the work because our manager saw us as equals among each other. Because of this and her attitude, we were able to establish more of a connection and more support one another. Also, together, we were able to perform more efficiently as well.


the “Management by Objectives” Leadership Inventory Revised 8/30/2013 9

theory of leadership by Drucker23. Student will describe personal

application of the above theory (Drucker)

24. Student will show knowledge of “Theory X and Theory Y” theory of leadership by MacGregor

HDF 290 Douglas McGregor’s Theory X and Y is a theory that represents two different management styles. According to McGregor, in the style of Theory X, the leader has the mindset of assuming employees aren’t naturally motivated. Due to this fact, it causes the leader to have a more controlling or forcing approach to the employees when it comes to getting work done. Because of that, the employees make an effort to actually avoided the work to be done because they don’t enjoy the work to begin with. With Theory Y, the leader is decentralized and, unlike a Theory X leader, has the presumption that the employees are already motivated. In this situation, there’s little to no control, because the workers are able to be motivated naturally through the ratification of their job and being educated on it. A main difference between the two theories that you see more of an authoritarian leadership style in Theory X, while in Theory Y, there is more of a participatory leadership style.

See Evidence #8

25. Student will describe personal application of the above theory (MacGregor)

HDF 290 In HDF 290, when we were learning about Theory X and Y, the question of which theory we believed was best came up. I personally had to think of my own values but also what style I would be more comfortable being under. I recognized that Theory Y would be the one I’d personally be involved in, but also saw that Theory X works. With Theory X, there’s an emphasis on control and tough management, which for some people serve as strict but effective style. For me, I prefer, and do have a boss, who is Theory Y. Under this, there’s more creativity and job satisfaction. At my job now, I thoroughly enjoy it, and when asked to do things, I’m never demanded or threated to do so. Along with every other employee, we each have to engage in the same tasks, get asked to do the same things regardless of who we are, and also have an open space to voice opinions and ideas. My boss follows more of a participatory leadership style; and even physically helps out with a variety of tasks during the day.

26. Student will show knowledge of the “Servant Leadership” theory of leadership by Greenleaf

HDF 290BUS 441

The Servant Leadership theory is one that embodies an individual being able to put others first, have the ability to listen to others previous to acting upon their own thoughts, is accepting of others, and has the ability to show empathy. With servant leadership, the idea of one wanted to primarily serve, is the first step, because this provides the individual seeking to be the leader. Within this particular theory, there are ten characteristics consisting of: listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth of people, and building community.


See Evidence #9

27. Student will describe personal application of the above theory (Greenleaf)

HDF 290 Future Goals For this particular theory, I believe wanting to be a counseling serves as this sort of leadership. As a counseling, a big portion of my work that I want to be able to be a part of, includes being able to be somebody who listens to my clients. I want to be somebody that they know will listen without any judgements, and listen to understand rather than to respond. Since empathy is one of my top strengths, I plan to utilize that in my future, so my clients with be able to understand that although I may not be in their exact situation, I do try my best to understand where they’re coming from. A big reason why I want to be a counselor is to be able to help others, and to help each individual get to a point of healing and bettering themselves as a whole. I want to be aware of the issues the individuals I come in contact with have, but also be able to raise awareness to help them as best I can. In the future I also hope to have my own non-profit organization to raise awareness about particular issues individuals face every day. I want to be able to persuade individuals in trying new things, look at things in a new light, and to gain more education on the world around them while also learning to love themselves even more. I want to be able to remain committed to helping each individual grow as a a person, and get to a place where they truly feel worth it. As a whole I would love to make an impact in my community by starting with individuals and helping them move towards becoming the best versions of themselves, and love the person they are.

28. Student will show knowledge of the “Principle Centered Leadership” theory by Covey

Principle Centered Leadership is practiced on four important levels of personal, interpersonal, managerial, and organizational. This theory includes the characteristic of continually learning, positive energy, belief in others, service oriented, leading a balances life, seeing success, viewing life as more of an adventure, being synergistic, and being able to cerise for self-renewal.

29. Student will describe personal application of the above theory (Covey)

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

Total Quality Management Theory, created by Dr. W.Edwards Deming, is explained through the 14 main principles. The main reasoning behind this particular theory is to help improve a business or an organizations success. The 14 points include

1. Creating “constancy of purpose”2. “Adopt the new philosophy”3. “Cease dependence on inspection”4. “Reduce total cost. Move toward a single supplier for any one item”5. “Improve constantly and forever”6. “Institute training on the job”7. “Institute leadership”8. “Drive out fear”9. “Break down the barriers between departments”10. “Eliminate slogans, and targets for the work force”


11. “Eliminate numerical standards”12. “Remove barriers that rob the worker of [their] right to pride of

workmanship”13. “Encourage self-improvement”14. Move towards “accomplish[ing] transformation. The transformation is

everybody’s job”https://deming.org/management-system/fourteenpoints

31. Student will describe personal application of the above theory (Deming)

32. Student will show knowledge of the “Visionary Leadership” (now often cited as “Transformational Leadership”) theory by Sashkin

33. Student will describe personal application of the above theory (Sashkin)

34. Student will show knowledge of the “Individuals in Organizations” leadership theory by Argyris

35. Student will describe personal application of the above theory (Argyris)

36. Students will demonstrate knowledge of the “4 V’s” theory of leadership by Grace (Center for Ethical Leadership)

HDF 290 The Four V Model of leadership created by Dr. Bill Grace includes value, vision, voice, and virtue, all in which serve a major role in ethical leadership. Value is able to represent the fact that as individuals we each have a group of values that are able to serve as a foundation of what we base our decisions off of and serve as a representation of ourselves. Vision is primarily how we are able to view the actions we make, but also be aware of how those actions can make a difference with those around us and in our community. Voice represents how leaders are able to project what their visions are in a clear way. Virtue Is actual the center of all the other V’s, representing that is truly is key that one is able to be engaged in good behavior while staying true to their core values. Within the 4 V’s there are also three elopements involved: service, polis, renewal Service, is being able to act on our values in a way that will also be beneficial for those around us. Polis is the action in which we are voicing our vision to others. Lastly, renewal is the act of continuing to be sure that our actions are able to be a representation of our values as well as our vision overall.

See Evidence #10

37. Student will describe personal HDF 290 HDF Curriculum I believe the biggest way this theory is able to apply is to the overall college Leadership Inventory Revised 8/30/2013 12

https://deming.org/management-system/fourteenpoints

application of the above theory (Grace)

Psychology, Leadership, Criminal Justice Minor.

experience. I personal have a strong connection to education. I believe that being able to go to school is an honor and a privilege most people do not have. I take pride in being able to come to a university to move towards graduating and accomplishing the goals I have set for myself. My vision with every class I take or anything I choose to be a part of is all pieces of my bigger picture. I want to be a counselor one day, so taking the classes to get certified, to gain as much knowledge as I can to do what I want add feeds into being able to make a change in the world. It is all able to build upon the fact that I want to be somebody to make a change in my community and make an impact in the lives of others. The best way I’ve been able to express my passions and my visions is through simply having set goals for myself. I may not know all the steps to get there, and I am figuring it out along the way, but I am still able to confidently express what I want to do and what I will be taking out of my undergraduate experience and hope to take out of my graduate experience. All of this combined aligns with my values and I know everything I do and will do will add into doing good for myself and the world around me. In order to achieve it all, I will engage in polis, and be able to voice my vision to others as I continue to grow in my life and career. With service, I will be a part of communicate service, complete an internship in the career field I want, and continue to be a person who helps others. Lastly, I will continue on the path I am going in order to achieve my career goals, and continue to take the necessary steps in college to make sure I have that foundation. Altogether each step I take will be building blocks of my values that help create my overall vision and goals.

See Evidence #11

38. Student will show knowledge of the “Situational Leadership” theory by Hersey & Blanchard

HDF 290 In Hersey & Blachard’s Situational Leadership theory, there is a representation of the fact that no single leadership style can serve all people. There may be some behaviors that are able to suit certain employees while others may not. In this theory, there is a strong emphasis of the two components of directive and supportive behavior. With directive behavior, it supports the actions of a leader being the one who makes a majority of the decisions including what things need to be done as well as when and how. This is fueled by the follower being able to take a hold of their own work. With supportive behavior, the leader does more of the opposite and is the one who acts as one who will listen, communicate, and be the encouragement for the followers. In this case, the leader’s behavior is fueled by how well the follower is able to function without as much of that natural support. A representation of this model is drawn out in the form of a quadrant with four leadership styles including directing, coaching, counseling and delegating; each in which are able to vary based on the leadership style and the task at hand. Each in which vary within the level of task behavior and relationship. Within this theory, it is emphasizing that a leader has to alter their leadership style based on the maturity that their followers are able to project. Based upon the follower and the task, the leader has to be able to alter the task and the relationship. If you have a follower who has low task behavior and high


relationship(counseling), the leadership style will differ compared to that of a high task behavior and low relationship(directing)

See Evidence #12

39. Student will describe personal application of the above theory (Hersey & Blanchard)

HDF 290 TLC Coffee Roasters At my current job, I personally feel as though I work perfectly fine with the leadership style my boss chooses. There of course have been times where maybe I didn’t agree, but in the end I of course knew to do what I was told as the employee. He’s interactive, will help when needed, is approachable and has a standard of getting things done and making sure the customers are taken care of and leave with the thoughts of coming back. Now for some of the new girls, who see how the older people interact and do things, it may come off that everybody just has the ability to do certain things or get away with certain things. My boss sees it as if you don’t know what you’re doing in the way that more experienced people do, you should ask and learn on your own. A new girl in particular, got in trouble recently for putting off certain tasks to get done at the last minute because she felt as though if the more experienced people could do it fast, she could too. Due to that my boss had to switch his leadership style a little and become more directive with her to get her to understand that when he asks to get things done it should get down at that time, before assuming that she can get things done at the same level when she’s still not as experienced. In that moment I did recognize the fact that the style of the leader in this situation, did depend on the follower because the actions she was engaged in cause him to approach the situation differently compared to how he would’ve with somebody who worked their longer.

See Evidence #13

40. Student will show knowledge of the “Relational Leadership” model by Komives, McMahon & Lucas

Relational leadership consists of individuals acting upon five concepts, that all take part in creating positive change. Those concepts include purpose, empowerment, inclusion, purpose, ethics, and process; process is the main concept. Purpose is clearl defining a common vision and working towards that common goal. Inclusion consists of recognizing each individuals differences, but making each feel equal and welcome through acts such as encouragement. Encouragement involves the act of being able to help other members reach their full potential. Ethics has a focus on the individual’s morals. The final concept is process, which is able to represent how the group is able to work together and towards that common goal through their actions.

41. Student will describe personal application of the above theory (Komives et al)

42. Student will show knowledge of Just to acknowledge the meaning of the word, constructivism is based on Leadership Inventory Revised 8/30/2013 14

the concept of constructivism observation as well as scientific study, that states how people learn. Through personal experiences as well as reflections of them, the individual is able to construct their own understanding and awareness of the world around them. I’ve been able to understand this best when I relate it to education and different relationships. With education, you learn by example a majority of the time and being taught, but you can learn best within your personal experiences and being able to act on them. With relationships it’s the same way just a different context. Whether its friendships or intimate relationships you learn what does and doesn’t work for you once you genuinely have experience with them. Overtime for both, your able to apply the things you learn into real world situations, to broaden your personal knowledge of the world around you as well as the people you interact with.

43. Students will describe personal examples of implementing constructivism

I have been able to take what I’ve learned about constructivism, and recognize that I have acted within this model more times than I’ve taken the time to acknowledge. The most recent and one of the most impactful was specifically was HDF 291. I’ve grown up knowing who I am, and have embraced more knowledge about where I come from. Coming in the beginning of the semester and learning what woman of color is, learning how others deal with issues in their everyday life, learning that I am not alone in the things I go through have become very relieving. As weeks went on in this class, each Tuesday and Thursday I gained more knowledge about the foundation of many of the issues I’ve known about and learned about more. For example, I never once was asked how I genuinely define myself, and with this course I was challenged to realize that how I identify truly may not always be necessarily accepted by another person. With that being said, I was able to realize that that’s how it’ll be in many aspects of my life. I never took the time to sit and understand how many obstacles and stereotypes are against me, until I took the time to realize how others within my race deal with everyday life. I never noticed the genuine impact of colorism, never understood how deep race issues run in the world. One of the biggest things I have to experience and reflect never took the time to sit and think of the deeper issues behind transgendered woman of color either. This course specifically challenged me in various ways, which caused me to experience different feelings and emotions about issues in the world. My perspective on issues of color grew as well as changed for the fact that I constructed more knowledge and understanding of the world around me, by experiencing as well as reflecting on

44. Student will demonstrate knowledge of experiential learning in leadership development (Kolb)

Within Kolb’s experiential learning, there are four stages of learning, that include four learning styles. The four stages one must go through to have effective learning include

1. Concrete experience (CE) : actually doing or having a particular experience2. Reflective observation (RO): reviewing or reflecting upon the experience3. Abstract conceptualization (AC): concluding or learning from the

experience4. Active experimentation (AE): applying what you’ve learned to get results

Within the circle of the learning, there are the learning styles are able to be represented into a chart with continuums. ON the left to right axis, it consists of how


we approach a task with the processing continuum. On the up/down axis, there is our emotional responses called the perception continuum.

1. Diverging (CE/RO) : these types of people are able to perform better in situations that enable them to come up with ideas and gather information. They also tend to be more emotion driven and use their imagination, while also enjoying working in groups so they’re able to see different points of view.

2. Assimilating (AC/RO): These people will prefer things based on a logical foundation. There is a smaller focus on those around them and more focus on abstract concepts and theories.

3. Converging (AC/AE): People with this learning style prefer the technical aspects, like to experiment with fresh ideas and prefer to figure out the answer to problems and questions.

4. Accommodating (CE/AE): People with this style prefer more hands on activity, with decisions based more on intuition rather than logical thinking. There’s more of a push towards going with your gut feeling when making decisions.

45. Student will describe personal application of experiential learning in leadership development (Kolb)

46. Student will show knowledge of the “Social Change Model of Leadership Development” by Astin et al

HDF 290 The Social Change Model of Leadership Development is geared to helping those who may not hold the traditional leadership role, incorporate leadership concepts to move towards a positive change through the process of the model. This particular model hopes to strengthen pones self-knowledge, and personal skills. Within this model, there are 7 C’s, all in which one must be able to accomplish before progressing towards the final 8th C, which is change. The 7 C’s are ideals within the model broken down into individual, group and community and societal values. The 7C’s include: consciousness of self, congruence, commitment, collaboration, common purpose, controversy with civility, and citizenship. Consciousness of self, congruence, and commitment all help one move towards change individually. Collaboration, common purpose, controversy with civility work towards change through the group. With the community/societal, citizenship helps to move towards change. Consciousness of self is being able to be aware of your own beliefs, values, attitudes and emotions that are able to be the motivation behind and individuals’ actions. Congruence means regardless of the circumstance, that one is able to remain constant with their own values, beliefs, strengths and limitations (which goes hand-in-hand with consciousness of self.) Commitment stands for the energy being an individual’s act of serving, and that in which drives the collective effort. Collaboration represents leadership being a group process, and being able to explore a variety of values, ideas, and identities. Common purpose is being able to work with similar values and aims. Controversy with civility represents the clear


differences within the group that are able to be acknowledged as well as resolved through open communication. Citizenship is actively participating to better the community. Altogether, the 7 C’s act as stepping stones towards the final 8th C of Change of one being able to be involved in creating a better society for themselves as well as those around them.

See Evidence #14

47. Student will describe personal application of the above theory (Astin et al)

HDF 290 My Life (21st birthday) Over time, I have realized that it’s possible to put myself first sometimes, and still be able to care deeply about people/things around me. Without even realizing it completely at first, I was able to realize that I was already engaged in the Social Change Model through this year (2016). Due to a handful of events surrounding my 21st birthday, I was able to really be tested on my values, my beliefs, and my emotions, while being true to them with my actions. It was situation of my best friend having a conflict with some family members. I have strong ties to my family, while also believing in loyalty and honesty in friendships. (consciousness of self) Along with that, I was also able to truly put my beliefs, values and strengths in action when I had to step away from that particularly sticky situation, take deep breath and remember that regardless of what goes on, my actions will always affect me the most(congruence). With my actions, I was stay committed to my values, and personally came to a compromise that I have to respect both sides, and for the issue at hand, I removed myself from continuation of any possible issues, to be able to continue the strong relationships I had with both sides. (commitment) With collaboration, I had to step up in the situation and speak to both sides, and recognize the behaviors of my best friend and my family members, as well as make the steps towards understanding everybody’s perspectives and why they had them. For the common purpose, as simple as it may seem, it came to the conclusion that regardless of their disagreements, the most important thing was me being able to enjoy my birthday and the weekend without having to deal with any negativity at the time. With controversy with civility, we were able to recognize the differences, seeing as how both sides had something to be upset about, but were able to be accepted but also able to move towards a consensus on a resolution. With citizenship, while it may not refer to many people, my friends and family are still an apart of my community, so being able to work towards bettering that conflict, ad practicing good citizenship became the goal to be achieved. In doing so all together, going through each of the 7C’s within that time frame, as it still continues, the end result is the 8th C, with being able to make a change. This change refers to myself personally and the relationships I have with others, and how that affects more than just us in this particular situation.

See Evidence #14


48. Students will demonstrate knowledge of the “Leadership Identity Development Model” by Komives et al

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

50. Students will demonstrate knowledge of the Strengths-Development Model by Hulme et al

51. Student will describe personal application of the above theory (Hulme et al)

52. Student will demonstrate knowledge of behavior theories of leadership from Michigan and Ohio State

53. Student will describe personal application of the above theories (Michigan & Ohio State)

54. Student will demonstrate knowledge of Charismatic leadership

BUS 441 The Charismatic leadership entails relying on ones “charm and persuasiveness”. Individuals who can be describe as charismatic leaders include Martin Luther King Jr,, Mother Teresa, and Ronald Regan, The main drive behind this particular leader is their commitment to their cause. This leader can often be seen as similar to a transformational leader, but the major difference is the fact that the charismatic leader has a main focus on improving the status quo rather than following a path to their own viewpoint. The leader’s personality is a focal point, seeing as how charismatic leadership involves good communication skills, being sensitive to the needs of others, and being cohesive.

55. Student will describe personal application of the above theory

BUS 441 I have not yet fully adapted to this form of leadership, but after learning more about it especially in BUS 441, it is a style that I believe I am most similar to. The fact that I have a commitment to helping others in various ways, have been consistent with that need, as well as wanting to be a counselor one day I believe falls under this type of leadership. I am aware of the goals I want to achieve as far as my career, but I have a passion in being able to improve things as a whole rather than just sticking to what it is that I want. I have improved on communication as well as listening skills, one of my strengths is empathy which I believe adds to being sensitive to the needs of others, and I am able to be very cohesive. To be a counselor, to help others, I believe that adapting to the charismatic leadership style is and can be very beneficial.

56. Student will demonstrate knowledge of contingency


approach to leadership by Fiedler57. Student will describe personal

application of the above theory (Fiedler)

58. Student will demonstrate knowledge of Path-Goal theory by House

BUS 441 Leadership by Peter G. Northouse

The Path-Goal theory serves as a representation of how leaders have the ability to motivate their followers to become more softies with the work they are completing and create more effective performances. This theory is based around the facts that an individual will continue to feel more motivated if they feel they are good enough to complete the task, are under the assumption that their work will be awarded, and if they feel as if their efforts serve some sort of value. Path-goal theory consists of three main components including the behaviors of the leader, the characteristics of the followers as well as the tasks. The main leadership behaviors in this particular theory include directive, supportive, participative, and achievement oriented. Each of these are able to provide the leader with the tools to give the follower assistance and coaching along the way. The directive offers guidance, supportive provides more nurturing behaviors, participative offers more mutual involvement, wand achievement oriented offers challenges for the follower.

See Evidence #15

59. Student will describe personal application of the above theory (House)

BUS 441 In the beginning of the Fall 2016 semester, I was very interested in my PSC 388 class. After a few weeks, I of course remained interested, but starting realizing I was struggling around the first exam. I did my best, but ended up with 56, a grade that I didn’t feel represented that as well. Due to that, and my continuing struggles of certain concepts, my professor seemed to take notice as well, so I made an appointment to meet with him outside of class. During my office hour appointment, he provided me with tips to remember the information but also with tips on how to apply the information. From there he also gave me tips on what things he felt I had a control on so pointed me to which things he felt I needed more time focusing on. He was able to create certain goals I should meet, and which directions I should take in order to meet those goals. For me, I recognized studying more and keeping what he said in mind as the efforts that would reward me with a better grade in the class. As the leader in this situation, my professor provided me with supportive leadership behavior. He was able to specifically point out things he noticed, and was able to communicate effectively about his suggestions. Altogether, he was able to provide the guidance of specific topics, support, and I ended up with an 80 much better grade then the two previous exams given.

See Evidence #16

60. Student will demonstrate


knowledge of Leader Member Exchange (LMX) theory


62. Student will demonstrate knowledge of Leadership Substitutes Theory


64. Student will demonstrate knowledge of Models of leader emergence

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

66. Student will demonstrate knowledge of Chaos approach to leadership by Wheatley

67. Student will describe personal application of the above theory (Wheatley)


Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice68. Student will demonstrate how

cultural anthropology / paradigms relate to leadership

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

70. Student will demonstrate knowledge of the “Cycles of Socialization” (Harro) theory and its uses in leadership

The cycle of socialization is a cycle in which we are born into. Within this cycle, we do learn the how very complex oppression actual is. In this cycle, we learn we are born into this world with our mechanics already decided for us; whether by family, peers, that all shaped our expectations, and even our values. While we become socialized, these become reinforced or swayed by different parties from culture or different institution. Form here, we are involved with rewards and punishments, privileges, discriminations that lead to feelings of silence, anger guilt, crime or even violence. With these feelings we either act on change and educate others, question things, take a stand against something, or we do nothing make no changes and fall into societal expectations, which then brings us back to the beginning of prejudices , the traditions and belief that things are meant to be the way they are.

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

The biggest way in which I have realized and tried to get myself out of the cycle was built on my identity. Born into this world, I was already branded with the labels of a girl, Puerto Rican, Jamaican, a child born out of wedlock, and even not in a high class family. My parents placed my ethnicity naturally upon me, and the areas I lived in reinforced that. However, the peers around me began to build into my head that I was going to end up into the group of the young teenage mother before my Quince date arrived, or a “ghetto girl”. I’d see it on television all of the time, that the woman I resembled had to be sex objects or had bad attitudes, that I had to dress a certain way, like certain music, enjoy certain things, that I began to realize didn’t match how I viewed things. I didn’t want to be sexualized, I didn’t want to be a teenage mother, I didn’t want to be disrespected for my body I wanted to be respected as a human. As I got older I reached the stage within the cycle of realizing my privilege, realizing that I can feel empowered, that I had a control with my beliefs, values and my voice. I realized that my personal values were important and I had a right to act upon them. I do remember times such as being bullied, being overweight, being insecure in which I was stuck in or repeated this cycle of socialization due to the fact that I was easily encouraged by the world around me. With difference experiences, I began to feel (once becoming knowledgably about this cycle) that I was able to progress rather than beheld back within the cycle of socialization. I have recently begun to move past the stage within the cycle that had the possibility of resulting in anger, silence, stress, violence, or hatred. I’ve been able to step into advocating for change, been able to question things, interrupt what I don’t see is right, I’ve been able to educate myself, been able to reframe my mindset to becoming more positive in various


aspects of the world as well as within myself. I have been able to think for myself, create my own outlook, been able to be genuinely happy and not sit back and not believe my voice was worth hearing.

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

This theory is represented by a cycle, but an individual is able to begin at any point within the cycle and the main point of the Cycle of Liberation by Harro is to be able to create social change. An outcome hoped to be gained from within is liberation from oppression. There are several aspects of this cycle which include:Waking up: cognitive, critical thinkingGetting ready: empowering yourself through education, gaining tools, undoing privilege and oppressionReaching out: speaking up/out about injustices, gathering others to do the sameBuilding community: working with others who are similar and different from you, being able to question roles/structures Coalescing: organizing, creating action plans, educating others, brainstorming Creating Change: creating policy, new cultures, being able to take on leadership rolesMaintaining: spreading hope, encouraging others to act upon their dreams, taking care of yourself and those around you

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

74. Student will demonstrate knowledge of the “Configuration of Power” (Franklin) and its relationship to leadership

75. Student will demonstrate personal application of the “Configuration of Power” (Franklin)

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

The way one identifies can vary in many different aspects. Each of which that have given researchers knowledge about how identity issues are set. With examples such as Cross, Helms, Ferdman & Gallegos, Kim, Horse, and Wijeyesinghe, that is specified very well. Cross and Fhagen-Smith, developed a model of Black Identity Development that included six sectors. These sectors included infancy and childhood in early black identity development, preadolescence, adolescence, early adulthood, adult nigrescence, nigrescence recycling. Helman had a model of white identity development that included both the development of color as well as white people. For white identity development, it was split with two phases; abandonment of racism and evolution of nonracist identity. Rowe, Bennett and Atkinson developed the white racial consciousness model that built a response to concern within the white racial identity that incorporated Helm’s model. Ferdman and Gallego’s Model of Latino Identity Development, which included six orientations of Latino-integrated,


Latino-identified, subgroup-identified, Latino as other, undifferentiated/denial, and white identified. Kim was able to develop the model of Asian American Identity development, which consisted of five stages including, ethnic awareness, white identification, awakening to social political consciousness, direction to Asian American consciousness, and incorporation, Horse developed the Perspective on American Indian identity, which consisted of one’s knowledge of their native language, consciousness of their heritage, and the consciousness of their values and respects. Regardless of the race, I’m able to recognize various identities, whether it be in my friends or my family, there’s always different identities around me and different developments individuals may have gone through.

77. Student will demonstrate personal application of model(s) of racial identity development above

Personally, I identify with more than one race, how ever one model specifically was one that I was able to connect with. The model in which I was able to connect the most with was Ferdman and Gallego’s Model of Latino Identity development. I can clearly recall at the beginning of the semester when we first touched upon racial identity, I wouldn’t have chosen this model, I’ve been able to deepen my thoughts on the subject and did realize that this was one that did apply to me. In the sense that Latino’s represent a variety of skin colors, different identifications, and different factors contributing to that, definitely sparked my connection. I personally did have issues understanding that there isn’t one set “type” of Latina, that it was okay for me to be mixed and still proud of my Puerto Rican roots as well. I realized the differenced over time that everybody can be their own version of a such a complex ethnicity. I was able to fall into the orientation of Latino as other, for the fact that I didn’t always know specifics, but did mesh well with other people of color for the fact that physically I “looked like everybody else” I was able to. As I got older and became more aware of different things, I felt myself have moments in Latino-identified, but especially after class discussion and having more of an explanation, I have genuinely found myself within the orientation of Latino-integrated. I am also Jamaican, however, this model in a way was also applied to me finding my identity with being mixed. I’ve pushed myself to do more and can now challenge racism in a healthy way and I “understand the racial constructs that exists in the United States” (Evans, Forney, Guido, Patton, & Renn, 2010) and I can and am able to mesh both races within identity with others I’ve encompassed. I’ve been able to mesh my identities to find myself, and being to focus on who it is that I want to become.

78. Students will demonstrate knowledge of McIntosh’s theory of privilege and its relationship to leadership

HDF 291 Personal ExperiencesBUS 441

Peggy McIntosh described “White privilege as an invisible knapsack”. Within this theory, it is expressed that having this privilege gives you the idea that you want others to be more like you. Falling under that privilege are certain actions such as being able to move to another home/neighborhood without the worry of it being affordable, not having to worry about being harassed at shopping centers due to your skin color, seeing your race represented in the media, knowing for certain that your children will have the right materials to succeed educational due to their race, not having to speak for the entirety of your own race. Within this theory it explains the things that people who are seen as people of color or minority (in the sense of primarily White populations), may have to deal with these situations compared to people who never have.


79. Student will demonstrate personal application of McIntosh’s theory

HDF 291 I am woman of color. I have dealt with many prejudices and unnecessary events happening just because of the color of my skin, but I also understand that not everybody has had those same experiences. My step mother is White, and while talking about race issues one day with her she explained one of the first times she felt as if she was in my fathers shoes. My father went to the mall to return a pair of shoes, and they were a bit more expensive I guess, but they were for a wedding and he wanted to look nice. While in the store, my father explained that he was being followed by an associate who proceeded to tell him that he could probably find something “better fitting his financial needs” in a store like Payless. My father simply expressed the store fit his needs perfectly fine, but continued to leave the store. After telling my stepmom, they decided to go into the store the next day, and she explained that as soon as she walked in she was greeted, asked if she needed any help and was treated very kindly. The same employee from the day before was there and my stepmom asked why it was she was treated so differently from her husband the day before. The employee of course was confused until my father had entered the store. Both my stepmom and father left the store and never returned. My stepmom explained that it was such a simple thing such as getting shoes, but it was turned into such a bigger issue. The fact that my father was simply a different skin color changed somebody’s whole perspective, and that was something my stepmom never had to deal with personally. Its situations like that that bring people to get a glimpse of the things that some people encounter, but it takes a situation like that to get a bigger picture because you’re seeing it physically happen in front of you. I think just being aware of the world outside of your own can truly make a difference when it comes to McIntosh’s theory.

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

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

A change agent in an individual who can serve as the catalyst for change. The characteristics of a change agent include one being able to communicate effectively amongst others as well as have a clear view of their vision, be patient and determined, be able to speak up against the “tough” situations and raise questions, be able to lead by example, and be able to build a foundation of trust for relationships. These individuals are able to motivate themselves, have passions within themselves and have the skill to understand others. A major component of being a change agent is those around them and the environment they are in; without the success or progression around them, their job can’t act as successfully.

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

83. Student will create a personal code of inclusive leadership

Self Learning Inclusive leadership is acted upon by equality of each individual within the organization/environment. This helps each individual feel as though they are


genuinely valued, respected, and thy can and will be heard. Because there is a stress on equality, I believe a strong component would be that of remaining open minding and understanding; one being able to listen to understand, not simply to respond. This was brought up in my BUS 441 course, and I was able to relate it to being in PINK. When it comes to my own code of inclusive leadership, I believe it’s important to remain humble and open minded, to be a leader that serves as an extra help and extra motivation to allow others to feel included and valued. In order to be successful, the differences need to be recognized but not focused on, it must be a goal to progress together as a whole not count out others ideas and feelings.

84. Student will demonstrate knowledge of the “Model of Intercultural Sensitivity” by Bennett and its uses in leadership

Self Learning In this particular model, Bennett is able to highlight how an individual is able to see, think, and interpret what’s occurring in the world around them “from an intercultural perspective”. This is represented through six stages. 1.Denial: an individual is not able to recognize the cultural differences around them2.Defense: an individual is not able to recognize the differences, but views them in a negative light3.Minimization: an individual sees their own values as greater than those of others due to the lack or recognition the “projection of their cultural values”4.Acceptance: an individual is able to realize basic behaviors may mean different things across various cultures5.Adaptation: an individual is able to analyze and evaluate their behaviors and can begin to adapt to those of other cultures. 6.Integration: an individual is able to shift and deal with a variety of issues of identity

85. Students will demonstrate personal application of the “Model of Intercultural Sensitivity” by Bennett

Self Learning Growing up, I was expose to a variety of cultures. I think I was able to move through these stages as I got older. At a very young age, I wasn’t able to understand cultural differences, because I hadn’t gained the knowledge of them. As I began to understand more about culture, I began more defensive with my own, it was much more of a prideful stance, but I realized that the way my cultures may mesh together or stand separately aren’t going to have the same components of everybody else’s culture. As I went through grade school, I believe the community I lived in had a lot to do with certain thoughts I portrayed because my parents would stress the fact that being Puerto Rican and Jamaican doesn’t take away from my importance. Growing up my father would even tell my sister and I” you’re going to face prejudices, but the color of your skin makes you strong”. It was instilled that I can be anything and nobody is “better “than me because there was a sense of equality, but being so young I had to learn to project that in a respectable way. I was able to move onto acceptable once I was able to truly recognize racial issues that were occurring around me. I always saw my parents and stepmom for who they were personally, not based on their skin color or culture. My mother is Puerto Rican, my father is Jamaican, and my step mom is White. Being a part of different cultures really instilled in me to be open minded to others values and cultures because I was able to witness so many varieties. Moving onto adaptation, it truly came out when it came to being with different sides of my family. It was just the dynamic of my family that


would vary, down to the food, the language, the actions, all varied. The way my mother’s side of the family would communicate was different than that of my father’s side or when I was with my step family, just because there are cultural differences, but it never became an issue for me, it was more of something I took pride in. I’m able to integrate and carry myself in my own way that allows me to adapt to who it is I’m around while still remaining true to who I am.

86. Student will demonstrate knowledge of the ally Action Continuum by Griffin & Harro

87. Student will demonstrate personal application of the Action Continuum by Griffin & Harro

Outcome Category: Critical Thinking

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice88. Student will show knowledge of

principles of critical thinking (logic is used in this minor)

89. Student will demonstrate proficiency of critical thinking

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

91. Student will demonstrate proficiency of metaphorical analysis to critically analyze self and leadership situations

92. Student will show knowledge of at least five decision making methods

I have been faced with many instances in which I had to made serious decisions. During those particular times I have to be able to go about it by using various methods to make the best or most beneficial one. One course in which I believe stressed various decision making methods was HDF 290, especially with our various case studies and emphasis on the fact that each person can have their own way of making their own decisions. With various discussions and activities, things that I would think would be common to think of would be proven to be complete opposite of ways others may come to a conclusion and that truly strengthened my critical thinking and decision making skills. Ways people can come to the conclusion of their decisions include basing it off factual evidence, personal emotions, personal intuition, what if scenarios and even input of


those around them. I was able to compare this with a fellow student who explained the seven step model. This particular model consists of the following steps

1. Recognizing the problem or the decision to be made2. Figuring out what facts and information will be needed to making that

decision3. Analyzing the situation4. Formulating possible outcomes and valuating any alternatives5. Weighing out your options6. Deciding upon and acting on a decision7. Evaluation of the decision made

93. Student will describe personal examples of having used five decision making methods

It may seem like a small ordeal, but a financial decision that I have to make is purchasing a new car. Mine currently has a big of issues, and seeing as how I will be moving to go to grad school, its important to me to have a reliable means of transportation. Making the decisions to purchase a new car is big for me in general, seeing as how my credit score can have some improvement and so can the amount of money I have saved. I was able to go through various steps within the decision making variety of methods, but the first was developing a plan of action to save more money to eventually utilize as a down payment as well as increase my credit score to help with the process. I decided on getting a second job to receive an extra source of income, and am considering a third for a summer. It’s my last summer in Rhode Island, and making the sacrifice of that time after graduation to work and save money seems like a more realistic decision. I have a few little credit cards for places such as Macy’s and the Exchange on the Military base as well as a USAA credit card, paying those on time and even going over the minimum has seemed to boost my credit score even within the past few months. Since January, my credit score has gone up 27 points, and it may be a low number but still an accomplishment for me personally. I realized that the sacrifice of less spending or going out has helped me save more money and not have as much of a financial stress. I weighed out the different options of whether to work close to home and save on gas money or work in Newport to go back to a job in an area that’s a bit more touristy and can possible be more beneficial as a waitress. I’ve mapped out different plans to see which would be more beneficial, which plans would allow me to save more money as well as keeping in mind my sanity and personal health between working possibly three jobs in the summer. I have decided upon keeping two specifically and working maybe one to two days a week or be on call for the job at the coffee shop I have at URI seeing as how I make tips and get paid weekly, compared to Kohl’s which runs biweekly and the hotel which may possibly do the same. Altogether, being able to be financially educated and save more money can help pay bills, give me a cushion, help my credit score and move towards getting a more reliable car as well as an easier transition when I move to New Orleans.

94. Student will show knowledge of at least five problem solving / conflict


management methods, as well as understanding the roots of conflicts

95. Student will describe personal examples of having used five problem solving / conflict management methods (if student has been trained in mediation, that information goes here)

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

As a leader, you learn to analyze, criticize, synthesize and utilize information. When it comes to analyzing, you have to be able to analyze with a clear mindset. It can’t simply be your own needs being satisfied because it has to be beneficial for those around you as well. In courses such as HDF 290, when it came to the case studies, the head of the households in the situation we were given had to come down to making decisions that will help benefit them as well as their family, and be helpful in the short and long term. Criticizing information as a leader requires a bit more of you. You have to be able to learn skills and techniques that’ll help you be able to be honest about the information and remove biases. Synthesizing a situation goes hand in hand with realizing the importance within the information, being able to weed out what is and isn’t relevant to your leadership style and your action plan. Finally, utilizing your information has to be done in a professional and well thought out way. You have to be able to use the information you were given to make clear decisions that others may not have the power to make, and make those based off of clear facts rather than assumptions.

97. Student will demonstrate knowledge of leadership that is used in crisis

BUS 441 Group Presentation: Crisis Leadership November 8th,2016

In BUS 441, after a few weeks into the semester, each student had to be in a group to present a topic in Leadership. On November 8th, thegroup that was presenting that day chose the topic of crisis leadership. I was explained that crisis leadership is the act of an individual being able to take the reins of a situation in the time of a crisis, and having the ability to guide your followers through that crisis. In order to lead in a crisis one must first assess the situation as whole. This is to be able to know what you’re dealing with in the first place. From there you are to act as quickly as you can in order to attack the crisis, but you are to do so without being careless. This allows you to be able to engage in more controlled actions. Next, you have to communicate with your followers how severe the crisis is; you want to be able have them know what’s going on. Then you should take control of the situation and move towards being able to elevate the crisis as a whole. Lastly, you want to fully adapt and react in order to take care of the crisis at hand.

See Evidence #17

98. Student will describe examples of leadership in crisis situations

BUS 441 Group Presentation: Crisis Leadership November 8th,2016

I work at a coffee shop, and to many people, unless you work at a coffee shop, you don’t understand the severity of only knowing English, having a lunch rush, and the next customers in line speak 99% Spanish, and understand about 5% English.


TLC Coffee Roasters Close to the end of Spring 2016 semester, I was in the middle of preparing coffee during the lunch rush. While calling out the drink to give to the customers, I heard a couple discussing what to get in Spanish with one another, while trying to explain their order to my coworker who was having difficulty understanding what they were saying. I was able to assess the situation, saw the look on her face, and being the only Spanish-speaking (not 100% fluent, maybe 50%) employee, I knew I had to step in. I told my coworker that id handle it, and after her smile and sigh of relief I was able to do so. I acted quickly by simply asking what drinks they wanted and how it was made, and wrote down their lunch order. I did so with a quick pace, to keep up with the rush, but slow enough to provide my full attention to the customer. I let my coworker know the drinks that the customer needed and let her know it was all handled and understand that the severity of the situation was very low from that point. I took control of the situation by being able to make sure I was communicating all the right things. From there I was able to cash the customer out and the situation was able to end very smoothly.

See Evidence #18

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice99. Student will demonstrate

knowledge of active listening techniques

HDF 450 When one’s to listen, it’s said to listen to understand, not to respond.IN HDF 450, we learned some ways to ensure another person that you truly are listening to what they are saying. Especially with counseling, you want to make sure the person knows you’re paying attention and care for what they’re telling you. If you listen and simply are thinking of how to respond, you’re missing out on what the other person(s) are truly trying to get across. When it comes to active listening, I think it’s important to teach yourself to remove harsh emotions and any biases so that your able to take in what the other person is trying to let you know. Being able to summarize what you heard, be aware of your body language, paraphrase can also be of help with listening well. Also, its very important to remain present when you’re the listener, and keep in mind what things you would like to happen if you were speaking including eye contact or confirmation and head nods.

100. Student will describe examples of using active listening skills

HDF 450 , HDF 480/481

In my HDF 480/481 course, it basically serves as a graduation requirement along with my internship. Within this course, it was stressed on how important it is to be open minded and understand that in our field, we’re going to be faced with various


opinions and viewpoints but being able to listen and hear others is beneficial. I was able to apply the tools I learned about being present, being open minded, and listening to that particular individual(s) to my internship as well as my personal relationships. When it comes to friendships and relationships, it’s important to understand that there won’t always be agreement on sticky conversations but it’s important to listen to the other person and be present without letting your emotions deterred you away from that. When I have a conversation with my boyfriend or friend about a problem that has raised, I’ve become more efficient with communications skills and listening because I’m able to see deeper into the other individual and truly put myself in their shoes. I am a very emotional person, so being able to simply take what the person says and not over analyze has become something I have improved on. There may not always be instances in which ill agree, but I am mature enough to value their opinion, take it into consideration, and understand their point of view by listening. I don’t like to argue, so I’d much rather have a simple conversation and see the other person’s side, that way it can reduce harsh emotions and have a calmer vibe to the situation. Wanting to be a counselor one day, listening skills are always beneficial to improve on.

101. Student will demonstrate knowledge of functions of group communication by Hirokawa

102. Student will describe personal application of functions of group communication (Hirokawa)

103. Student will show knowledge of techniques regarding giving and accepting of feedback

HDF 480/481

COM 100

I think the biggest thing I was able to learn throughout college was being less sensitive to certain things. I tended to take things personally a lot because I always analyzed what was said to me, but I learned it doesn’t always have to be that way. Especially in courses such as HDF 290 and 480/481, I was able to gain deeper knowledge of effective ways to give and accept feedback. I’ve learned that especially when it comes to education, there’s always room for improvement. The papers I had to write for my courses would always contain feedback from Camba that truly helped me write more effectively. A big part of receiving feedback is being able to switch the lens on the situation and be exposed to the things you may have missed. When it comes to giving it, I decided to follow that same approach. I would take the opposite persons work or situation and be able to give a third party response. Giving feedback, you want to be honest as well as helpful, why give feedback if it can’t be genuine and useful

104. Student will describe examples of giving and accepting feedback.

HDF 480/481 Internship With my internship, and learning techniques in HDF 480/81, instead of having a midterm we got evaluated by our placement supervisor. For me, a part of my internship involved me planning and putting together a college readiness packet for Juniors and Seniors in high school. I also had to help with SAT preparation on the day of the test, and conduct myself professionally throughout my internship. When I was evaluated my supervisor was able to explain to me the things I did well and when it came to the handouts especially give me tips on wat things I could improve


when it came to writing and communication skills. I am very expressive but sometimes on paper, besides poetry, it may not always get the clear message across and I was able to take the feedback I was given and work on the areas I was weaker in. I was given the opportunity and task to openly voice my opinions on things that I felt could be improved or things that I felt was going right. My particular teacher for my internship never had an intern so it was a learning experience on both ends.

105. Student will demonstrate knowledge of facilitation and de-briefing techniques

BUS 441 When it comes to facilitating and debriefing, there are a few techniques that one can use. Within facilitation it’s important to be the one who is able to move the event or situation with a clear flow. You want to be somebody that helps spark ideas of those involved rather than be the one coming up with them all. Due to that it’ll cause the facilitator to have a focus on the interaction between participants and their learning rather than solely be wrapped around what things get done. A very important aspect as well is remembering that in order to facilitate you want to be a neutral individual throughout the process, you don’t want to express any biases or show that you’ve chosen a side or opinion over another. You want to be able to set clear “ground rules” and create a safe and open environment, so that people feel comfortable engaging in the activity or speaking up. During any facilitation, its helpful to lay out what’s to happen so people can be prepared, and make sure to encourage individuals to participate as much as they can but also to be comfortable in doing so. When debriefing you want to be able to go over what it is that occurred, and allow that free open space for others to express their thoughts and feelings. Also, this is a good time to be able to take in any feedback given and grow off of it to be able to improve on any facilitation techniques.

106. Student will demonstrate proficiency of facilitation and de-briefing techniques

BUS 441 PINK For PINK, we each have the ability to run a meeting or a portion of it if we would like to. It’s meant to be an open space and allows us to bond with one another, while knowing our feelings and words will be confidential. During one of our previous meetings, it was being brought up that an individual had spoken to other woman in the organization and it was clear that many people didn’t feel comfortable speaking up about what things may have been bothering or concerning them. The meeting was meant to have certain activities, but once this comment and issue was brought up, it instantly became something else. Our president took control of the meeting and explained what was going to happen, that it would now be the time to speak our minds about any relating issues as well as feel free to speak on anything else that may be bothering anybody. It became a very emotional meeting that truly did help in some ways. There were ground rules set that one person speaks and it should be a focus to listen to one another and not make side comments and respect your sisters. This all took an extra almost two hours and we didn’t get to what it was that was fully planned, but as the facilitators I believe were able to let the conversations take their own path rather than drive out the outcome themselves.

t Student will demonstrate knowledge of framing and breaking the frame


108. Student will demonstrate proficiency of framing and breaking the frame

109. Student will show knowledge of organizing meetings / setting agendas / and leading meetings

BUS 441 COM 100 In BUS 441, we were assigned to partner up with somebody in the class and would have to teach a whole class period on a topic of our choice in leadership. This meant that my partner and had would have to come up a presentation that would last at least an hour of the hour and fifteen minutes of class. During this presentation, we had certain points we had to hit, but overall we had to be able to communicate effectively, have a power point presentation, keep the audience engaged, stick to an agenda so we were able to fit all of the information in, and be able to end with a one-minute question to make sure that everybody paid attention. I sometimes get nervous speaking in front of class, but I remembered that in COM 100, I was told that the nerves will always show if you let them, so it’s okay to fake confidence during presentations and make sure you come off as knowing what you’re talking about. In BUS 441, we learned to project your voice, plan ahead for the possibility of things going wrong but come prepared with a set idea of what you’ll do that day. Along with presenting our information on the topic, by partner and I had make sure we could control the class. With the variety of all of that together, I had learned that planning ahead of what could go wrong truly does help, but preparing for things to go well does help as well, because it can add to that confidence whether you fake it or not. Also, being able to project your voice, stick to your schooled, and find some sort of passion with what you’re presenting goes a long way.

110. Student will describe personal examples of organizing meetings / setting agendas / leading meetings

BUS 441 P.I.N.K. Women Meeting In P.I.N.K Women, along with various events, booth hours, and outings, we have weekly meetings every Thursday at 7p.m. In the beginning of the Fall 2016 semester, a number of girls voiced their concern of feeling that there was something missing within the org, felt a disconnect and expressed a want for more bonding, connection, and understanding. Due to this, I came up with the idea of doing an activity with the girls in P.I.N.K. to open our eyes and be more aware of our sisters around us. I had expressed the fact that I wanted to do an activity commonly called “On the bus, off the bus”. This including asking a variety of simple questions as well as deeper questions, where if they applied to you would step onto the line. I also had people close their eyes when I asked questions, and open them only to see the hands that were raised by those who my questions applied to. My point was to get everybody to see that we are all here for a reason and each of us have somebody that we can relate to on different levels. After the activity, I remember some girls wanting to continue with their own questions, and even had sisters approach me and say it was helpful to have a visual. It was also able to create the action of breaking down a wall that some began to put up between our E-Board (leaders) and the general members. As an organization, we have an E Board, but still want to understand that they too are general members, and that nobody is more important than their sister sitting next to them. Due to that, I felt as though some became more open in that meeting and ready to try to build more relationships between one another.



Parliamentary Procedure112. Student will show knowledge of

techniques for working with difficult people

BUS 441 HDF 480/481 I’d like to consider myself a very open and understanding person. Because of that it’s been interesting dealing and working with people who aren’t the same way. When it comes to working with difficult people, it is a clear technique to be that better person and kill them with kindness. Within the course of BUS 441, I was able to recognize that especially as leaders you’re going to come in contact with other personalities and leadership styles that may clash, but there are ways to work through them. Those ways do include reaching a compromise, remaining level headed, and keeping the vision on the common goal. Also, in my internship course for HDF 480/481, it was made clear that you’re going to come face to face with people who don’t always have the best intentions or work ethics and its important to recognize them but also to try to not let it affect your personal work ethic and actions. It’s very important to still be able to listen to the voice of others and it can be helpful to establish a plan to handle situations that may arise.

113. Student will describe personal examples of using techniques to work effectively with difficult people

BUS 441 Work Experiences With my personal job, I do work with somebody who has a different style of doing things compared to me. She’s somebody that’s worked at the job for such a long time, but also has had issues with every other employee, even the bosses. We recently actually had a situation that she took that extra step, and I physically removed myself to a different station at my job to remove myself and be able to think on my own away from the negativity and energy she was giving off. I chose to take a breather on my own, but that wasn’t the way she handles situations, she likes to approach things in a more aggressive way, and when she approached me I decided to keep my cool rather than go onto her level and react with anger. I simply kept my voice calm and spoke to her with eye contact and tried to explain my side of the situation. However, she was talking over me and eventually she walked away. Which in return caused our boss to speak to everybody all together. I was surprisingly congratulated for my approach on the situation and thanked for not meeting her at her level. After a few hours, we were able to communicate and she apologized and recognized that way I handled it was better than blowing up, that it wasn’t my fault and it shouldn’t have been taken out on me when I truly tried to help the situation. I think when it comes to difficult people, you have to be able to remember your stance on the situation and not allow another person to take you out of character. You can’t always change somebody else’s mindset or work ethic, but you can be open to understanding their side, allowing that communication or time out as well. At the end of the day that opposite individual believes they’re right for a reason and it’s important to listen to understand as well as remember the importance of your own voice.

114. Student will show knowledge of the stages of group development (Tuckman, Bennis or others)


115. Student will describe personal examples of group development in use (Tuckman, Bennis or others).

116. Student will show knowledge of group dynamics and group roles

Hdf 480/481 Although it was mainly geared to examples of our internships and the workforce, in HDF 480/481, various points about group dynamic and roles were brought up. It’s important to recognize the dynamic and have that idea in your mind in order to progress. Once you’re able to know the dynamic, understanding and recognizing roles is key as well. It’s important to know which person is meant to do what as well as understand what roles can also be shifted. For example, for group projects, knowing the dynamic and how individuals are going to work together can set up a clear, helpful transition throughout the project and help to keep away any miscommunication and confusion. With group roles, it’s important to know what is being asked of you as well as being accountable/holding others accountable for their share. IN this course, it was explained that you’re going to come across different styles and dynamics and being aware of them can help build a foundation of what’s to come.

117. Student will describe personal examples of group dynamics and group roles

HDF 434 For my HDF 434 course, we were told that eventually we will have to present a case study about a family and give them resources to help with their financial crisis. Because I was sick one class, the next week I was just put into a random group with others who had missed the class before. We had to learn each other’s styles and goals in order to create a unified dynamic that would allow us to be more effective. Also, we all had a common vision of how we wanted to take on the project so being able to split up roles as well as come together was a step we had to take early on. Because of the successfulness in this project we were able to agree on doing the next project together rather than choosing to do it separately because the dynamic we had created was very effective. Each person within our group was able to listen to one another as well as feel comfortable stating their own opinions and ideas without offending another or putting somebody else down.

118. Student will show knowledge of effective memberships skills in groups

BUS 441 PINK Women Being a member of a group comes with responsibility. You’re going to be working with different types of people who may agree with you on certain things, but there will also be times where disagreements will arise. Being in a group doesn’t mean everybody has to agree, but it does mean that there has to be a level of understanding, respect, and open mindedness. In order to have effective membership skills, you have to understand that your opinion is important, but so are those of others. You should be able to voice your opinion openly, come up with ideas, share your standpoint and views, while being respectful to hear that of the others in your group. You also want to be able to be involved, why be in a group if you aren’t putting in effort?

119. Student will describe personal examples of membership skills in use

PINK Women PINK Women is an organization made up of almost 100 women. When it comes to making decisions that everybody agrees upon, it’s close to impossible, because not everybody will see things in the same light. One thing we’ve been working on as a whole is being aware of the fact that whether or not you agree with another person’s opinion, you should always respect what it is that they’re saying and give them the opportunity to speak. Also, as a member of the organization, you have to be able to


engage in the things that go on in the org. Being at meetings, attending booth hours, going to community service events, at events, promoting events, being there for your sisters, being active in the organization all add up to being an effective member within the group.

120. Student will show knowledge of the Challenge and Support theory by Sanford, and its relationship to organizations

121. Student will describe personal examples of using the theory of Challenge and Support (Sanford)

122. Student will show knowledge of the construction / elements of informative and persuasive speeches

123. Student will demonstrate proficiency in informative and persuasive public speaking

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

HDF 290 Painted Karma Interview In HDF 290, we were assigned to interview somebody in the community who was local politician, small business owner, or leader in a community service / non-profit organization and present as well as write a paper on them. In order to complete the two of these, we had to conduct an interview with the individual(s). The questions we asked had to be able to provide information on the individual(s) including education, motivation, mentors, and advice. Along with that, we had to gather information on things such as the business/political position/organization, long and short term goals, leadership theories/philosophies, moral and ethical issues, legal issues and decision and problem solving strategies. I had originally planned on going into Elle G to conduct an in person interview, and that did not work out. I then decided to interview the owners of Painted Karma in Wakefield. I wasn’t able to meet with them in person, so I had to communicate through email. I had the understanding that regardless of the way the interview occurred, I had to remain professional and effectively communicate what the purpose of the interview was. I was able to gather a lot of information from Kristy and Duran, and they were extremely cooperative and helpful. Due to this, I was able to have a successful interview, and prepare an in class speech for HDF 290, as well as a write a paper.

See Evidence #20

125. Student will describe personal examples of planning and conducting interviews (as the interviewer)

HDF 290 Painted Karma Interview For my presentation of a small business, I chose to interview the owners of Painted Karma in Wakefield; Kristy and Duran. Based on the rubric I was given, I formed questions that were able to get background on the two individual, as a married couple, as parents, and as business owners. Along with that I was able to gain information on their personal philosophies, motivations, mentors, short and long term goals, problem solving skills, moral/ethical issues, legal considerations, their


combined hopes for the future, and their contributions within their community. I wasn’t able to meet in person with Kristy and Duran, however I was able to think of an alternative and communicate effectively back and forth through email. Altogether, I was able to present a speech in class, and well as write up a paper of their small business.

See Evidence #21

126. Student will show knowledge of preparing for and effective answers in interviews (as the interviewee)

URI 101 P.I.N.K. 101 Interviews By the time I was taking URI 101 as freshman in college, I already had a job. However, it was the same job I had since high school and I wanted to branch out but I wanted to be able to learned about how to truly do well in an interview. Because of this, I asked the T.A. on tips of how to prepare questions, and present myself physically as well as mentally. Now P.I.N.K isn’t a job, it was going to become more of a lifestyle for me so when interviews came I wanted to be able to truly give it my own while remaining professional as well. When it came time to prepare for my interview I made sure to remember the tips I was given freshman year. I remembered to be authentic, study up on the job I wanted, have a common goal in mind and always be confident in myself. For this particular interview, I remained genuine and authentic because I knew I had to be myself there was no other option. I studied the facts I was given throughout the semester so that I would be prepared to recite any of the answers. When preparing for other questions I tried to plan out possible questions I thought would be asked about community service, about myself, and why I wanted to join P.I.N.K. The most helpful part of it was being able to remain calm and confident in myself, yes I was nervous but I tried my best not to let it show. I had to tell myself that I had to do my best and if I didn’t get in, then I didn’t, but at least I know I gave it my all.

See Evidence #22

127. Student will describe personal examples of preparing for and being interviewed

HDF 290 P.I.N.K. 101 Interview I am currently in a multicultural organization here on campus called Powerful Independently Notoriously Knowledgeable Women (P.I.N.K. Women). During my Fall 2015 semester, I was involved in the semester long process to get into the organization. Along with other girls in the process, I was involved in community service and having to become familiar with facts about the organization as a whole. In the beginning of December, we had group and individual interviews to serve as our final interaction before we found out whether we did or didn’t get into the organization. Before the interview, along with having self-talks almost every day, I made it a point to study the facts I was given, prepare business casual attire, and try to come up with questions I believe may be asked during the interview. During the interview, I was nervous, but I did my best, and answered questions about the facts of the organization, myself, and questions that asked about my own values and beliefs. I took this interview very seriously, and was able to go in as if it were a job interview. Just like a job interview, I had to prepare knowledge on the company I


was interested in, prepare answers to possible questions and remain true to my own beliefs and values while representing why I stood out as a candidate.

See Evidence #23

128. Student will show knowledge of effective collaboration / coalition building

When it comes to collaboration, the biggest thing is to understand that it’s not just you and your ideas/thoughts that are involved. It comes down to the fact that you are working with other groups/individuals to reach a common goal. You want to be able to bring your ideas to the table so that you and the other(s) are able to work effectively and be able to come up with ideas that and be both beneficial for each of you and to reach the overall goal. Being honest, open and understanding are very big factors when it comes to this because while you may be working toward the same thing, actually getting there may not be as similar, or you may be exposed to new ways of approaching the situation that you weren’t aware of.

129. Student will describe personal examples of working in collaborative/coalitions

In PINK, we do want to be able to have collaboration with other organizations on campus, not only multicultural ones either. We want to be able to gain that experience working with others and build strong bonds. However, sometimes its not always as easy as one may think. For example, there have been times when we wanted to collaborate for fundraising with sororities on campus, and that was a complete mess because there wasn’t complete agreement or the want to work together on their side. Also, with time management or disagreements, some things just couldn’t seem to work out. When it did work out however, it was a process. For fundraising for example, or for a party, we had to choose an org we thought may be open or just come up with ideas to just approach other organizations. Once we chose an organization, we had to sit and talk about what goals each side had in mind, and how to get there. For the party for example, we had to go through budgeting, themes, ideas, promotions, profit, etc. PINK had to approach it in a way that was beyond just what PINK wanted but also what the other org wanted and how they were successful with their parties and promotions.

130. Student will show knowledge of Intercultural communication considerations

BUS 441HDF 291

When it comes to this form of communication, the main thign to keep in mind is that people come from various ethnic, religious, and social backgrounds. Its important to keep in mind that just because you grew up knowing and learning something, doesn’t mean another did. The way people may communicate with their friends and family can vary across cultures and its important to be aware of that and understanding rather than come from a standpoint of viewing it as wrong. For example, you may encounter a family who follows a “don’t speak unless spoken to”, some families may bow to one another, some people may not look people in the eye and some may find it disrespectful if you don’t.

131. Student will demonstrate proficiency in intercultural communication

BUS 441 Being a person of color, it was always an understood thing for me that not everybody will communicate in the same way. I quickly grew up to understand that the experiences I went through won’t be something another person may have experienced. With that, I have also learned that there are people in this world who live completely differently than me, but to them, the way I live may be foreign. I once was in a group with a young woman from United Arab Emirates. No, I honestly


never was fully educated on the country, I just knew that it existed and whatever I heard in the news. We got to talking about family and friends, and as I was explaining certain slang or words that I heard within my family, she was shocked in a way at the freedom I had to be so expressive. There was a level of respect and restraint in things that would be seen as funny but offensive in away in her country or around her family. To me, it is also interesting just learning little things that can be taken in so many different ways. Signs of respect for some people may be seen as disrespect for others. We also brought this up in class with other students, and a student from China explained that he was born here in America and his mother, but his grandparents were not. So at home, there’s different rules compared to if he was to be at his grandparents’ home, including looking somebody in the eye or not. For me, I’ve just realized that communication goes deeper than just words, but included gestures and body language, and that that not everybody experiences or acts upon it in the same ways.

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

133. Student will describe personal examples related to maintaining accountability as a leader

BUS 441 SOC 242 During my freshman year of college, I took SOC 242, Sex & Gender. Towards the end of the semester we had to present a group project, and it involved the equalization of women in different ads. Within the group, I was with four other girls, all in which I got along with very well, except one girl near the end of the semester. This girl started to rub people the wrong way, and created conflict within the group. Being who I am, I wanted to resolve the issue rather than have it continue and blow up in everybody’s faces. The conflict seemed to end, until the actual time of our presentation. During the girl’s time in the presentation, she basically presented her part and was able to mention that she felt as if I did something wrong in front of the whole class by saying “well I thought this, but somebody in the group seemed to disagree”, and the proceeded to point at me and say “well actually it was her”. I was in complete shock as well as the professor and everybody in the room. I immediately told myself to remain calm but after class addressed the situation it the professor. I wanted to take full responsibility for the situation because I felt as though that may have been something that could’ve messed up the groups grade, and I didn’t want that to happen. The professor actually told me she respected my approach, but also said that other members in my group felt this particular girl was out of line and wasn’t honest about her accusation. In BUS 441, I learned that in situation where your action says affect the whole team, being able to address the situation and move towards making a solution truly goes a long way. You move past any selfish acts, with your efforts to make things better.

134. Student will describe ways to build relationships between leaders and members

BUS 441 In BUS 441, we learned the best ways to be effective leader, and the number one thing I learned was the fact that there isn’t one type of leader or leadership style. However, I learned that there are better ways to build a stronger bond between the leaders and members of any group. In order to have stronger bonds, it’s important to have trust, honesty, respect, confidence, and determination. Having trust between leaders and members will establish the ability for both sides to put faith in the other.


Having honesty goes hand in hand with that because without honesty, there can be not true trust established. In having respect for one another, it results in being able to build a foundation between the two of you so you can have a clearer perspective and in the end want what’s best for the other in your team. Having a confidence in your action, especially with a leader can show your determination to the members of your team and provide a stronger bond. When you have confidence it can show that you’re willing to take the necessary steps, and step up when truly needed. As far as determination, it goes a long way when you’re able to see your leader be determined, because it shows that you’re doing your best for the team, and as a member it shows your leader that you’re willing to put in the effort as well for yourself and the team.

See Evidence #24

135. Student will describe personal examples of building relationships with members as a leader

BUS 441 PINK Women In the beginning of the semester, you could tell that a lot of girls in P.I.N.K. we’re having mixed emotions about the organization as a whole. A lot of us felt there was something missing, and a lot of changes were being made, but also saw somethings that still needed improvement. The E Board implemented many things throughout the semester to try and strengthen the org and the bond between us as a whole. Throughout the semester, our meetings seemed to increasingly be more about getting to the root of the issues, but also being able to acknowledge solutions to move past them. I think the President, Vice President, and the entire E Board truly took the situation and tried a lot of activities and events to push towards making a change. During a particular meeting, the E Board and President voiced their own concerns and opinions, and I think it truly showed to everybody that they too feel as though not everything’s going great, so that honesty from them fed into the trust we built, and the determination along the semester to improve on things truly showed a lot. Throughout the semester there was the sense that the wall people had built up slowly came down more and more due the building of mutual respect for each member and the E Board positions. Throughout the semester everybody was able to make it clear that change could occur, and being the end of the semester now, it truly did show everybody’s efforts were able to build stronger bonds and relationships between members of the organization.

See Evidence #23136. Student will describe how

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

In order to be an effective leader, I believe that you need to have credibility. If you have no credibility, how can your followers truly trust in your words and actions? One area in which that was clear was during my internship at Middletown High School. Here, I worked with a former teacher of mine. A main part of his job (that he didn’t have when I attended) was being the head of the College Readiness Program. I had him as a teacher five years ago, and even today the way he treats people, the way he teachers, the way he interacts with people is still consistent. He treats each student with the same respect, the same way it was when I attended the school. Because of that consistency, his actions and words were much more credible. He


would account for his mistakes, as well as hold others accountable for theirs, as well as give others credit when it was due. He is simply one example, but especially after taking BUS 441 and learning about credibility, it was a up front representation of the fact that in order to be credible it’s important to stick to your word, be consistent, honest, and reliable

137. Student will describe personal examples of building, maintaining, and repairing his/her own credibility as a leader

When I first joined PINK, I wasn’t necessarily in a rush to obtain any leadership positions. I was hesitant to even consider one, let alone run for any position. After my first semester in PINK, I was nominated for Community Service Chair, and while I didn’t win the position, it was still incredible to me that I was nominated to begin with. That was able to spark my confidence, but also hit me that maybe there were things in me as a leader that I can improve on. During my fall semester I decided to be even more vocal, and realized that the connections and bonds that I wanted to make had to be initiated and there was no reason why I couldn’t be that one to step forward and take the first step. I started getting close to the woman in my organization, I would voice my opinions more, and try to be there as much as I could. A big thing I acted upon was keeping my word, remaining consistent, accountable and honest with whatever it was that I did. Now because I am graduating in May, I wouldn’t have been able to run for any positions. However, when nomination time came around, I was confronted several times about whether id be at URI next year because people wanted to nominate me. I was considered by some to be nominated for a Vice President positioning, mentoring and community service. There was woman who weren’t there the previous semester to have seen my growth, but there were some that were, so to even be thought of for those positons instilled in me that I was able to show growth and that credibility to have that sort of position within the organization. I was able to push myself to be and do more, whether or not I was eligible to run or not, and that was important to do and taught me a lot.

138. Student will describe ethical standards in influence

139. Student will describe influence applies to leadership

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

The things I assumed embodied a mentor a few years ago, have definitely changed and progressed. Especially during this semester, including the process of writing my own mentoring/mentee paper in this course, I’ve learned more about what those words truly mean. Mentoring specifically is seen as a relationship on a more professional level, where a proficient individual supports another in their development of different skills in order to provide them with tools to grow professionally as well as personally (or both). As a mentor, one may engage in many aspects such as being a resource for networking, specific issues, overall development, or maybe even just stepping out of their comfort zone. For the top mentoring effectiveness, one must practice confidentiality, remaining professional, staying committed and accessible, being aware of limitations/pushing them, being knowledgably of the needs and goals of the relationship. Also one must remain


nonjudgmental, provide advice, voice problem solving approaches & going above what they believe their limits are, engage in active listening, and lastly end civilly once the mentee is able to go forward independently.

141. Student will describe personal examples of mentoring and being mentored

Before my Spring semester of my Junior year, I wasn’t able to sit back and say I viewed anybody on campus as a mentor. I never really took that move forward in order to find one, for the fact that I believed it had to be something that simply occurred naturally. With the mentoring paper, it did challenge me to think deeper into who I may view as somebody that could be called that for me. I was interested in finding somebody that could embody each or most of the principles genuinely, without me having to explain it was that I was looking for. After my first day of HDF 310/311 with Karoline Lopes, I instantly felt as if it would become a class that I would enjoy with a teacher I would feel comfortable around. Once the paper came around to having to be started, Karoline Lopes was the first person that came to mind, and before asking if she’d be comfortable taking on that role in a mentor/mentee relationship I had already been able to acknowledge that she would be able to be confidential, keep a profession relationship, be nonjudgmental, give advice, listen actively and provide problem solving tactics. When I approached her to ask if she’d be okay with being my mentor, she instantly said yes. After interviewing her, I felt even more comfortable with my decision. I got to find out that she did touch upon each of the remaining principles I originally wasn’t able to recognize.

In my own experience of being the mentor, I was challenged to see if I was able to reach each of the principles in the way that my mentor did for me. After discussing it with my mentee and going through the principles I was very honored to realize that I was capable of being a mentor. At first I believed that a mentor also had to be some sort of a leader and I never truly viewed myself as being that. However, the main reason was because I never really learned what a mentor actually was before this course. Now having the experience of being a mentee, having a mentor, it added to me being a mentor as well. I was able to figure out what my own philosophy in mentoring is time progressed I hope to better myself in each of the principles to continue being the best mentor I can be and hopefully be one to others in the future.

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

When it comes to peer leadership, I believe the most effective aspect is to remember that we are peers. A major issue that seems to arise when it comes to peer leadership is that sometimes those who are the leaders dance on the line of peer and leader rather than combining the two. I feel that sometimes those who they have tpo lead don’t always take their position seriously because they feel they don’t have enough authority when in reality it should be more of a respectful relationship.

143. Student will describe personal examples related to being a peer leader and being led by peers

I have not been a part of something that was a constant situation as a peer leader, but I do believe I have gained skills to be one. For me, an instance in once I was a peer leader was during BUS 441, when my partner and I had to teach the class about leadership. We had to choose a topic within leadership and research it, create a PowerPoint, and half activities included to keep the class engaged. When I first


thought about it, it seemed like something that wouldn’t be as hard seeing as how I’ve done many presentations before. However, teaching for the whole class period is different than presenting for about 10-15 minutes. We were also the first pair to present so it felt like a little more pressure was on us, or at least that’s what I felt. Once I was presenting I was able to realize what the professor felt when the class would continue to talk, I was able to see what she meant when she explained that you truly do notice everything and how easily things can be disruptive or disrespectful. The first few minutes I saw some of my peers on their phones, not paying attention, on their laptops, and even one student was asleep. The professor stopped us and stated that she wouldn’t care as much because she’s the professor and she knows how to deal with it, but explained how for peer’s respect should be given, no asked for. In that moment being a peer leader became more realistic but it was a learning process. I am respectful when it comes to presentations of my peers in general, but I believe having to be the one put in the professor’s shoes, made me realize even more what that position felt like but also the importance of peer leadership as well as respecting those around you.

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

145. Student will describe personal application of organizational analysis using the four frames of organizations (Bolman and Deal)


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