LEADERSHIP DEVELOPMENT JOURNAL - …ashleywalker.yolasite.com/resources/LEADERSHIP DEVE… · Web viewLEADERSHIP . DEVELOPMENT . Outcomes & Evidence. Progress Inventory * Minor

LEADERSHIP DEVELOPMENT

Outcomes & EvidenceProgress Inventory*MINOR IN LEADERSHIP STUDIES

Center for Student Leadership DevelopmentMemorial Union

University of Rhode Island

Name: Ashley WalkerDate Enrolled: Fall of 2011Date of Graduation: Spring of 2013

*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD) at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting Assistant Director of the CSLD.

Leadership Inventory Revised 1/25/2010 1

CONTENTSABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)

Minor Information Center for Student Leadership Development Information Developmental Model

ADVISING INFORMATION (students will include own documentation) Tracking Sheet / Advising Updates Syllabi of Minor Classes (Core and Electives) Internship

o Guidelineso Syllabuso Mid-termo Final

OUTCOMES Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive

Leadership, Critical Thinking) Targeted Classes Experiences Evidence

MINOR IN LEADERSHIP STUDIESThe minor in Leadership Studies at URI is based on a broad, cross-disciplinary philosophy of leadership. The minor will prepare students with opportunities to develop and enhance a personal philosophy of leadership: understanding of self; understanding of and ability to relate to others; community and the acceptance of responsibilities inherent in community membership. The curriculum focuses on expanding students’ knowledge, skills, and understanding of


specific leadership theories, concepts, models, and modern leadership issues in applied settings. The goal is to prepare students for leadership roles and responsibilities on campus and in career, community, family leadership roles and field of study,

SPECIAL FEATURES FOCUSED CORE-courses that cover a breadth and depth of leadership theories, concepts, and models SKILLS-leadership training directed at skill development in personal perseverance, effective communication, public speaking, group development,

values development, diversity and inclusion, critical thinking, decision-making, and problem solving APPLIED LEARNING-academic and co-curricular experiences and reflection intended to empower students to develop greater levels of leadership

complexity, integration, and proficiency, such as group membership and leadership, internships, portfolio development, and journaling. FLEXIBILITY-electives may be selected from over 60 classes from 14 academic departments INTERNSHIP-required work in an internship focuses on the application of leadership knowledge and skills in a work-like setting EXPERIENTIAL LEARNING-Each year, students in the minor participate in meaningful experiences, such as the First Year Student Leadership

Retreat, the Sophomore Retreat, the Junior Day (career preparation and etiquette), and the Senior Expedition. PORTFOLIO-guarantees that students will analyze and synthesize their experiences before they graduate. Serves as visual documentation of their

experiences.

ENROLLMENT Undergraduate students at URI may declare a minor in Leadership Studies no earlier than sophomore year. Enrollment forms can be picked up during an initial appointment with a Leadership staff member. The Center for Student Leadership Development

(CSLD) is located in Memorial Union Room 210, phone 874-2626 Once a student declares a minor in Leadership Studies, the major Academic Advisor must be informed and sign the Enrollment Form, and the form is

returned to the CSLD. A student will work with a CSLD staff member as their “Program Advisor”. The Program Advisor will facilitate the student’s progress through the

minor and help ensure that the necessary required and elected courses are completed.

GENERAL INFORMATION FOR STUDENTS Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department. To declare this minor, you must have approval of your major academic advisor and a staff member of the CSLD who will serve as your “Program

Advisor.” Once approved, the minor will be listed on your transcript. Eighteen credits are required for this minor, twelve of which must be at the 200 level of instruction or above. A course grade of “C” or better must be

earned in each graded course. At least twelve of the credits must be earned at URI. No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the

minor* (*this does not apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken before the internship and the capstone course.

Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term. Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor

guarantee space in any required course.CORE REQUIREMENTS- 9 Credits One introductory course (3 credits):

HDF 190: FLITE (First Year Leaders Inspired to Excellence) - For first year students in the spring semester onlyHDF 290: Modern Leadership Issues - For sophomores and juniors only; offered in the fall and spring semesters

One capstone course (3 credits):HDF 412: leadership Capstone - Historical, Multiethnic, & Alternative - Preference given to seniors; fall onlyCOM 402: Leadership & Management (Leatham) - Spring and summer onlyBUS 441/MGT 402: Leadership and Motivation (Beauvais/Cooper)- Spring onlyHPR 412: Honor’s Seminar (Beauvais) - Spring only; 3.5 GPA requirement

Internship (minimally 2 credits; 80 hours):HDF 417: Leadership Minor Internship - Spring, summer, and fall


Internship approved through the student’s academic department or through the Office of Experiential Education - must also be approved for credit in advance by a CSLD staff member

Portfolio class (1 credit):HDF 492: Leadership Minor Portfolio – Spring only

MINOR ELECTIVES-9 credits*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective AAF 300: Civil Rights Movement in the USBUS 341: Organizational BehaviorBUS 342: Human Resource ManagementBUS 441: Leadership & Motivation (capstone option)BUS 443: Organizational Design & ChangeBUS 448: International Dimensions of BusinessBUS 449: EntrepreneurshipCOM 100: Communication FundamentalsCOM 202: Public SpeakingCOM 208: Argumentation and DebateCOM 210: Persuasion: The Rhetoric of InfluenceCOM 221: Interpersonal CommunicationCOM 250: Small Group CommunicationCOM 302: Advanced Public SpeakingCOM 308: Advanced ArgumentationCOM 322: Gender & CommunicationCOM 351: Oral Comm. in Business & the ProfessionsCOM 361: Intercultural CommunicationCOM 383: Rhetorical TheoryCOM 385: Communication and Social InfluenceCOM 402: Leadership and Motivation (capstone option)COM 407: Political Communication

COM 415: The Ethics of PersuasionCOM 421: Advanced Interpersonal CommunicationCOM 422: Communication and ConflictCOM 441: Race, Politics and the MediaCOM 450: Organizational CommunicationCOM 461/462: Managing Cultural Differences in OrganizationsCSV 302: URI Community Service HDF 190: First-Year Leaders Inspired to Excellence (FLITE) (introductory course option)HDF 290: Modern Lead. Issues (introductory course option)HDF 291: Peer Leadership - Rose Butler Browne Program HDF 412: Historical, Multi-Ethnic, & Alt. Leadership (capstone option)HDF 413: Student Organization Leadership ConsultingHDF 414: Leadership for Activism and Social

ChangeHDF 415: FLITE Peer LeadershipHDF 416: Leadership in OrganizationsHDF 417: Leadership Minor Internship

HDF 437: Law & Families in the U.S.HDF 450: Introduction to CounselingHPR 118: Honors Course in Speech CommunicationsHPR 203: The Prepared MindHPR 412: Honors Seminar (capstone option)MSL 101: Introduction to Military Leadership MSL 201: Leadership & Military HistoryMSL 201: Military Skills and History of WarfareMSL 202: Leadership & Team BuildingMSL 301: Leadership & ManagementPEX 375: Women in Sport-Contemporary Perspectives

PHL 212: EthicsPSC 304: Introduction to Public AdministrationPSC 369: Legislative Process and Public PolicyPSC 504: Ethics in Public AdministrationSOC300/WMS350: Women and WorkTHE 221: Stage ManagementTHE 341: Theater ManagementWMS 150: Introduction to Women’s StudiesWMS 310: Race, Class, Sexuality in Women’s LivesWMS 350: International Women’s Issues

CENTER FOR STUDENT LEADERSHIP DEVELOPMENTOffice: Memorial Union Room 210 Phone: (401) 874-2726 Fax: (401) 874-5317

The Center for Student Leadership Development has a two pronged mission:1. To engage in research and assessment in order to contribute to the field of leadership studies.2. To provide developmental opportunities for students to become informed, inclusive, and effective leaders in their careers, communities, and family

lives.

We strive to help our students become: Action-oriented, Courageous, Creative, Critical, Empathetic, Ethical, Honest, Inclusive, Informed, Optimistic, Passionate, Patient, Proactive, Self-disciplined, Tenacious, Thoughtful, and Trustworthy.

We work to help our students develop and refine the following skills:Leadership Inventory Revised 1/25/2010 4

The ability to analyze, criticize, synthesize and utilize information to their career, community, and family leadership roles. The organizational and interpersonal skills to implement their knowledge. The ability to utilize historical / multicultural / alternative theories and methods The ability to be inclusive, not by being an expert on all cultures (race, ethnicity, gender, religion, sexual orientation, age, ability), but by having a

general knowledge and respect difference and varied perspectives, and by being able to consider and include cultural differences in membership and leadership roles.

The ability to think critically; neither to manipulate when communicating nor to be manipulated. Supporting Values and Theories: We believe that all students, no matter what the GPA or previous leadership/membership experience, deserve a chance to engage in leadership

development opportunities We believe that students should create their own definitions of success We believe that “no one person has all of the truth, we each have a piece of it”. We strive to broaden the base of sources from which students draw their

knowledge by exposing them to as many types of leaders and citizens as possible. We believe that students learn best in their chosen contexts (constructivism), so we create classes, programs, and services that meet students where

they are; are programs are organized into tracks: a. Emerging Leadership (HDF 190 & 290)b. Organizational Leadership (Greek Life – HDF 416, ROTC)c. Leadership for Activism and Social Change (HDF 414)d. Experiential Leadership (Challenge Course, HDF 413)e. Outreach and Peer Leadership (HDF 415)

The CSLD teaches a variety of leadership theories, but focuses on three: Social Change Model, Astin et al; Relational Leadership, Komives, McMahon & Lucas & Servant Leadership, Greenleaf

We know that students have different learning styles, and therefore, our methodologies/pedagogies must reflect these styles. We believe that students are better educated with a balance of challenge and supportive mechanisms (Sanford) We must assure an effective framework by providing programs and services in four delivery categories (Robert’s & Ullom):

a. training (preparation for current roles)b. education (regarding leadership and leaders in general)c. development (skill improvement)d. experiential learning (practice)


BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komovies, McMahon and Lucas, 1998.

You need to have your own act together before you can lead others:


1. Know Yourself

Strengths Weaknesses Values Needs Styles

o Learningo Teachingo Personalityo Membershipo Leadership

2. Lead Yourself

Time management Organization Self care Self discipline Perseverance Develop and maintain family,

interpersonal, and intimate relationships Academic, social, personal goals and

objectives

4. Develop and Refine Skills

Leadership theory and practice

Communication Group Development Inclusion Citizen Activist Skills Critical Thinking Teaching and Programming

3. Broaden Your Perspectives… Understand others

Hierarchy of needs Racial, cultural, gender, sexual orientation,

religious, class, ability, etc. diversity and commonalities

Power, privilege, oppression, liberation; individual and institutional discrimination

RE-EVALUATEformer stages as you

progress

PROGRESS

PROGRESS

PROGRESS

PROGRESS

Lead Others

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


Outcome Category: Self-LeadershipOutcome Target class Additional Experiences Descriptive notes regarding learning and practice

1. Student will demonstrate autonomy and a minimized need for approval

HDF 492 My senior year of high school all of my friends and I were deciding where to spend the next four years of our lives. At the time we all thought this was going to be the biggest decision of our lives would be deciding what college to go to. I am very close with all of my friends from high school and at that time we wanted to go to the same school. All fifteen of us got into The University of Connecticut. As much as I wanted to be with all of my friends I knew that decision was not best for me. Obviously, I decided to go to The University of Rhode Island. I found that this was best for me. I knew that I had to branch out and if I went to UCONN I would stay in my comfort zone. I wanted to test if I was able to make new friends on my own. This is something that I wanted to do for myself because I have had the same friends for many of years. For me, UCONN and URI offered the same options for my program As much as it was hard for me to see how all of my friends were having fun together as I was trying to make friends at my new school. I do not regret at all that I went to a different school than everyone else. I am very pleased because I now have many friends from all different areas of the east coast.

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

HDF 412 I am going to using my leadership inventory and my other final projects agenda to show my organization and self- discipline. I often make multiple lists before making my final to-do list. Around the beginning of November I knew the end of my semester would be very hectic so I kept track of everything that was due in all of my classes in my planner and I also made a master list. I realized that I had at least one final project in all of my classes. I knew that I procrastinated it would be impossible to hand in all of my work on time. I made the obligation to set a time everyday to work on a certain assignment. For example, to finish Inventory on time for 5 days I completed five a day. By splitting this work up it made it much easier to complete. It was hard though to sit down everyday to do this work. It was hard because my roommates and friends were out going out to dinner or going to hang out with friends while I was home doing work. Also, the week before the last week of classes I decided that for the rest of the semester I was going to wake up every morning at 7:30 in the morning to complete work. I do not have class until 12 in the afternoon so by waking up this early instead of sleeping I have accomplished a lot of work leaving time to meet with group to complete group projects.

3. Student will demonstrate the ability to manage emotions

HDF 412 Being President of an organization.

The year of 2011 I was president of a sorority on campus, Alpha Phi. During this time nationals made it mandatory that we implemented a lot of changes to bi-laws, simple rules, rituals and much more. Generally people do not like


change so this was not going to be easy. I had to implement new ways and it became tedious the general members and I. The general members resisted the change and had no problem voicing their opinion. The most difficult part was that the general members were my best friends. Even though I was not the one that was making the decision to change everything we ever knew, my friends would often take out their anger on me. It was very hard for me to get upset and handle. But it was very important to me to hold my composure, especially during meetings. It is so important to keep a strong face on because if I conveyed that I was annoyed it was possible that I would lose credibility. Then after the meeting I would confront people that made me upset in a separate room. I found that this was the best way to manage this situation.

4. Student will demonstrate knowledge of stress management methods

HDF 492 During the spring semester my senior year I have found that on multiple occasions that I had an assignment due in every class within a two day span. When this was the worst was from April 25- April 29. The weeks leading up to this I had previous commitments between family birthdays, my internship and senior expedition. I knew that for at least four weekends straight that I would not able to do work so I would have to do it during the week in between classes, wake up early and stay up late. For me, I do not like to be stressed right before a big project is due; it just stresses me out more. So my way to deal with stress is planning. I am an extreme planner and I have always been. In my planner I have time slots with all of my previous commitments filled in. In those open areas I block off time to work on certain assignments. Each day I have a goal to finish a certain amount of work. Each part of an assignment has a check box next to it. For example, to complete this leadership inventory I had thirty boxes. Each time I finished one inventory assignment I would color in a box. I found that this helps me a lot because each time I get to color in a box I sigh with a side of relief and a little less stress is lifted from my shoulders. I also find break up assignments truly helps my stress level. I have never been good at cramming because my brain does not work like that.

5. Student will demonstrate the ability to manage stress

HDF 492 Marketing Internship at The Ryan Center

During Spring 2013 I had an internship at The Ryan Center in the Marketing Department. This included me coming into the office during the week and working events. For me working events came very easy to me because I am a people person. Working in the office was a little harder for me. In the Marketing Department we use Photoshop almost for every task to make the advertisements for upcoming events. I have never used Photoshop before this internship. I was given projects in Photoshop with no tutorial on the first day. I told one of my supervisors that I was not familiar with Photoshop and he showed me a few tricks. Since I did not know a step-by-step process on how to finish the project I just had to figure it out by myself. I found myself very frustrated. I think I hit undo once every minute. On multiple occasions I wanted throw the mouse to the computer, but refrained because I believe it would have left me internship-less. On the first day I left the building frustrated, stressed and discouraged. But after a comforting conversation


with my mom I had enough courage to go back the next day. I looked up some tips on how to work Photoshop. I went into the office early the next day to get familiar with the program and since I had some new confidence with it I felt confident enough to ask my boss more questions. Luckily, I picked up the program pretty quick. What I learned from this experience was to figure out the problem, breathe, take a walk to clear my head then if I can not think of the answer to the problem- search for a credible source!

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

HDF 290-First Presentation Handouts

Being President of an organization.

Leadership stated by The Collins English Dictionary. ( © 1998 HarperCollins Publishers ) leadership (n) 1. The position or function of a leader. 2. the period during which a person occupies the position of leader: during her leadership very little was achieved. 3. a. the ability to lead. b. (as modifier): leadership qualities. 4. The leaders as a group of a party, union, etc.: the union leadership is now very reactionary. With leadership comes ethics; each leader is faced with making decisions that involve ethics. While being President of an organization one has to put aside their personal needs to fulfill the needs of the group. Multiple times I had to make the decision what right for the well being of the group. There are six characteristics of ethical leadership: 1. Authentic organizational existence and history 2. Authentic Organizational resources 3. Authentic Organization Structure 4. Authentic Organizational Power 5. Authentic Organization Mission 6. Authentic Organizational Meaning (Action wheel leadership resources).

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

HDF 290 –First Presentations Handouts

Being President of Alpha Phi.

On multiple situations I was presented with multiple situations that directly pertains to ethical issues. In a sorority house rumors constantly are flying around the house and it is important for my role to keep them confidential. Girls would go against our bylaws, standards of excellence and risk management plan. When some one goes against these rules I would have to go through a judiciary hearing which is completely confidential to all of the sisters of Alpha Phi and non-members of Alpha Phi, even if the President of the school asked I would not be able to tell him. I think that keeping things confidential is one of the biggest parts of ethics because if there is an issue there is no reason for anyone else to get involved.

8. Student will express a personal values statement

HDF 492 “Find what makes you happy and do it.”-my personal value statement. Through my college experience and leadership program I have figured out who I am right now and what I enjoy. This is something that I have always been striving to do but I finally feel confident with it. I have found that when I feel most successful and happy is when I am apart of making other people happy. I strive to see smiles and hear laughter from other people. If someone is having an awful day I do not mind making a fool out of myself to make him or her smile, even if it is just for a few seconds. From my past experiences and my value statement I made my career goal. My career goal is to work in the concert field. The reason why I want to do this is because of how the artist has the ability to erase anything negative going on in the spectator’s life. For one night, someone has no worries. For me one of the best things is walking out of a concert and everyone shouting with


excitement on how much they enjoyed the concert. If I could be apart of that I would be completely happy for the rest of my life.

9. Student will demonstrate practice of the personal values statement

HDF 492 Something that I take value is Stephen Covey’s seventh habit of Seven Habits of Highly Effective People. The seventh habit is “Sharpening the Saw”. I like to think this of as taking time for you, everyday, once a day. I think that this is so important because it is easy for people to get caught up in previous commitment. One can easily dedicate their whole lives to another cause. But I think it is extremely important to at least do one thing everyday that you enjoy. By doing this one does not forget who they are and they maintain happiness. For example, I like to go on walks, workout or take time out to make a meal that I enjoy. When I was president of my sorority I found myself dedicating all of my time to the organization and the members. I understood that this was part of my role as president. This completely took over a year of my life. I soon began to feel run down and lost sight of what I did before I started my term. This is when I told myself that I would do something for myself each day, even if it just mean browsing the internet for thirty minutes. Also, I told the chapter that on Sundays between 10 in the morning until 12 in the afternoon would be my time not to be bothered with any of the organization’s issue. Of course, besides emergencies or planned events or meetings. This really did help me maintain happiness through out the year.

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

HDF 492 I am going to compare this to leadership inventory. Most leadership student at URI do not look forward to completing inventory every semester. Luckily, it is broken down to three sets of thirty over the years of the leadership program. One just needs to figure out what is the best way to finish the amount that needs to be completed. For me, I do not do well with cramming. I keep a post it with the number of inventory I need to complete on places that I see everyday, such as: my mirror, my laptop and next to my room light switch. This helps me because it reminds me of what I need to complete. Also, I figure out how many I need to do over the course of multiple weeks, keeping in mind prior commitments. I write down in my planner when I have time everyday to complete inventory and how many I need to finish in a week so I do not become stressed when the final product is due.

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

HDF 412 Internship- Career Path Most kids came into college knowing exactly what they wanted to do, this was not the case for me. Many things fascinated me and I couldn’t pick. I switched from a textiles merchandising and design major to communicative disorders major and now I am graduating with a major in Communications, Public Relations and Leadership minor. I felt that this was the perfect fit for me because it was broad. When I started to study Public Relations more I finally realized that I found my fit. But there are many ways one can go with Public Relations. I searched for multiple internships and the first one I found and interviewed with was Live Nation (the concert company), it was like it was meant to be. I interned at Live Nation for the Summer of 2012 and fell in love with the company. I found that this is what I wanted to do with my life. I like the idea that by creating an event it gives a person who is at the


event a few hours of their lives when they forget about all of their stress and they are able to have fun. My objective statement is by the time that I am 40 years old I want to work for Live Nation and work to plan the major concerts and manage celebrity riders. A rider is part of the contract that has the performers request while they are at a certain venue. Since then I have been very determined on making this career path happen after graduation. I have contacted different Live Nation headquarters to see if I could shadow people within the company, no one was very willing to take time out of their day to do this for me. I did not let that stop me. Even though I only need to take seven credits next semester I decided to apply for a three credit internship at the Ryan Center. I just found out that I am going to be the Marketing Intern for the Ryan Center dealing with all concerts, events and sports events. I am very happy with my strides thus far towards my career path. From here I am going to start looking for a job after graduation very soon so I can encounter every possibility.

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

HDF 290 Having a daily planner. This year I have learned to become more organized by using a planner. I find that it is very important to be on top of all of my work to do well in all of my classes. Recently I have learned to make a to do list on one side of my planner. From there I schedule in when I will be able to do each task, this benefit me so I have a full day and know what I have to get done each day to feel that I have had a successful day. Also, I try to plan to do all of my work in between each class even if it is only an hour. Splitting up my work makes it much more manageable for me and also by doing work through out the day I have the evenings to relax so that way I do not feel as though I am over worked. It is important to take time out of each day and do something for you.

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

HDF 290 Communications 210 Maslow’s Hierarchy of needs include fundamentals, safety, community and family and respect. These needs go in order of what Maslow thought was most important in one’s life. Fundamentals are needs that one needs to survive such as food and water. Safety is making sure one has shelter, security and protection. Community and family is being surrounded by people that love and care for you. The last one is respect; this deals with approval and dignity from others. If any of these are unfulfilled, then one will be motivated to make sure it is fulfilled. Maslow’s Hierarchy of needs related to leadership in the sense that one truly has to understand what they are to be sympathetic towards a person. For example, in a meeting someone might be very hungry or so they might not be paying full attention, but as a leader one has to understand that,

14. *Student will show application of Maslow’s theory to own life

HDF 412 Hurricane Sandy I have always thought of Maslow’s Hierarchy of Needs would be helpful in a barbaric time. But when Hurricane Sandy became a worry for the East Coast my thoughts about the Hierarchy of Needs certainly changed. This was the first time I had to worry about losing power without my parents being there with me. The most important need is fundamentals. Fundamentals are such things as food and water. It was safe to say that I was going to lose power so I filled several pitchers with water, I put all of the


non-perishable items on the island of our kitchen so we could easily access them, then I saw what else we needed and went to the store. It was evident that everyone else’s needs in the surrounding areas were food and water because the store was packed with people and barely had any stock. An issue that we faced was finding flashlights and batteries. When packing for school back in August I never even thought to bring flashlights and batteries. The stores around us had no flashlights or batteries, so it was a struggle for a couple of days to find these necessities. Next is safety. The house that I rent during the school year is in a “low-lying area”. It was suggested that we had to evacuate but it was not necessary. If we did choose to evacuate we had to leave before 6 in the morning. We were not sure if we were going to evacuate, we were going to wait for through the night to see how it was. One of my roommates and I woke up at 5 a.m. and decided to get ready to leave our house. My other two roommates did not feel as though that they would not be in danger by leaving the house. So I left my house with one other roommate and we went to our friend’s house that was safe. Then community and family kicked in. Once we unpacked all of our stuff it was almost 6 a.m. the time we had to evacuate and we decided that we were not going to let our other roommates stay at our house. We called them multiple times to makes sure they were up and packed and ventured back to our house very quickly to get them. When we got back to our road it was already blocked off, we had to move the barriers to get them. This was a very stressful time because they were still hesitant to leave the house. I was very frustrated with the situation and at that point I did not care if I was being nice or not because I was just concerned about their safety. They finally got in the car and we went back to the place that we were taking shelter. As soon as we were all settled I apologized for being so firm before but I explained that I was very concerned for our safety, which would be respect.

15. 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

HDF 416 My strengths for StregnthQuest are ideation, achiever, empathy and positivity. I agree that all of these strengths go along with my personality. Ideation is being able to come up with new ideas, even when it comes to an old event. I am always able to come up with new approaches and events when it comes to my sorority. My next strength is achiever, being able to achieve is being able to accomplish. I always ensure that a project or event is completed on time even if it means that I end up doing another persons job. The next one is empathy, while serving my term as president of my sorority I was always known as understand. If someone came up to me with an issue I would be understanding and let them miss an event if they can not balance time management wise. The last one I will be describing is, positivity. I think that overall I positive outlook on life, some people look down upon tasks, homework, etc. but the way that I look at it, is that it has to be accomplished so one might as well not be miserable when accomplishing it.


Outcome Category: Leadership Theories

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice16. Student will show knowledge

of the “Authority and Bureaucracy” theory of leadership

HDF 290 Leadership Theories

Bureaucracy is present in large, complex, formal organizations and it is also present in government, an example is, religious organizations. The major benefits of bureaucracy are as follows: -It allows us to tackle large and complex tasks by arranging for a division of labor. - Those with specific tasks can specialize in it. - Because of using people for their specific tasks, it makes everything more efficient When it comes to authority there are three parts of typology:1. Traditional Authority – Having a boss exercise his authority on people under them. 2. Rational-Legal Authority – Belief of patterns of normative rules and the rights of those elevated under those rules to issue commands. 3. Charismatic Authority – Devotion to sanctity, heroism, and character of a person.Authority is important in leadership roles because it is important for the rest of the members for have a general respect for the leader. If a group does not have respect for the leader then the members will not listen to the leader.

17 Student will describe personal application of the above theory

18. Student will show knowledge of the “Scientific Management” theory of leadership


Scientific Management was also referred to as Taylorism, the theory about management that analyzed and created more efficient ways to complete work tasks. Taylor researched on how people work, one of them being man is a rational economic animal concerned with maximizing his economic gain, people response as individuals, not as groups and people can be treated in standardized fashion, like machines. These 3 points on how people work basically mean that people are driven by money, people mainly take care about themselves and people can be treated like they will successfully get work done. Then there are the principles of Scientific Management, which are: the development of a true science, the scientific selection of the workman, the scientific education and development of the workman and intimate and friendly cooperation between the management and then men. The purpose of Scientific Management is as follows: develop scientific methods for doing work, establish goals for productivity, establish systems of rewards for meeting the goals, train the personnel in how to use the methods and thereby meet the goals. The Scientific Management theory relates to the leadership minor because it explains how people work in a scientific manner. This could be helpful when being in a leadership role when there is someone in the group or workplace that takes an interest in science and understands concepts through scientific reasoning.

19. Student will describe personal HDF 492 Internship at The Ryan During the Spring semester of 2013 I had an internship with The Ryan Center Leadership Inventory Revised 1/25/2010 14

application of the above theory

Center Marketing Department

Marketing Department. During this time I would help make advertisements for upcoming show at The Ryan Center. This relates to The Scientific Management Theory. First, the scientific method, for each concert or event we do the following: an advertisement online, a pop-up advertisement online, road-signs, flyers, radio advertisements, and getting the word out through social media. This is the scientific method that my boss has found that this is the best way to market for an upcoming event. Next, there is establishing the goal, Every goal of every event is for it to be sold out. Everyone wants a sold out show and when it does happen the whole atmosphere of the office is very jubilant. By teaching all of the interns on how to make all of these advertisements, as a whole the office can be successful. Also, by teaching the interns how to do this my boss can focus on other assignments accomplishing more. Then, when a show is sold out all of the interns feel as though as they had a part of it and an overwhelming feeling of success.

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


HDF 290 The goals of management by objectives are to increase organization and performance, make goals and accomplish them, avoid activity trap by and all managers should be involved and committed. There are 5 main principals. To have goals and objectives, divide up the goals amongst each member, everyone should be involved in the decision making, also to have a time frame as to when the goal should be accomplished and evaluate and give feedback to every person that worked on the project. There is an acronym for this specific theory, SMART. S- stands for specific, m- measurable, a- achievable, r-realistic and t- time related. All of these steps would be very helpful for planning events.

21. Student will describe personal application of the above theory


Planning an event for an organization

Recently, I planned an event for a sister of Alpha Phi that has been diagnosed with cancer. Her parents were struggling with paying for her medicine. I set up an event at Applebee’’s and 15% of each purchase will go to her family to help to pay for her medicine. Any person that ate at Applebee’s that day would bring in a coupon to show that they wanted 15 percent of her purchase to go to her. Then I came up with a committee and divided the work up, such as- making a Facebook event to make everyone aware of the fundraiser. Another person made copies of the coupon to hand out to people on and off of campus. Then another girl delivered a stack of the coupons to all of the Greek houses on campus. Every person had a day that the task would have to be completed by and I would check up with her to ensure that everything was running smoothly.

22. Student will show knowledge of “Theory X and Theory Y” theory of leadership


HDF 290 Douglas McGegor created Theory X and Theory Y in 1960, these are two different ways go to about managing people. Theory X is comparable to the authoritarian style, it basically means that people do not like work, they only get work done because they are scared of getting punished by their managers, normally X managers do not like confrontation and only accomplish short term goals. Theory Y is the preferred style of management, Y leaders tare typically participative managers. They have self-control and self-direction, they think that work comes naturally and people enjoy work. When Y managers work on goals they tend to be long term. Y’s


values imagination and creativity. Theory Y is the preferred style because it is a more comfortable work place.How to deal with X leadership/ management

-Talk about goals and deadlines-Fact and figures- Not interested in human skills- Avoid confrontation, agree- Once x manager trusts you then you have more freedom

(Training&developmentsolutions)


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


Mission and Vision of Greenleaf: The Greenleaf Center promotes the awareness, understanding, and practice of servant leadership by individuals and organizations. Across our global community, servant leadership is embraced as a guiding principle, thus building a more just, caring, and sustainable world with hope and prosperity for future generations. Servant Leadership: The phrase “Servant Leadership” was coined by Robert K. Greenleaf in The Servant as Leader, an essay that he first published in 1970. · "The servant-leader is servant first… It begins with the natural feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead. That person is sharply different from one who is leader first; perhaps because of the need to assuage an unusual power drive or to acquire material possessions…The leader-first and the servant-first are two extreme types. Between them there are shadings and blends that are part of the infinite variety of human nature." · "The difference manifests itself in the care taken by the servant-first to make sure that other people’s highest priority needs are being served. The best test, and difficult to administer, is: Do those served grow as persons? Do they, while being served, become healthier, wiser, freer, more autonomous, more likely themselves to become servants? And, what is the effect on the least privileged in society? Will they benefit or at least not be further deprived?" · 10 Characteristics of the Servant-Leader Listening, Empathy, Healing, Awareness, Persuasion, Conceptualization, Foresight, Stewardship, Commitment to the Growth of People, Building Community (Greenleaf, 1964). The “Servant of Leadership” relates to the leadership minor, especially the 10 characteristics because they are very important to keep in mind when helping a member or addressing an issue for the group.


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


The Principle-Centered Leadership is a type of leadership in which the leader focuses on certain principles, which are essentially laws and rules that pertain to relationships and organizations. The principles are a means of


direction that don’t change. There are four levels of Principle-Centered Leadership: Personal: which is a relationship that someone has with their self, Interpersonal: is the relationship that one has with others, Managerial: is ones responsibility to finish a task or job with others and lastly organizational: ones need to organize people, it can range from recruiting them, making teams, solving problems and creating a plan of attack. The key principle-centered leadership are trustworthiness at a personal level, trust at a interpersonal level, empowerment at managerial level and alignment at organizational level. (Covey 1992) The Principle Centered Leadership theory relates to HDF 290 because it helps one understand relationship, trusting others and how to work with others.


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

HDF290 Leadership Theories

The 14 points of TQM are: 1. Create constancy of purpose-which means figuring out a goal that you or a business wants to accomplish. 2. Adopt the new philosophy- one has to be ready and willing to accept change if it is for the better. 3. Cease inspection, require evidence- that the product or process is trustworthy. 4. Improve quality of supplies- makes sure that the product or process is completely error proof. 5. Continuously improve production- fix whatever issues there are with the product or process. 6. Train and educate all employees- one should make sure that all employees are up to par at all times. 7. Supervisors must help people- meaning that the supervisors must assist and make sure that everyone in the work place is satisfied. 8. Drive out fear- to have a comfortable environment with no fear. 9- Eliminate boundaries- everyone in the workplace should feel equally treated even if they are in different positions. 10. Eliminate the use of slogans- one should not use posters, slogans etc. 11. Eliminate numerical standards- According to Deming, numerical standard will cause people to be less efficient. 12. Remove barriers that rob people pride of workmanship- each employee should be proud of their success. 13. Establish education- the workplace should be constantly by improving. 14. Take action to accomplish the transformation- Each person is responsible for the company. This is relevant to the leadership minor because this theory pertains to how to make a successful workplace. (Deming)


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

From my research on Visionary Leadership I found that it means that the leader has the ability to see the ability of the group. Also, have strong communication skills with the group. The group trusts within its leader to make the correct choices and they will follow. The leader gives the group a confidence that instills on them the ability to go forward with their work. The three domains of this theory are self-confident leadership, follow- center leadership and capable manager leadership. This is part of the Visorary


Leadership Theory Hypothesis “Visionary leadership includes behaviors and characteristics marked by good communication, trust, caring, creating opportunity (risk), self-confidence, empowerment orientation, vision (as an advanced cognitive ability), and organizational context (culture-building).” (Sashkin, 2003) As followers see the confidence that the leader holds, the confidence rubs off on them and the rest of the members. Another aspect of this theory is that in the past the leader has had success with the group. Credibility can built through past success. (Riesenmy)


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

HDF 492 Chris Argyris developed Individuals in Organization, which is six phases. Phase 1 is Mapping the Problem as clients see it. Phase one means that people in a relationship identify the issues that are present and how to deal with the situation. Phase 2 is the internationalization of the map by clients. Phase 2 means that with gathering information one can find out who is at fault or why something went wrong. Phase 3 is test the model. Test the model means that one can use previous experiences to ensure that the same problem will not occur in the future through previous records. Phase 4 is invent solutions. Invent solutions is to come up with different solutions and from the possible outcomes chose the best one. Phase 5 is producing the intervention that is setting up a time to sit down with the people involved to discuss the problem and solutions. Phase 6 is study the impact, which is to assess what happened and what went right and wrong. From the past experiences one learns what to do in the future.


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


The Four V’s are vision, value, vector and voice. Now I am going to explain what each of the V’s represent. Vision is the general basis for values, ones goals in life and how one acts, react and interacts. Value is when one examines ones morals and ethics, creating guidelines foe ones life, and differentiating as a leader from a follower. Vector ensures that ones performance is great; one is motivated and has a precise goals. The last V, voice is to understand the purpose, use direct communication and leadership is a relationship. (Fairholm, 2001) The 4 V’s represent people’s priorities and as a leader it helps stay on task and focused. As a leader it is important to pay attention to the 4 V’s because they are great stepping-stones to stay focused on ones goals and how to achieve them.


36. Student will show knowledge of the “Situational Leadership” theory by Hershey &

HDF 290 Leadership theories

There are 4 parts on how to achieve situational leadership, they are delegating, supporting, coaching, and direction. It is important for one to understand who the group is and how they learn and interact. The first part is


Blanchard

HDF 492

directing or telling, a leader is going to be concerned how one responds to a direction given by someone else. One might think that someone is ordering them to do something so it is important to direct, not tell. Next, there is coaching or selling. This step is to ensure that the learner understands what is being taught. Then, there is supporting or participating, this is that the follower feels completely accepted and comfortable and not as much attention is put on the task. Lastly, there is delegating or observing, this is that all of the followers are committed to the task so all of it is not put on the leader. This is important to the know for the minor because if one do not take these steps the leader will not see positive results form the group and most likely have to complete all of the work.

While President of Alpha Phi there were over one hundred members with different combinations of The Situational Leadership Model. The freshman had high willingness to participate in events but not the ability because they did not have a lot of experience with the sorority because they have only been in the organization for a few months. The sophomores had high willingness to participate and average ability to participate. Then traditionally, in URI’s Greek System interest in the particular organization tends to decrease. The willingness of the juniors varied depending on if they held a position. If they did not have a position in the house they tended to rebel, splitting up the junior class. The juniors had high ability to participate because they have experience. The juniors have seen every event ran multiple times. Then there are the seniors. Seniors have almost no willingness to participate in events. This is due to the culture of the Greek System of URI campus—of the Greek Organizations that have houses on campus. Since everyone in the organization was in different stages of the theory it was very hard to communicate and get everyone motivated about a certain event. This continues into the next section of planning an event.


HDF 290 Leadership Theory

Being president of an organization.

Last spring before I took this class and did not learn this theory yet I struggled with getting general members help when it came to planning events. For example, each year Alpha Phi holds an event called the King of Hearts. King of hearts is basically a male beauty pageant. I made the mistake of not getting an organized committee and just thought people would be willing to help. So when it came down to a couple days before the event, it was unorganized and not where it should have been. This caused me to force people to help and being harsher then I liked and what the members were used to.

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


Basically, relational leadership is effective leadership when the leader has a positive relationship with the general members. The 5 components of relational leadership are inclusive, empowering, purposeful, ethical, and process oriented leadership. Inclusive is to understand others perspectives and how things are accomplished. Empowering- is one thrives off of energy of the environment or group, also, every member takes responsibility to their own part. Purposeful- is why someone is doing what he or she is but it is


important that everyone in the group or workplace are going in the same direction for their goals. Ethical- that one will take standards and what is right and wrong when making a decision. Process-oriented leadership-the group has cohesion and works as one. This leadership theory is important to the leadership minor because one can learn a positive way for a group to work together and be accomplished. (CSLD)


HDF 492 Teacher’s Assistant for Community Service at URI

During the Fall semester of 2012 I was the Teacher Assistant for Steve Simo’s course, Community Service at URI. This class was teaching URI students that are in Greek life on how to mentor Uri Greek new members. I will be comparing this to the Relational Leadership Model by Komives, McMahon & Lucas. There are five parts to this theory. The first one is inclusive, this would be when on the first day of class we asked what every person of the class wanted to get out of this class. The next step in empowering, this is something that I love. I love seeing other people get excited about something. This would be when we came up with action plans following when they told us what they wanted to get out of the class. The whole class was working together and shouting out ideas. The next step is purposeful. After each break out session we would talk about how it went to the class. Every mentor would describe their experience and how they spread knowledge to the freshman. The next step is ethical. This is something that comes up in Greek life a lot. One always has to be aware if every aspect of the new member’s process is considered ethical and if not how to deal with the situation. Lastly, process which would be when we did our closing activity. The closing activity is when every person had their own piece of paper and we passed the paper around to every student and they would write something nice about the person on each others paper.

40. Student will show knowledge of the concept of constructivism


“Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own “rules” and “mental models,” which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.” (Funderstanding, 2011) Constructivism values using prior knowledge, hands-on problem solving, open-ended questions and dialogue. This is important for the leadership minor because it is important for a leader to know different and effective ways how students learn. http://www.funderstanding.com/v2/theory/constructivism/

41. Students will describe personal examples of implementing constructivism

HDF 492 Internship at The Ryan Center Marketing Department

During the Spring semester of 2013 I had an internship at the Ryan Center in the Marketing Department. After I completed my hours I received a final evaluation with all of my bosses. There was written and verbal evaluation. Luckily enough I received five out of fives on all sections except two which I received four out of five. These two sections that I receive four out of fives for were decision-making skills and writing. I understand why I received a lower score on these two sections. In a setting when I am in charge I have strong decision making skills. This environment was different for me because I had multiple people that had more power then me. I felt as though I did not have


enough power to make final decisions. Then there is writing. I have always struggled with writing. This is one of my weaknesses and I am aware of it. Sometimes it is hard for me to be creative while writing. Also, I struggle with creating flow within a piece. The steps I have taken to help my writing skills are making outlines with transition sentences and having friends read over my final pieces.

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


There are four steps to Kolb’s effective experimental learning. For a person to get to the next step they must fully go through the previous stage. The four steps are: “1. Experiencing what it is like to be a leader. 2. Reflecting on what you have experienced and observed. Forming beliefs about what it means to lead well. 4.Testing the usefulness of these beliefs in new situations.”(Kolb, 2009) To get to the next step one must complete the following in each step: “1. Being disciplined enough to execute ideas and turn good intentions into action. 2. Being open to reflecting on what you have experienced from a variety of perspectives. 3. Using inductive reasoning to distil your reflection into mental models of what it means to lead well. 4. Using intuition and deductive reasoning to identify situations in which you can experiment with these ideas.” (Kolb, 2009) When I was president of Alpha Phi, when I had a feeling that I was losing respect from the general members I posted a list of everything that I would normally do in a week and they had to take it upon themselves to do each activity. The exercise that I did with Alpha Phi reminds me a lot of Kolb’s leadership theory. The members had to take on the responsibility as a leader of the house and from this they truly understood what it was like. Then at the next chapter meeting we discussed the exercise and it changed the morale of the chapter. http://effective.leadershipdevelopment.edu.au/david-kolb-learning-styles/experiential-learning/

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

HDF 492 Summer Internship This past summer I had an internship with Live Nation in the Special Events Department. I am going to compare my experiences through out my internship to leadership development theory. The first step is discipline. During my internship I worked a lot of events. After the first few of events I caught on very quick and my boss felt as though I was ready to assume responsibility by myself. Since, I learned so quickly by paying attention and staying late the discipline paid off. The second step is reflecting on perspectives. For this stage it is important to reflect to see what good and bad happened. This is important to learn from every experience. Step three is using inductive reasoning. When I was on my own I often had to make decisions on the spot during events for the client because my boss was right there. I would not have time to ask my boss so I had to use my best judgment to make the best decision from previous experiences.

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

HDF 290 Leadership Studies

Social change came about in 1994 and it is the most common model amongst college students. The model is to change because of others and what the society values. The purpose is to help further educate about leadership. (Kezar, A. 2010) This is relevant for the leadership minor because if someone or a group sets rules or guidelines one are most likely to


obey the rules if other people do as well. Most of their actions can be predicted by the rules.

There are three sections to The Social Change Model: individual values, group values and societal/ community values. One can move between these stages.Individual Values include: consciousness self, congruence and commitmentGroup Values include: collaboration, common purpose and controversy with civility.Societal/ community values include: citizenship.


HDF 492 Greek Life I am going to relate The Social Change Model to the beginning of my Greek Career at The University of Rhode Island. In this particular situation I am going stage to stage starting at individual values ending in societal/ community values. In this model one can move back and forth to stage but just in this example I move in the traditional manner. When I came to URI I started in the individual value stage. I knew I wanted to rush a sorority to have a sense of belonging. I committed to recruitment by dedicating a week of my life to figuring out what sorority was best for me. Once I got my bid into Alpha Phi I went into Group Values. This is when I started the six-week new member process. During this time I learned Alpha Phi’s values, bylaws, the founders and about our specific chapter. Then, I got voted to be on the Pan-Hellenic Council. This is when I transformed into the societal/ community value stage. Being on the Pan-Hellenic we made plans and decisions for the whole Greek System. Also, I learned about rules for the Greek System as a whole. Being a part of this organization made me realize that there was so much more out there then the individual value stage.

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

HDF 492 The leadership identity development model is also known as, LID and has 6 stages of development. The most significant stages are going in between three and four. Stage One is Awareness Dependent. This deals with focusing on the group members, paying attention to authority figures and behaviors exhibited during this time are friendship and seeking acceptance. Stage Two is Exploration/ Engagement Dependent. Which involved the members getting involved in activities, making ones personal skills and abilities stronger, members are going to want to see some change/ progress in the group exhibited during this time are one to build confidence, members are going to want to find guidance from the leader, and members are going to want to make a difference. Stage 3 is Leader Indentified Dependent/ Independent, which involves meaningful activities, testing out different leadership roles in the group, and “leaders get things done”. Behaviors exhibited are that members want to take on more responsibility, people can envision themselves as leaders and they look for the past leaders for guidance. The next part is the key transition dependent/ independent. The first part of the transition is “ Even though I hold a position it does not mean that I am a leader.” The whole group is involved in leadership and there is a strong input of learning leadership on the members. The 4th stage, which is leadership,


differentiated Interdependent. Which, involves a commitment to the group and wanting them to grow as a group, knowing that leadership is a process, that one, get most accomplished in a group if they hold a position and one can get guidance from experienced peers. The 5th stage is Generatively interdependent, this deal with personal passions and finding leaders in general members. Behaviors exhibited are taking equal responsibility, being aware of outcomes, finding relationships with ones peers and reflecting on activities. The last stage is integration/ synthesis interdependent. Which includes learning your whole life on how to become an effective leader, having the confidence that one can have an impact on any organization. Behaviors exhibited are feeling accomplished and being a role model for others.

47. Students will describe personal application of the above theory.

HDF 290 Greek Executive Council Transitions.

I am going to be comparing The Leadership Identity Model to the executive council transitions for Alpha Phi. Stage 1 is Awareness Dependent This would be when the next executive council gives advice to the new executive council. The new executive council listens because they trust and want to be liked by the previous council. Stage 2 is Exploration/ Engagement Dependent Behaviors. This would be when the new council becomes excited to make a difference in the organization. They have a ton of new ideas and come up with goals for their term. They believe that they can conquer all of these goals during their year in charge. Stage 3 is Leader Indentified Dependent/ Independent; This is when the new council is faced with their first problem. This is normally an issue that they do not expect to happen. This truly tests on how they will work together as a council. Normally, their first instinct is to call or seek advice from the person in the previous position. This is because they are scared and want to make the right decision. Then there is the 4th stage which is leadership differentiated Interdependent. This would be after the council as a whole overcomes their first issue and moves on from it. They would do an exercise with every member of the organization to build cohesion between the groups. Next, is stage 5, which is generatively interdependent, this would be when leaders in the general members emerge from the crowd, During every council’s terms there are people that stand out as leaders. Normally, these are people that are younger and would iike to have positions in the house the following year. These people ask for small tasks so they will be prepared if they get elected for a position. The 6 th and last stage is Integration/ synthesis interdependent, In a nutshell this is the transition periods between executive councils in Greek Houses, this is the most effective way for the leaders of the group to constantly be educated and serve as great role models.

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


There are 4 parts to Strengths- Development Model, which are self theories, self management, other awareness, collaborative engagement. Self Theory: each individual of the group explains a theory that explains themselves as a leader, what their strengths are positive self-awareness. “Individuals choose what they will attend to, ignoring all other stimuli in order to focus on one conversation, one string of printed characters, or … one breath in and one


breath out.” (Schwartz, 2002, p. 17) The next part is self management- finding a person that has the same strength as you then compare how you use your strength. These two steps are important to being a leader because one needs to understand who they are as a leader and how they lead. http://www.apu.edu/strengthsacademy/downloads/nasble_chair_academy.pdf



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

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice50. Student will demonstrate how

cultural anthropology / paradigms relate to leadership

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

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

HDF 412 This is a 6 step model about how one person becomes “socialized”. The first part is how someone first becomes socialized. This is through their parents, guardians or whom they are around while growing up and who is having an influence on them. The person does not have a choice as to who or how they are raised. Then there is an effect on the person through institution and cultures. This is because a whole new set of rules is put on the person that they are not similar to what they are used to. These rules can consist of how someone of a certain gender is supposed to act or gender norms. In these places there is enforced, sanctioned, privilege, persecution, rewards and punishments. This can result in negative results. If it results in negative results in doing nothing, don’t make waves, promote status quo. This then goes to “born into a world with mechanics in place”. Then, one might start to question why things are the way that they are and stop following the “rules”.

53. Students will demonstrate personal application of the “Cycles of Socialization”

HDF 492 When I was five years old my family moved to Connecticut from Kentucky. This was a big shock for me and effected my cycle of socialization. All of my family lived in Kentucky, my grandparents, aunts, uncles and cousins. Since we all lived so close to each other they had a strong impact on my socialization. Then the next step of socialization is dealing with institution. I went to kindergarten in Kentucky. The education system was not as strong as it was in Connecticut. I went into first grade with not as strong of skills as my peers. This required me to work harder and receive more attention from the teacher. It was already hard enough to make friends coming into a new school but receiving this extra help made it harder for me to feel confident. Also, since my whole family was my support system it was very hard for me go through such change at such a young age. After a few months of living in Connecticut I became used to my new lifestyle and there was no longer a hold up in my socialization cycle.

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

HDF 412 Cycles of Liberation by Harro is a theory about how one person can start a different pathway straying away from how they were socialized. The first step is waking up, this is when a person changes or challenges how one normally thinks or acts. The next step is getting ready which is starting to make steps to change. This can consist of coming up with ideas to change and seeking help through books, articles and websites. The next step is reaching out, this step is seeking help from other by asking for advice and


receiving feedback. When one is seeking advice people might discourage one from this change in their life. The next step is building a community, which has two steps. The first step is dialoguing with people who are like us for support and dialoguing with people who are different from us. One seeks help from people that are exhibiting or have exhibited a similar change, such as a support group. This helps break down the barrier from a person and the change actually happening. Then there is coalescing, which is breaking down barriers, this involves coming up with an action plan with the group of people. Next, creating change, which is critically changing. For example, becoming an activist for a change. Then there is maintaining, which is working to keep the change constant in on lives, which one can do with a group of people. Lastly, the core of the cycle of liberation which are aspects of our lives that are always there and motivate us such as love, balance and joy.

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

President of a sorority

While I was president of my sorority I implemented a new risk management and new member program. I am going to relate this to the Cycle of Liberation. First, I realized that as a sorority we were not being as safe as we could be and that some of our ways needed to be changed. Then for the getting ready stage, which is when, I often thought about changing our ways and wondered how the general members would react to me changing what they knew. Next, for reaching out I talked to other sorority presidents to see how their new member and risk management were run to get ideas. For building community for this step I reached out to people in the sorority to see who felt the same way and asking for help to implement the change. Then for coalescing was presenting the new idea to the whole sorority. Most people were very resilient for the change. For creating change, we had a house vote to implement the change of not and the majority of the vote was to change. We presented the new risk management and new member program. For maintaining, during my presidency I made sure that everyone was educated about the new ways and followed the new rules.

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

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

59. Student will demonstrate knowledge of racial identity development via the Cross & Helms models

HDF 492 From my research I have found that Cross and Helms have two different models. Cross-developed the Black Identity Development Model. The original model was developed in 1971. The theory of this model explains the idea of nigrescene. There are six sectors to this model. Sector One is infancy and childhood in early black identity development. In this sector involves a child’s family and what norms their parents develop for them.


Also, it affects the child if he or she is raised in a Black culture. Another aspect of this sector is the historic background and how present one’s family makes it to the child. Sector two is preadolescence. This is has different levels of race salience and internalize racism. First, there is high race salience, which is when a family takes value in black culture. Then there is low race salience, which is when the family does not hold value on recognition of race. Next, internalized racism, which is when a black family shows hatred towards black culture. Sector three is adolescence, which is the child, turns into a teenager and develops their own sense of identity. They develop on their own which salience they want to be apart of from sector two. In this time their friends and peers have a large influence on their decisions. Sector four is early adulthood is when what stage of salience becomes a part of everyday lifestyle. As I stated in sector two these saliencies and internalized racism are: low/ high race salience, low race salience, high race salience, and internalized racism. Stage five is nigrescence, which has many stages within its own sector. First, preencounter that is when low race salience and appreciate for black culture is present. Next is encounter which is one will come across conflict which will leave one wondering about their personal black identity. Then there is immersion-emersion, which is when one who pride in the race and is a part of a national organization or another related group. Lastly, there is internalization/ internationalization commitment, which has three different aspects. There is black nationalist: is when one is apart of political and social platforms to make a change in their community. Bicultural: is when one lives a non-black community but takes value in their race. Lastly, there is “Multicultural: individuals identify as black, but have explored other identities as a reference group orientation. Also serve in a key social justice role.” (Cross) The last sector is sector six-nigrescene recycling. Nigrescene recycling is when encounters a situation when they question their black identity. Then they know and truly understand their black identity at this point. (Cross)

Helm’s model of White Identity was developed in 1990. This theory has six stages. The first stage is contact. Contact is the stage when one does not recognize white privilege. Ones knowledge of other races is based of stereotypes from media and people in their community. Stage two is reintegration, which, is also known as cognitive dissonance. One might experience guilt, shame or anger when they realize they receive white privilege advantages. Also, one might avoid the topic of racism or be in denial. Then there is reintegration. In this stage one is concerned with being accepted by their particular racial group. In this stage it is possible to fear or racism of someone of another race might be present. This is the stage that one might stay for an extended period of time. The fourth stage is pseudo-independent. During this stage is when one starts to ask questions and wants to seek information about different races. While one is in the stage


they do not believe white superiority exists. Stage 5 is immersion/ emersion. This is when one does not like their racial identity. Often, during this stage one becomes an antiracist ally. The last stage is autonomy. During this stage one accepts that they are white. They are no longer ashamed. They are educated about other races and have an overall positive feeling about their race and other races. (helms, 1990)

60. Student will demonstrate personal application of Cross and/or Helms models

For an example I will be applying the movie The Color of Friendship to Cross/ Helms models. This is a Disney movie that came out in 2000 but is based in 1977. The two main characters are Mahree and Piper. Mahree identified herself as white, she is an exchange student from South Africa. Mahree is living in Piper’s house with her family in Washington, D.C. Piper identifies as black and so does the rest of her family. When Piper’s family picks up Mahree they assume that she is black. Piper became disappointed when she realized that she was not. Piper is exhibiting high race salience in sector two. Mahree does not think anything about the difference of races between her and Piper’s family. During this time Mahree is in the pseudo-independent stage. I believe she is in this stage because she is very interested in Piper’s family and how they live. During the movie Mahree does not move in stages. Piper does make great movements in the sectors. She becomes very close with Mahree. Piper is in the multicultural stage when the movie ends. Piper and Marhee go through a lot together because Piper’s father has a role in the government while there was segregation between white and blacks in Washington.

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

HDF 412 In Peggy McIntosh’s article: Unpacking the Invisible Knapsack, Peggy discusses some of the advantages and disadvantages she faces because how she identifies. “I think whites are carefully taught not to recognize white privilege, as males are taught not to recognize male privilege” (McIntosh, 1). This statement really stood out to me because I completely agree with it. I feel as though that in our society we consider white males are granted more privilege then non-white females. “Whiteness protected me from many kinds of hostility, distress, and violence, which I was being subtly trained to visit in turn upon people of color” (McIntosh, 3). From this statement we can tell that our society assumes that with non-whites come with the above qualities. From this article it states that people who are Caucasian are given the privilege that they come from a healthy, stable background.

62. *Student will demonstrate personal application of McIntosh’s theory

HDF 412 My evidence for this is the worksheet that was handed out during class. This theory made me realize that McIntosh’s theory of privilege is present in my life everyday. The worksheet had many statements that showed privilege or not being privileged and the simple instructions were to circle which ones apply to you. This worksheet made me think about situations that I have never thought about before. Some of them did not apply to me. But after filling out the worksheet I came to the conclusion that overall I am privileged because what my parents have provided for me. I am very thankful for what my parents have done for me. My parents did not grow up privileged so growing up I saw what hard work consisted of. They raised me


to work for what I have and appreciate what has been given to me. Another aspect of this worksheet was white privilege. This is something that I never think about. “I could think of myself as belonging in major ways, and of making social systems work for me. I could freely disparage, fear, neglect, or be oblivious to anything outside of the dominant cultural forms” (McIntost, 3). I often taken advantage of walking into a room and not being a not have to worry about being a minority. But on the other hand, at times I do not feel privileged due to my gender. I identify as a female and it is not something that I hide. Often, males who are providing a service for me try to take advantage of me and try to add something on or charge me more. For example, I was the only one home when cable was being installed into my house. I assumed that the worker was a male. He was trying to add on addition channels that I knew cost more and he was trying to tell me differently. I assumed that he was trying to take advantage of me in this situation because he did not think that I knew the information he was telling me was not correct because of the gender I identify as.

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

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

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

HDF 492 With ideation and futuristic being such a big part of my life I need to back it up when I throw out a new idea to others. In order to be a change agent one has to come up with a new idea, be able to explain why this new idea will be effective to others, come up with an action plan and follow through. Every year my sorority has a Red Dress Gala, this is a fundraising event for Women’s Cardiac Care. During this event we rent out a banquet hall, invite friends and family and have a silent auction. Normally, we rent out a banquet hall that is very expensive and far away. Since the hall is so expensive it lessens the amount of that we cannot donate to the organization. Even though it was tradition to use a different hall I brought up the idea to change to a venue that is closer and less expensive. Making this change we raised $4,000 more. Now, the less expensive and closer venue is the new tradition.

66. Student will create a personal code of inclusive leadership

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

HDF 492 There are six parts to the Model of Intercultural Sensitivity by Milton Bennet has six different stages and two sections. In the first section. Ethnocentric there is denial, defense and minimization. The second section is ethno-relative, which has acceptance, adaption, and integration. Denial of difference, which is not being able to recognize cultural difference. This involves a small amount of unknown stereotyping. There is denial/ isolation


which is when one does not understand the differences between cultures because their lack of exposure to other cultures. There is also denial/ separation, which is intentional separation between cultures. The second stage is defense against difference. This stage is when one understands cultural differences but there are mostly negative feelings towards an unknown culture. Part of this stage is defense/ denigration, which is to know information about a different culture and assuming the worst about the culture. Defense/ Superiority is to know about another culture and exaggerating strong aspects of that culture. Defense/ reversal is when one thinks their culture is bad but thinking another culture is just as great. The last stage of ethnocentric is minimization of difference, which is taking notice of other culture differences. Minimization/ physical universalism is recognizing that everyone is human so no one can be that different. There is minimization/ transcendent universalism, which is recognizing that everyone is human with the coalition of a higher power, such as a spiritual belief. Then there is acceptance of difference, which is appreciation of other cultures and traditions. Acceptance/ behavioral relativism is having the ability to understand communication between cultures. Acceptance. Value relativism is the understanding of beliefs and values of other cultures. Then there is adaption to difference, which is communicating with other cultures about personal issues. Adaption/ empathy is the ability to see ones point of view from one culture to another. Adaption/ pluralism is understanding of more than one cultures view. The last stage is integration of difference, which is embracing and emerging oneself in another culture. Integration/ contextual evaluation is the ability to use knowledge of other cultures and able to see everyone’s point of view. Integration/ constructivism marginality is when one does not associate a culture based on who that person is.

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

Outcome Category: Critical Thinking

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice69. Student will show knowledge of

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

HDF 492 Completed on April 16, 2013: On Monday April, 15 there was a bombing in Boston at the finish line of the Boston Marathon. After making sure my family members in Boston were safe I started my research. In the beginning of my research there were not a lot of stories out yet because the lack of information. I was reading every article that was up. I found many articles, then one caught my eye “Authorities ID person of interest as Saudi national in marathon bombings, under guard at Boston hospital” This was posted on


April 15, 2013 at 4:28 PM. I was reading through the article astonished that they knew this information so early on. Then I came across “12 Dead, 50 injured after 2 explosions rock Boston Marathon.” At this moment my critical thinking skills kicked in. I knew I could not simply trust this article due to this miss information. As of that night two people were killed from the explosion, not twelve. Even if the information in the article was correct about the suspect I did not believe it when it came from this source. The number of deaths due to this explosion is one of the most important parts of the article and it is something that should not be mistaken. From now on I do not look at the New York Post as a credible source.

70. Student will demonstrate proficiency of critical thinking

HDF 412 Critical thinking is when one does not just accept information when someone presents it to them. One asks questions, ask for research and evidence. Critical thinking is a necessary skill and I think that everyone at the University should learn it. Ever since it was presented to me in HDF 416 my way of thinking has been more thorough and I question ideas. There are different fallacies when it comes too critical thinking. If one learns these different fallacies it will make one more apt to think critically. First, there is Hasty Generalization which is a conclusion that is drawn from no or not strong research. Then there is Begging the Question, which is taking advantage of the question, this is when someone tries to get more out of the situation then one should. Then there is complex question, which is a question-based form a question, and there is no way to answer it that would be considered correct. Ad Hominem is when one does not address the issue but attacks the person presenting the issue. The person will talk badly about the person presenting the information usually, trying to ruin their credibility. Then, False Analogy, which is one, compares two items or ideas that cannot be compared to each other because there is not any common ground between them. Slippery Slope is when one assumes that one action or mistake will lead to an unsuccessful end result. Prejudice is when there is a predetermined judgment before being introduced to someone or an idea. One would let their predetermined idea stand in the way of making a true evaluation of someone or idea. Lastly, Group Think, which is one act differently because one is, concerned what other people in the group are going to do about the situation.

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

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

73. Student will show knowledge of at least five problem solving / conflict management methods, as well as understanding the roots of conflicts


74. 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)

HDF 492 I have always followed a six step action plan when problem solving. This is something that I have developed over my years as being a leader and what mentors and advisors have suggested to me. Step 1 is to identify the problem. This is simple one cannot figure out a solution to a problem, if they do not know what the problem is. I find it most effective to write out the problem with all of the details. I do this so I do not forget all of the different aspect to keep in mind that contributed to the problem. Then this leads us into Step 2, which is to assess the problem. Since, I have everything written down this is the easiest way to determine what the problem is. Since all aspects of the problem are written down and I truly understand each one I then come up with different solutions, which is step 3. Also, in step 3 I come up with different action plans to see which solutions would work or not. Then there is step 4, which is to pick the best solution. I pick the best solution by jotting down pros and cons. It is easy to eliminate different solutions because the action plans are already written out. If an action plan does not simply work then one eliminates it. After picking the best way to go about the plan in step 5, which is following through with the action plan/ solution. Then step 6 is to evaluate why the problem happened, how to ensure it does not happen again and keep record of the problem. This way one can learn from the error.

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

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

HDF 492 On Sunday April 21, 2013 my roommate and me were in the library. Both of us have been skeptical about going to the library due to shooting scare at URI and bombings in Boston. We sat down at the table. After about an hour of getting there I decided to go downstairs to get water. Since the staircases have windows looking into the other floors I saw everyone in the twenty-four hour room get up and leave. I immediately thought it was very weird so I came right back upstairs to tell my roommate. Both of us became very worried. Next thing we knew a lady came over the intercom, “Everyone evacuate the library right now!” Both of us started gathering our stuff together but I was panicking so much that I could not seem to pack my bag. My roommate looked and me and said “it is okay Ashley.” Those few words reassured me, I took a deep breath and was able to gather my belonging and then we ran out of the building and to her car. We found out later that there was a fire on the ceiling. At the time we assumed the worst that there was someone trying to harm the people that were in the library. During this time I saw how my roommate was truly a leader. She was able to calm me down in a time that I was not able to contain myself. This is something that I appreciated greatly and changed my view on her for the better on her.

77. Student will describe examples of leadership in crisis situations

HDF 492 On Monday April 15, 2013 there was a tragedy in Boston. At the end of the finish line there were two explosions resulting in deaths and injuries. I will be analyzing President Obama’s statements during the press conference and


the leadership skills that are present. At this time the country was in a state of panic. Everyone was scared because we were all worried for our and our family’s safety. During the address Obama stayed calm and confident. If the President showed that he was in a state of panic, it would relay to the country that he did not have the situation under control. This exemplifies leadership skills to show that he is confident that we will figure out what happened. He made people feel safe and secure, which the whole country needed. Some of the quotes that I felt stood out were, “We will find whoever harmed our citizens and bring them to justice”(President Obama). We all look to President Obama for safety, guidance and reassurance. With this statement I felt confident with the action steps that he chooses. Another line that stood out to me was, “Boston is a tough and resilient town, so are its people” (President Obama). By him making this statement it made Boston feel pride and strength when the city was feeling weak. It said to us that we would get through this because we can. It was a very empowering sentence.

78. Student will describe how power applies to leadership (Franklin)

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice79. Student will demonstrate

knowledge of active listening techniques

80. Student will describe examples of using active listening skills

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

HDF 290 Proficiency

Writing Proficiency One of our first assignments for HDF 290 were a series of proficiency, these were not graded we just received feedback on what we could do better so we could learn what was expected from us when we turned in assignments in the future. The one that I am using as evidence is the writing proficiency, I am very happy that this assignment was not graded because I missed many little details that I would have lost points for being: not including the heading, title, not double spacing and to go more in depth. This feedback prepared me for the rest of the semester. At the beginning of the year I did not understand why my work was not getting graded and everything was proficiency, now I see why because I have seen such improvement in my work over the semester.

82. Student will describe examples of giving and accepting

HDF 290 Inventory

Inventory It was an option in the semester to hand in a few examples of the inventory to get feedback. I took it upon myself to submit 2 inventories. I handed them


feedback. in during the class time and received them later. I figured out that I have got the basic idea on inventory but I still needed to include more detail. If I did not hand in those two inventory then I would have not done them correctly. I think everyone should, if given the opportunity get feedback before the due date, this ensures that one is doing the work correctly and the superior will be satisfied with it.

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

CSV 302 Community Service at URI Teachers Assistant

Maxwell Flashenberg and I are CSV 302 Teacher Assistants. This particular class we teach students in the Greek System how to mentor new members of the Greek System. Each session there is a main session where Max and I teach all of the new members the particular lesson, then the mentors break out into 23 smaller groups into different classrooms all over the campus. There are four sessions throughout the semester, which include: becoming comfortable with each other, education about hazing, education about alcohol then leadership and scholarship. On October 9, 2012 we had a first session. Max and I facilitated the main session, which went very well. First we introduced ourselves, then showed a slide show about Greek Life, then introduced all of the 50 mentors then conducted an icebreaker game for all 525 of the new members. The icebreaker that we chose was simply just standup if the statement we made applied to them. We announced such statements as “if you are a Patriots fan please stand up.” This created a good vibe within the group even though the group was so large. Then, the breakout sessions started. We contacted Sheri Davis to make sure the rooms that we booked for the breakout sessions would be open at 7:00. Unfortunately, all of the classrooms were locked. This left us with 525 new members wandering campus and random building hallways. After the session, Max, Steve Simo and I reviewed how the session went and discussed how we would lead the discussion in the following class the next Thursday. We decided to break up how the main session and the break out session went and dividing them up by pros and cons. From the pros we will find a way to continue the good action in following sessions and for cons, how we will try to fix each one for the next session.

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

HDF 412 Being a Community Service at URI Teacher’s Assistant

Max Flashenberg and I are currently the teacher’s assistant for the course community service at URI. For our particular section the students have to attend a retreat. The outline for the retreat started with icebreakers for about an hour, then a movie about alcohol abuse, introduction to partners, dinner then the debriefing on the whole day. The goal of the retreat is to have the student become very comfortable with each other to create a bond stronger then a normal class. It is necessary that the students have a bond with each other because they are mentoring students and it is apparent to the students that the mentors are comfortable with each other. We start with icebreakers that could be considered “silly”. As a facilitator I acted very energized and excited to be there. By doing this it get the students more excited and it creates more of a comfortable environment. Then we went into a more serious activity which we warned the students about, we were watching an alcohol abuse video which some might find disturbing. During


this time if someone needed to leave the room because they were emotionally affected by the movie it was okay. After the movie we debriefed the students because it was a lot to handle. But also I saw that the students were getting bored during the movie because some of them have seen it before so I shared a personal experience that made the students that the issue was important. About half of the student commented on the film. After this we introduced them to their partners that they would be working with for the rest of the semester. Then we had pizza and salad delivered and they ate with their partner to discuss goals for the semester. After that we had everyone come back together and we did a closing exercise. The exercise was that we stood in a circle and everyone said how they think the day went, what they gained from the retreat and a goal for the semester. I felt that the retreat was very successful and that it benefited the class as a whole.

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


I have the full skills to organize a meeting, while I was president of Alpha Phi every week I would run an executive council meeting on Sundays, a full chapter meeting, emergency house and chapter meetings when needed. Attendance from each member was required at chapter meeting and the members of the executive council were required to be at Sundays and Mondays meeting. In the executive council meetings we would start will officer reports, highest position to least high, then we would move onto new business at the end which would be more of an open discussion. Then the following night at chapter we would give our officer reports in rank of position then at the end general members are allowed to bring up anything that they have to say. Then at the very end we would read sister appreciations from the week then announce the new sister of the week. It is very important to have a schedule when it comes to meetings to keep order, if there is no order then members might begin to talk and not pay attention to the announcements.

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

CSV 302 Being Community Service at URI Teacher’s Assistant

I am currently a teacher’s assistant for CSV 302. This requires a lot organization. Over the summer we made the syllabus, which was difficult to communicate with multiple people via email. Even though we came up with a syllabus already we meet every week to go over the schedule. We have the same meeting time every week. In this meeting we go over what will happen each class, make the correct copies, decide who will teach portion and what way will be most effective. Then we talk after every class to talk about how the class went. If we did not cover a certain topic that we were supposed to then we will figure out how it will it fit in for the next class. Also, teaching students has taught me a lot about myself which I really like. By facilitating class I also now have more of an appreciation for my teachers because I now understand all of the effort that goes into each class.

87. Student will show knowledge of Parliamentary Procedure

HDF 290 Being a Greek leader. Every Monday night there is a Panhellenic Council meeting. This is when all of Greek Presidents and Delegates come together for a meeting run by the Panhellenic Council. The Panhellenic Council is a group that is made of up all different sororities to keep an eye on everyone in the Greek System. At


these meetings on Mondays we use the Parlimentary Procedure for everyone to say their reports. Firs the Panhellenic Council says their reports, then we move onto to old business, then new, then if any of the chapters have reports this is their time to let the Greek community know. Parliamentary procedure is good to know because it is an organized and effective way to run a business.

88. Student will show knowledge of techniques for working with difficult people

HDF 412 Being a Community Service at URI Teacher’s Assistant.

Max Flashenberg and I are currently the teacher’s assistants for the course community service at URI. In our class there is one particular student that often triggers me when she participates in class. The student will speak out of turn, complain and make comments that are not relative to the discussion that is taking place. Max and I both teach every lesson together. When I get triggered because of the student I give him a “look” that he knows that it means that I am currently being triggered. From there he addresses the student. All I need is a few seconds to breathe and then I can go back into the conversation with the student. In those few seconds I remind myself not be frustrated and that I have to put my feelings aside because the student’s education is more important. In the beginning I would be bothered by the student’s comments but now I acknowledge what they say but I do not let it bother me. Once I got to know the student I came to expect the next comment that they were going to make and I found myself less mad. I have almost become numb to the students comments.

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

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

CSV 302 Community Service at URI Teacher Assistant

I am currently a teacher’s assistant for the course community service at URI. This class we teach students in Greek Life how to mentor new members of the Greek Community. We taught Tuckman’s Group Development Theory one of the first classes. We decided that this was a good idea because it does not only pertain the class as a group but each mentor’s group of new members. I feel as though I truly had to really understand Tuckman’s theory to teach it to the class. When we were planning the lesson we decided to teach all of the stages: forming, storming, norming , performing and adjourning. Then as a class we came up with examples of each stage, relating them to Greek life, which helped the students truly understand each stage. For forming we decided that a good example would be bids day, this is because a new group is coming together, meeting everyone and briefly bonding. Storming would be an event that would possibly cause a fight within the group, such as planning an event and problems occurring. The example of norming would be after a big event and everything with in the sorority or fraternity calming down. Performing is an event when the group comes together for an event that hopefully succeeds. Adjourning would be an event such as senior send off.

91. Student will describe personal examples of group

HDF 290 Being a Greek 101 mentor and taking CSV 302

During the Fall of 2010 I took CSV 302 and was a Greek 101 mentor. We were asked to evaluate our group amongst Tuckman’s model, forming,


development in use. storming, norming, performing and adjourning. Forming is when the group is newly acquainted with one another and the group relies mainly on the leader to instruct the group on what to do. Storming is when some issues may arise in the group; the group members might be clique and is not agreeing on an issue. The next one is, norming, this is the stage when the group gets on the same page and agrees with one another on an issue and bonds are formed, Then there is the last stage, performing, this is when the group takes initiative and focuses on their goals and does not rely on the leader as much. Being a Greek 101 mentor I saw the new members of the Greek System go through these stages and help them grow as new members.

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

HDF 492 One needs to analyze the group before planning out how to go about to reach each different audience. I found myself for every announcement I made having a “target audience” at each chapter meeting while being in charge of my sorority. Each target audience would be where ever that group falls on the chart. I had to understand that the seniors would most likely only care about social and fun events. But the freshman would be willing to help with planning events because they were eager to learn more about the sorority. This helped me as a leader to identify different target audiences. When leading one is always going to have different type of people and one needs to realize that to reach out to them.

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

HDF 492 BUS 366 I am currently enrolled in Consumer Behavior. Like every other class there is material that is presented during class. Also, for us to see consumer behavior is by working in small groups through out the duration of the semester. Everyday we sit with our groups in class. We were also assigned multiple group projects though out the semester. This means we must be in constant communication with each other. We now know how each member works, their strengths and their weaknesses. There is one member that has had our professor previously so she always knows what to expect and how he will grade us. We have one member that is strong at presenting but their weakness is computer. There divides up all of the work and makes sure that every person completes their section. I always set up everything up on the computer by converting documents and I just introduced everyone to Prezi. This is something that we did not divide up it just naturally happened. We all have formed a bond with each other and understand one another.

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

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

HDF 492 Internship Course During both of my internships I was enrolled in the public relations internship course. This was just like being a member of group; we were a strong online community. Each week we were responsible to read an article that dealt with internships. Then we would leave a reaction to the article. We would also tell everyone else in the class about our most recent experiences in our internship. We were asked to respond to two other people to start an online communication chat. This was nice because it was


nice to hear about other people’s experiences. Also, it was nice to vent for a few moments about our internships because not every aspect of an internship was easy. Everyone would provide support for the other person that was having trouble. Also, we would give the person advice on how help to figure out the situation. We became a support group for one another because we all had so much in common with each other while completing our internships.

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

HDF 492 Challenge and Support Theory by Sanford was created in 1962. “The basic idea of this theory is that for growth to occur, a person needs a balanced amount of challenge and support as appropriate for the task” (Sanford, 1062). I truly believe in this leadership theory. I believe in this because some one does not make any growth in their comfort zone. One achieves the most when pushed outside of their comfort zone. From the challenge that we encounter we figure another piece to ourselves. The basis of this theory was the growth of college students. This is something that is present in college atmosphere. Normally, when one goes to college the atmosphere is very different from a high school atmosphere. College is filled with people you do not know, assignments that are harder, no collaboration between teachers that teach different subjects to balance out the workload, no principal to give you detention if you are late for class. In college if you are late or don’t attend, it affects your grade. (Sanford, N. 1962)

97. Student will describe personal examples of using the theory of Challenge and Support

HDF 492 President of Alpha Phi Sorority

As part of as president of my sorority I helped plan the new membership education and facilitated exercises. In the new member process the group of girls start off as complete strangers then after the six-week program they are very close. Each week they have one new member meeting and an optional sisterhood event. At the new member meeting we do first start off with ice breakers then move to challenge and support exercises. An example of these exercises would be such guessing what our secret motto AOE means. This is something that the new members find out at initiation. This is something that the new members look forward to figuring out. So the challenge would be in this situation trying to guess what it means. We divide the new member class into three groups. Each group has five guesses. They support each other within the group. Also, we give each group a different hint. Each hint is the support. Then at the end we give everyone the same hint. This helps them grow as a group while staying excited to get initiated.

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

HDF 492 BUS 366 I am currently enrolled in a consumer behavior course. Throughout the course we had multiple presentation. The one I will be focusing on would be is the final consumer behavior analysis on a company. As a group we chose the company Starbucks. Our job was to relate what we learned in class and align Starbucks values and ways. We needed to inform the class as to why Starbucks has strong consumer behavior. Since there were five us we came together to make an outline for the speech. The outline included an introduction, break down of chapters and how the chapters related to Starbucks and then the conclusion. The presentation was informative and


persuasive at the same time. It is both because we were informing the class and trying to convince them as to why Starbucks is a strong company. We started off with an intriguing video to grab the classes’ attention. I have found in this class that it is better to entertain the class instead of speaking to them. The class wanted to know cool facts and see videos because that is what grabs their attention. I took value in how to related these cool facts to what is going on in the class. This class has taught me a lot about informative/ persuasive speeches because every presentation is a like a business proposal. This is nice exposure because it will help me with future careers.

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

HDF 290 First Presentation

Communications Public Speaking Course

First, I am going to go over the persuasive speaking aspects. Persuasive speeches are meant to change the audience perspective on a subject. The speech should capture the audiences, the audience should be engaged in the speech, there should be a clear thesis, there should be a “need” step, real life statistic and credible ones and then at the end one should restate and summarize their points. Now I am going to explain informative speeches, it is about teaching the audience about the topic. It should include a strong thesis statement, make it relevant towards to the audience, establish credibility, make the information interesting, make sure it is easy to comprehend, and it should be ethical, credible and effective. (Wood, 2009) I am a communications major and it was a requirement to take public speaking so I feel comfortable with public speaking.

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

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

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

HDF 492 I have only been on a few interviews before for past internships. In these internships I have been asked a series of questions, even given random situations and asked how I would solve it. I feel comfortable answering most questions except for the dreaded question- “tell me about yourself”. This question has always been a struggle for me to answer because it is so broad. This is something that I often think about now that I will be entering the work force. I have come to the conclusion that I am going to evaluate the company and the position first. If it is a public relations position or company I will highlight such features of press releases I have written, interest in improving company reputation and social media skills. If I am interviewing for a entertainment/

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

HDF 412 I have been interviewed multiple times for jobs in high school but this summer was the first time I interviewed for a position where there were multiple other candidates. I knew that I was going to be interviewing so I went to career services and received help for my resume. My first interview was at Live Nation. I took a lot of time to prepare for this interview because I


knew how badly I wanted it. I went out got resume paper, envelope paper that matched and thank you stationary. I researched their dress code because I was in fear that I was going to be too over dressed if I wore a suit. Come to find out that their dress code is very casual, so I wore business slacks and a button up shirt. The women that interviewed me was in jeans and a blouse so I felt as though I dressed perfectly. I also researched about the company and found out multiple facts about the particular office. I also made three copies of my resume before I got there just incase if two people interviewed me or if something happened to one of them. I also looked up directions as to where it was and how long it would get there. I got there about 45 minutes early because I was in fear of traffic or getting lost so I sat in my car until it was time for me to go in. I thought the interview was strong but I always struggle with the question “tell me about yourself”. That was one of the questions that I was asked, I felt I did an okay job with it but for my next interview it something I am going to focus on.

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

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

106. Student will show knowledge of Intercultural communication considerations

107. Student will demonstrate proficiency in intercultural communication

HDF 492 Traveling Europe When I was sixteen years old I was luckily enough for my parents to send me on an education trip around Europe with some of my peers. This was a two and half week trip to many different countries and cities. We went to London England, Paris France, Luzerne Switzerland, Sorento Italy, Florence Italy, Rome Italy and Athens Greece. These sixteen days were some of the most memorable and education days of my life. We went on many tours but it was impossible for me to retain all of the information. I learned the most about each city/ country by observing the people. Each culture was completely different and fascinating. When we in Switzerland we were walking around and a local tried speaking to us but the language barrier prevented any form of communication. This was one of the only times in my life I was not able to communicate with someone, which is a very frustrating and mind blowing experience. In most of the areas that we visited almost everyone spoke English. This was crazy to me that speaking English was valued in other countries but it has never crossed my mind to learn Greek. After this trip I was thankful for the experience and had a different aspect on life. After seeing all of the different areas and the people that lived in them I have never thought that my small town of Southbury, Connecticut was so small. I am forever thankful for my parents sending me on this trip because of the experiences I had that transformed my way of thinking.


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

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

HDF 412 Being President of Alpha Phi

When being President of an organization one has to take responsibility for every action of every member of the organization while they are associated with the organization. While I was president of Alpha Phi there was an incident when a few sisters made bad mistakes at an Alpha Phi event that caused the whole chapter to get in trouble. I was called into multiple offices having to discuss the issue. At times I was very frustrated because I had to explain what happened and why it happened. I had to explain the reasoning of the girls who committed the act even though I did not agree or understand it. I often questioned why I put myself in this situation of having to deal with the people’s repercussions of their poor decisions. But then I always reminded myself why I decided to be president. The reason I wanted to be president was to ensure that my friends would have a president that my friends would have a leader who would give their best while serving as president. I often had to sacrifice my time I was going to spend with friends or family to address the problems that were occurring within the chapter.

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

Being president of Alpha Phi.

One down fall to being a president in a Greek House is that when something goes wrong you are the one to punish your friends. In multiple situations I had to give some of my best friends a judiciary hearing for something that they did wrong. One case was particularly hard because one of my roommates threatened another sister. I had no other option but to give her a judiciary hearing and a punishment. This is where I think one of the most important steps of being a leader lays, it is to be a leader but also be a friend. I gave her the punishment but then after I talked to her and explained why I had to even though I was one of her closet friends and roommates. Also, being a leader it is important to still have a bond with general members so they feel comfortable talking to you and for your own sake you still have friendships. What I would do is have times during the days when people could not talk to me about issues pertaining to Alpha Phi, unless it was an emergency. For example, on Sundays 11-2 I asked not to be bothered about Alpha Phi business and that would be my time just to hang out in the house with all of the sisters to ensure that I still had a strong relationship with all of them.

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

HDF 412 President of Alpha Phi I was president of my sorority, Alpha Phi for the year of 2011. Part of the responsibility as being president was to sit in on all of the new member meetings and actively engage them to get to know each other. Before the new member started, they just knew of me because I was in the highest power of the sorority and they were afraid to confront me because of the barrier they think that existed. Through each new member meeting they became much more comfortable with me because I tried to make them as comfortable as possible. I facilitated icebreakers so get know each other and myself. Through all six of the new member meetings I created a


relationship with each one of them. All of these relationships have carried over to current day and they are much stronger because I learned so much about them and we have a very strong comfort ability level with each other.

112. Student will describe how credibility applies to leadership, as well as the characteristics and skills of a credible leader


I think there are multiple parts that establish leaders credibility. First of all, when a leader presents something or plans an event, the leader should know every detail so if any of the members have any questions they can answer that question. If they do not know the answer the member might lose trust within the leader and might not think that they are fully prepared. Also, a leader should not be late unless it is an emergency Another aspect is mutual respect, if the leader does not have respect for the members some members might have the mentality that if they are not respected they do not have to respect the leader. Leaders also establish credibility by sticking to the rules and not making exceptions, because especially in a sorority house nothing is a secret and if it gets out that you let one person sly with one thing other members expect the same treatment.

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

HDF 492 Cheerleading through out my life.

I was a competitive cheerleader for ten years of my life. This is something that I loved and took very seriously. When I was going into freshman year of high school I tried out for the Varsity Cheerleading team that held many state titles. I did not expect to make the team. I was very surprised when I did make the team because only three spots were open and I was the only freshman out of my whole grade that made a varsity team. By junior year I was completely comfortable with every single member and every single one of him or her I considered a very good friend. At this time I did not know that I was considered a leader on the role. The moment that made it apparent to me was in December of 2007. One of my friends passed away. This traumatic event took a great toll on me and for an extended period of time I became very quiet and was not very motivated. One of my cheerleading coaches pulled me aside one day and told me how I was having such a strong effect on the team. She said that overall feeling of the team was very somber due to the way that I was acting. I had no intention of having this effect on everyone. From this point on in my life I realized that I had the natural ability to lead. I had to rebuild my credibility and standing as a leader on the team. I put on a smile everyday when I walked into the gymnasium for practice. I knew that for the sake of the team I had to put in a lot of effort in my actions at practice. The only thing I could really do was to act happy and cheerful. Soon it became natural to me again. After a while my coach pulled me aside again and thanked me for my efforts and told me that the overall vibe of the team has greatly improved. Then for my senior year I was nominated captain of the team.

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

115. Student will describe personal HDF 492 Executive Council As I mentioned in multiple inventory I was president of my sorority. When Leadership Inventory Revised 1/25/2010 42

examples of mentoring and being mentored

Relationships being president there is a special bond with people that were president before you and after you. In sororities we have families that include “bigs” and “littles”. The relationships between presidents are often very similar. When I was president the previous president was abroad and I could not get into contact with her. I would contact president from two terms before when I needed advice. I specifically contacted past presidents for advice because other members do not fully understand what it is like to have that responsibility. Since I was president there has been two presidents. Now I am the oldest member that has had this experience. I often receive phone calls from the current president asking for advice on certain situations. We provide support for one another. It could be asking advice on a serious situation or venting about how stressed one might be. This relationship of be mentored and mentoring is a unique and special one.

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

HDF 412 Being a Community Service at URI Teacher’s Assistant

I am currently one of the teacher’s assistant for community service at URI, the section that mentors the Greek 101 program. Overall, leading a class has taught me a lot about myself. Now I am able to pick out my strengths and weaknesses while in a leadership role. I enjoy being able to pick what we are going to do each class and how we are going to present it because I know what is going to appeal to the students. Also, I enjoy grading the papers of the students because they are mostly dealing with their sorority or fraternity and it is interesting to get some insight on what happens in other chapters. There are multiple of my friends that are taking the class. I do not find it hard to teach them the material because I am addressing the class as a whole. But at times my friends ask for me to cut them slack with assignments, attendance or late work. I always tell them that they are not getting any special treatment because we are friends. I have also found that I expect more from the people that are my friends in the class. I understand that is not fair. So whenever I find myself frustrated because they didn’t come to class or didn’t put in full effort into the assignment. But then I just tell myself that it is not fair to hold them to higher standards than the other students in the class.

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

HDF 412 Greek 101 Peer leaders run the whole system of Greek 101. When I was a freshman and a new member my Greek 101 mentors were peer leaders. Peer leaders are the best people to run this program because they have first hand experience with the Greek system. I think if teachers ran this program the students would not be able to relate to the students. I remember I had a feeling of comfort that a teacher was not lecturing me but a student was telling us stories that I could relate to. On the other handing being a peer leader for younger students gives one the responsibility of being a role model for the new members. Till this day I still see the students that I had in my Greek 101 class and speak to them about the experience. This past fall semester I am taught the Greek 101 mentors how to mentor the new members. I found this very rewarding and also have much more respect for all of my teachers. I now know all of the work that goes into lesson plans, how frustrating it can be when students do not participate and when


students do not show up for class. I have also learned a lot about myself while teaching. I have discovered different triggers, strengths, weaknesses and how excited I get when my students understand something or get excited about a project.


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LEADERSHIP DEVELOPMENT JOURNAL - …ashleywalker.yolasite.com/resources/LEADERSHIP DEVE… · Web viewLEADERSHIP . DEVELOPMENT . Outcomes & Evidence. Progress Inventory * Minor