Solc Outcomes

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name:
Date Enrolled:
Date of Graduation:
Leadership Inventory Revised 8/30/2013
*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.
CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
Center for Student Leadership Development Information
Minor Information
Developmental Model
ADVISING INFORMATION (students will include own documentation)
Tracking Sheet / Advising Updates
Syllabi of Minor Classes (Core and Electives)
Internship
o Guidelines
o Syllabus
o Mid-term
o Final
OUTCOMES
Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership, Critical
Thinking)
Targeted Classes
Experiences
Evidence
CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

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

To enhance the mission of the University of Rhode Island, The Center for Student Leadership Development aims to:
Provide developmental opportunities for all students to become informed, inclusive, effective, and ethical leaders in the global marketplace through the implementation of
learner-centered academic, experiential, and co-curricular programming.
Engage in research, assessment, and advancement in order to positively impact the expanding field of leadership studies.
CSLD Vision Statement
The URI Center for Student Leadership Development will promote dynamic strengths-based leadership development through multiple delivery methods to prepare students to be
competitive in the work place and global marketplace. The CSLD seeks to progress as innovators for experiential engagement and enriching assessment.
CSLD Values Statement
Grounded in the Social Change Model of Leadership Development (Higher Education Research Institute), Relational Leadership Model (Komivies, Lucas, & McMahon), and Servant
Leadership (Greenleaf), the URI Center for Student Leadership Development values:
Engaged and experiential learning through a constructivist approach
Inclusion, Social Justice, and Civic Engagement
Ethical and Value-based Leadership & Relationship Building
Innovative Assessment and Presentation Models
MINOR IN LEADERSHIP STUDIES

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We utilize
a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include some
form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of
interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
Regardless of your major, you can minor in Leadership Studies.

Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of C or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
Application for the minor must be filed in your academic deans office no later than the beginning of the final semester or term.
Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits

Required Element
Introductory Course
3 credits
Internship
3 credits
Class options
HDF 190: FLITE
Only offered in spring for first-year students
HDF 290: Modern Leadership Issues
Offered Fall and Spring for sophomores & juniors
HDF 417: Leadership Internship
Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
internship experience for graded credit
or
or
Experience through Office of Experiential Learning & Community Engagement

or
Capstone
3 credits
Internship Class in Academic Major
The only time the major and minor can overlap
HDF 412: Historical, Multi-ethnic & Alternative Leadership
Offered only in the fall with preference given to seniors
COM 402: Leadership & Motivation
Offered in the spring and summer with Dr. Leatham
or
or
BUS 441: Leadership Skills Development

or
HPR 411/412: Honors Senior Seminar

Portfolio
1 credit
Notes
HDF 492: Leadership Minor Portfolio
Offered in the fall and spring with Dr. Cooper

Must be in Honors or have GPA of 3.3
Taken last spring semester of enrollment (some exceptions)
MINOR ELECTIVES-9 credits

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US
BUS 341: Organizational Behavior
BUS 342: Human Resource Management
BUS 441: Leadership & Motivation (capstone option)
BUS 443: Organizational Design & Change
BUS 448: International Dimensions of Business
BUS 449: Entrepreneurship
COM 100: Communication Fundamentals
COM 202: Public Speaking
COM 402: Leadership and Motivation (capstone option)

COM 407: Political Communication
COM 415: The Ethics of Persuasion
COM 421: Advanced Interpersonal Communication
COM 422: Communication and Conflict
COM 441: Race, Politics and the Media
COM 450: Organizational Communication
COM 461/462: Managing Cultural Differences in Organizations
CSV 302: URI Community Service
HDF 416: Leadership in Organizations

HDF 417: Leadership Minor Internship
HDF 437: Law & Families in the U.S.
HDF 450: Introduction to Counseling
HPR 118: Honors Course in Speech Communications
HPR 203: The Prepared Mind
HPR 412: Honors Seminar (capstone option)
MSL 101: Introduction to Military Leadership
MSL 201: Leadership & Military History
COM 208: Argumentation and Debate

COM 210: Persuasion: The Rhetoric of Influence
COM 221: Interpersonal Communication
COM 250: Small Group Communication
COM 302: Advanced Public Speaking
COM 308: Advanced Argumentation
COM 322: Gender & Communication
COM 351: Oral Comm. in Business & the Professions
COM 361: Intercultural Communication
COM 383: Rhetorical Theory
COM 385: Communication and Social Influence
GWS 150: Introduction to Womens Studies

GWS 310: Race, Class, Sexuality in Womens Lives
GWS 350: International Womens Issues
HDF 190: FirstYear Leaders Inspired to Excellence (FLITE)
(introductory course option)
HDF 290: Modern Leadership Issues (introductory course option)
HDF 291: Rose Butler Browne Program Peer Mentoring Program
HDF 412: Historical, MultiEthnic, & Alternative Leadership
(capstone option)
HDF 413: Student Organization Leadership Consulting
HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership
MSL 201: Military Skills and History of Warfare

MSL 202: Leadership & Team Building
MSL 301: Leadership & Management
PEX 375: Women in Sport Contemporary Perspectives
PHL 212: Ethics
PSC 304: Introduction to Public Administration
PSC 369: Legislative Process and Public Policy
PSC 504: Ethics in Public Administration
SOC300/WMS350: Women and Work
THE 221: Stage Management
THE 341: Theater Management
BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

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

Outcome
Target class
Additional Experiences
Descriptive notes regarding learning and practice
1.
Student will demonstrate autonomy and a

minimized need for approval
HDF 190
New England Baptist Hospital
2.
Student will demonstrate personal,

organizational, and academic examples
of self-discipline
HDF 190
University of Rhode Island Womens

Rowing Team
2015 Deans List Reception
3.
Student will demonstrate the ability to

manage emotions
HDF 190
HDF 413
College Move-In Weekend 2014

SOLC Consultant Resource
Manual Group Project 2016
I have had the opportunity to work at New England Baptist Hospital since the summer of 2011. In this
hospital, I have worked in the preoperative center, the postoperative center, the gastrointestinal unit as
well as the operating room. Clearly, I have jumped around a lot from place to place in order to see a lot
of different situations and procedures. My boss did not start me much of a hands-on job. Originally, I
was only expected to make beds and assemble product bags for the patients in the preoperative
center. I wasnt expected to have a lot of patient interaction or hands on experiences. However, nursing
is something that I have always wanted to do, so when I was placed into this position, I knew I was
going to learn as much as I could. I started asking nurses what they were doing and why they were
doing it. I started to finish all of my work quickly just so I could watch what the nurses were doing. The
nurses were impressed by my curiosity and began to really teach me about their job. Slowly but surely,
I kept sticking my nose into other places just to see if I could help out with smaller tasks to ease the
nurses jobs. These smaller jobs led to the nurses giving me bigger jobs, and ultimately teaching me
some really helpful information. I was then able to have contact with patients, learn how to perform
specific blood tests and even watch some really great operations. I had come a long way from the
miniscule job I was originally given. I never really gave this much thought until my boss called me into
her office one day. She is a woman of few words, but she complimented me on my initiative and how
she never had to give me specific orders because I would always make myself productive. This was an
eye opening moment for me. On a daily basis, I feel that I always try to do what is best, whether people
are looking or not. When I was making beds originally, I did not complain and I just did them because
they needed to get done. Others wondered why I didnt try to do something else, but I understood that
this was a responsibility of mine and in order to advance myself, I needed to take care of my own
duties first before learning others. Also, I did not settle in a lower job, but rather always reached for
more. In the hospital, I dont need specific orders because as I look around, I see so much potential
work that needs to be done. My minimized need for approval comes from my idea that everything can
always get better to reach its maximum potential. Therefore, why should I be praised for doing work
that needs to be done?
Being a division 1 rower, self-discipline plays a big role in the way that I live my life. We practice each
morning at 5:00 am and are expected to give 100% effort. We have high standards that the coaches
and athletic department expect us to hold as athletes, students and leaders. Academically, I am a
nursing major, which is certainly one of the most challenging and demanding majors here at URI. Being
able to balance the rigorous training and traveling schedule of rowing as well as the strenuous nursing
curriculum requires a lot of hard work, especially in a very social college atmosphere. In the fall of
2014, I experienced my first semester of college and I was forced to balance my busy schedule on a
daily basis. My coaches as well as my teachers demanded a high quality of effort at all times. At the
end of my first semester, making good grades in the classroom and maintaining the athletic demands
of rowing came full circle when I made Deans list. Because of my academic and athletic achievements
, I as invited to a special reception before a URI basketball game only for scholar athletes commending
us for our hard work. I realized then that I had succeeded in the challenging task of balancing division 1
NCAA athletics, a tough course load and also the social aspect of college. I had certain obligations
during my very first semester of college, however, I was able to discipline myself in order to be
successful.
In the fall of 2014, moving away to college was a big change for me. I had been living in the same
house for 18 years of my life constantly around my loving family. My house in Massachusetts was an
hour and fifteen minutes away from the University of Rhode Island, where I had to meet new friends
and start fresh classes. At home, I was comfortable around all of my friends and I was used to
constantly being surrounded by my family. I was really scared to see the types of things college would
bring to my life. I was nervous to leave home and begin at URI, I was excited to embark on a new
adventure, and I was scared for what the future would hold. When move-in day came, my family helped
me unload all of my belongings into an unfamiliar dorm. I had a million thoughts and emotions running
through my head. It would have been easy for me to break down in tears and beg my parents not to
leave me. I could have easily ran right out of that dorm and turned home. I could have refused to settle
down in a new place and move on to the next chapter of my life. However, I did not do either of those
things. Instead, I held myself together and tried to make the best of this new opportunity. I was able to
manage these new and unfamiliar emotions of moving away and apply them positively in building a
new life at the University of Rhode Island.
In HDF 413, our first group project that involved the class in its entirety was to create a
Consultant Resource Manual. This project was very different than other group projects than I
had ever done before for a few reasons. First of all, the whole class was responsible for just
one assignment submission. Also, all of the individual work was already done we just had to tie
up some loose ends and assemble the information in one document. We started working on
this project a week before it was due, leaving us plenty of time to put it together. In class, all
were looking at each others schedules and we realized that we were all really busy. As involved
leaders, it was really difficult to find a time to meet. We decided to use a Google Doc to upload
our materials. As the week went on, slowly but surely everyone started making edits to the doc.
When I say slowly, I mean very slowly. Unfortunately, I was traveling all weekend for an
invitational rowing regatta in Washington D.C. and was unable to do much work on campus.
However, I made a huge effort to communicate in the group chat we had created. We did not
know exactly what our plan was by Friday, and as someone who doesnt necessarily like to
procrastinate, I was quite worried. I started to add additional pieces to the document to fulfill
our rubric requirements. It was clear to me that some people hadnt even opened the doc or put
their information in. In between races and at night before bed I would try to rally up the troops
to complete their portion, however not much seemed to work. By Sunday Night, I had opened
the doc and just started to plug and chug. No one was responding in the chat and needless to
say, I was extremely frustrated. I dont usually get too upset over much, but since this project
was due the next day and it was not even half way complete. I was triggered. I had
communicated to the group what still needed to be done that night at 10:13 p.m. Since I
normally go to bed very early due to an early 4:45 alarm for practice every morning, staying up
until 10:13 p.m. was quite the stretch for me. I logged off my computer and went to sleep. With
high hopes that the project had been somewhat completed that night, the next morning I
opened the document at 9:45 a.m. and absolutely none of it was done. I was the last person to
even open the doc since the night before. I was extremely upset and frustrated at this point and
knew this project wasnt going to get done unless I did it. Sure enough, I ended up completing
the resource manual and handing it in. At the time, I was infuriated and needed to vent out my
feelings. I knew I would have to see the people in my group later and I did not want to hold a
grudge all class. In order to not blow a fuse in class, I knew I needed to digest what happened. I
started to reflect upon the whole process. I genuinely believe that my peers are great leaders
with fantastic qualities. I also understand that sometimes life gets busy and we get a little hung
up on lifes smaller details, such as group projects. Coming to these realizations, I began to
settle down and relax before class. When class finally arrived at 3 and everyone was present, I
could feel the tension. People wouldnt make eye contact with me and it was very awkward.
Luckily, we had a chance to debrief the project together in class where we could all share how
we felt the project went. I thought for being as mad as I had been earlier, I was extremely calm. I
listened to what everyone had to say and even added in how I felt too. I didnt yell, I didnt
scream or cry, but I was able to express my opinions maturely. Sometimes its really easy to get
caught up in emotions, especially anger and frustration. These types of feelings can take away
from the main goal and even break relationships with people. In this situation, I thought I was
able to handle myself well and maintain a positive outlook for the next group project.
4.
Student will demonstrate knowledge of

stress management methods
HDF 190
Nursing 100
5.

manage stress
HDF 190
HDF 413
Final Exams- Fall 2014

URI Counseling Center
6.
Student will express a personal code of

leadership / membership ethics
HDF 190
VIA- Values In Action
For Nursing 100, we are required to create a teaching project to present to the class. We are supposed
to research and discuss hot health topics that affect a certain age group. My project was aimed
towards college students and it included many useful stress management tactics. Through our
presentation, we discussed why stress occurs and how to deal with it in different ways such as deep
breathing and guided imagery. I was able to bring the class through a guided imagery piece that helped
them relieve stress. We found that through relaxation, stress was able to melt away. We encouraged
the students to think of places of people who may be helpful to them when getting rid of stress. Also,
closing the eyes and breathing deeply and slowly also helped the students relax during a stressful time.
Through this project, I was able to retain many methods to manage stress.
As a college student, final exam week at the end of every semester is obviously a very stressful time.
Each student takes exams that make up a hearty portion of their final grade, however all of these tests
are just days apart. My first experience with finals was at the end of my first semester. I was nervous, I
was freaking out, but I was mostly stressing over the importance of these exams. Although this was a
stressful time, I was able to calm myself down through guided imagery and physical activity. Once I
detected I was getting stressed, I took a break to relax and switch my focus for a bit. As soon as I felt
relaxed, I was able to get back to my studying and refocus on the task at hand. I was proud of myself
for how I handled the situation and also the final product of my grades! I ended up getting an A in all of
them just because I was able to relax and keep composure during this stressful time.
Over the summer of 2015, I began experiencing a lot anxiety and frequent anxiety attacks.
These were new emotions to me and I wasnt quite sure how to deal with them. I slowly but
surely began coping with this issue of mine and I thought I had it under control. However, once
school started I began feeling the stress of grades, clubs and rowing. Balancing all of this was
something I had never had trouble doing until I began having anxiety. All of these things started
to stress me out immensely. I lost my appetite, couldnt sleep and had a hard time performing
to my best ability. I knew that this was not the person I wanted to be. I felt so many external
pressures, however they were more intense than ever before and I did not know what to do. I
was not going to let anxiety and stresses take over my life. I had to take this matter into my own
hands. I sought help at the URI counseling center where they helped me get my anxiety under
control. More importantly, they helped me regain control over how I deal with stress. I was
taught new meditation techniques and even given applications to put on my iPhone for when I
needed them. This semester was the first semester of nursing school. I had to have above a
73% grade average in all of my required course classes in order to progress in the program. I
knew that I wanted to be a nurse with all my heart as it has been a dream of mine since I was a
young. This pressure to pass and fulfill this dream worried me to no end and brought about a
lot of sleepless nights, until I sought help. Now, I am able to take a deep breath, open up an app
and calm myself down. By the end of the semester, I ended up passing all of my classes and
continuing to the next set of classes in the program. Without the help of the Counseling Center
and knowing when to ask for help, I would not be in the nursing program.
In HDF 190 I learned my top values and ethics. My top 5 VIA character strengths in order are humor,
gratitude, appreciation of beauty and excellence, zest and forgiveness. Personally, I really enjoyed
exploring these values in class and discovering the ways that we use them in our lives. We did a lot of
in-class activities and discussions that helped us gain insight towards these values and decipher what
they mean to us as individuals. These values describe the way that I lead the way I do and also the
way I tend to think. My number one VIA value is humor and honestly, I do not think I am that funny.
However, as I read a part of the description that states, you try to see the light side of all situations, I
could understand why this perfectly describes me. I think that humor for me is my ability to not dwell on
the negatives in life, but rather be appreciative for the positives. With every light of each character
strength, there can also be a shadow that follows. For me, the shadow that accompanies humor can
also be described by a part in the description that reads, You like to laugh and tease. In situations
such as group projects I can sometimes get carried away not being serious enough for the task at
7.
Student will demonstrate practice of the

personal code of ethics
HDF 190
Leadership Institute 2014

URI Challenge Course
VIA Character Strengths
8.
Student will express a personal values

statement
HDF 190
VIA Character Strengths
hand. This can hinder both my individual development and also the development of the group.
However, since I have seen that I do have a tendency to be light and playful at times, I am also aware
that sometimes I need to be serious as well. As Ive learned more about myself through the character
strength of humor, I have been able to appreciate my own ability to not only help myself see the light in
every situation, but help others to do the same.
At the Leadership Institute, I was able to embark on the Challenge Course at the Alton Jones campus.
Myself as well as the other 13 members of Team Creativity were presented with many difficult
challenges while on the course. Each activity we did required immense teamwork and a strong sense
of togetherness. We completed the first two activities without any real issues. The first activity required
us to arrange ourselves through only using a rope swing as transportation. The second activity we had
to put ourselves in order of our birthdays, however we couldnt talk and we had to balance on a log
while doing it. The last activity was one where we had a massive wooden board that could either lean
to one side or the other, however it could also be balanced in the middle. Our goal was to get
everybody in Team Creativity on the board while keeping it balanced in the middle. With many people
getting on and shifting around, chaos quickly emerged. Suddenly, everyone was trying to strategize
their own plan to accomplish the task and people started to no longer work together. Obviously, after a
few minutes of scrambling around, the team got very frustrated and upset. I could see this happening
to us very quickly and I knew that if we wanted to finish this activity, we really had to stop being so
serious and start opening our minds to having fun on the course. This course was set up for us to work
together all while having fun doing it. So, naturally according to my VIA values, I started having some
fun with it and dragged people around with me. I was able to crack a couple jokes to get my team to
loosen up and refocus. As we were moving around on the wooden board, I started doing something I
like to call the Michael Jackson shuffle and made the moving around less frustrating and more playful.
Also, I started to really cheer people on, encourage them and make sure that everyone had a chance
to participate in our task. My humor and playfulness was contagious as I felt other people start to be
more light and approach the task at hand with a less pessimistic attitude. I think once I was able to
get a couple people laughing, more of my teammates caught on and were able to do the same. Once
we could relax and have fun while on the challenge course, we were able to accomplish the feat of
balancing the board. It was not easy by any means, but once we started really enjoying the journey
rather than stressing over the destination, we were successful. Sometimes being light, playful and
humorous in frustrating situations can overall help the wellbeing and togetherness of a group dynamic.
In HDF 190, we discovered our value strengths the first week of the semester. Discovering these
values helped me understand myself more as a person and as a leader. I feel that before I took the
VIA, I was never able to put my values into a solid perspective as the VIA did. My top value results
were humor, gratitude, appreciation of beauty and excellence, zest and forgiveness. To me, humor
does not mean making jokes out of everything and striving to be the funny guy. But rather, humor
means that I am able to keep situations, especially stressful ones, more light and positive. I enjoy
seeing other people happy and smiling rather than laughing hysterically about everything. As my
mother always says, lets keep things on the up and up, meaning we always keep things positive. My
next strength is gratitude. I feel that I am thankful for everything, good and bad, in my life. Also, I see
myself really exemplifying gratitude when I not only appreciate I have, but also making the most of
each opportunity presented to me. Because I feel so grateful, I am compelled to be the best person I
can be on a daily basis. Similarly, appreciation of beauty and excellence also displays gratitude to an
extent. I feel that I can appreciate everything that I have and that it is precious. Personally, I feel that I
look at certain structures or situations I look at them through the lens of a little kid seeing something
awesome for the first time. I let amazement and wonder control me every now and then when I look at
the world. Also, in terms of excellence, I feel that when other people achieve high honors or awards I
marvel in their accomplishments. Another character strength of mine is zest. I feel like I encompass this
value every day. This value helps me think outside of the box and be creative. To me, zest means
being unique and enthusiastic about every opportunity presented. Lastly, forgiveness is also a VIA
strength of mine. I think that forgiveness aids me in being understanding of others. Everybody makes
9.
Student will demonstrate practice of

the personal values statement
HDF 190
HDF 413
Day of Discovery RetreatTown/Community Exercise

Hospice Nursing
mistakes and life happens around us all the time. I think it is important because if you are not forgiving
you waste time worrying about things of the past that you cant change. Why dwell on the past when
you can excel into the future?
In the Day of Discovery Retreat for HDF 190, we did an activity where I really saw my VIA character
strengths shine through. The activity consisted of three towns; earth, fire and water. Each town had a
certain amount of space as well as building materials, money and resources. Our peer leaders and
professors formed the government and political structures in place for us to use. At first we did not
notice that each town had different amounts of resources. The water community certainly had the most
building materials and space. Also, the government was nicer to them and gave them more
opportunities They represented the upper class. The earth community had a moderate amount of
resources and they were semi respected by the government. They represented the middle class.
Lastly, the fire community barely had any space allotted to them, a limited amount of resources and the
government did not give them any opportunities whatsoever. I was placed in the fire community and we
were the lower class. We had to try and obtain building permits in order to make our community grow.
The government kept shutting us down, taking our money and putting our members in jail. A lot of the
people in my group got very frustrated with the whole project. I saw everybodys frustration as an
opportunity to utilize my VIA value strengths. People were getting pretty upset, but I was able to keep a
smile on my face and get people laughing over the situation. Whether it was making a joke to relieve
the tension or adding in a funny comment about our unfortunate circumstances, I tried to keep things
light in the group. I also thought that I was able to utilize my gratitude value quite extensively through
this exercise. No, my group did not have all of the resources that the water community had, we still had
something to work with. I was grateful for the little that we had and encouraged my group to feel the
same way. I really felt that we had to make the best of what we had and be thankful that we at least
had something to work with. Another value I saw present in this activity was my forgiveness. The
government and structures in place around us were not fair at all. Instead of getting outraged and mad
at these people, I tried to talk to these people calmly instead. I felt that I was able to forgive them for
being unfair and maybe through this tactic, I would be able to get their assistance in solving our
community issues. I did not hold a grudge over being underprivileged but I kept an open, forgiving mind
when trying to build up our community. Although this was just a smaller activity we did at our retreat, I
felt that it was a great opportunity for me to use my values. I think that when people get frustrated or
angry, their true values shine through. During this exercise, yes I was frustrated, but I was able to
maintain composed and optimistic because of my values.
As a nursing major, I have the opportunity to pick what type of nursing I would like to do when I
graduate. The curriculum gives students many opportunities to experience and learn about
different fields and branches of nursing. In my NUR 233 Geriatrics lecture we had a guest
speaker from Hope and Hospice Care Rhode Island. I had never really given hospice nursing a
thought due to the negative and depressing connotation it has. However, once Marsha, the
guest speaker, began presenting my opinions drastically changed. I realized that a lot of my VIA
values match up perfectly with the mission of hospice care. First of all, hospice is end of life
care. It works to ensure that terminally or seriously ill patients have a very easy and
comfortable last few months. It clinically focuses on symptom management. The goal is not to
be depressing or sad, but rather happy and celebratory of life. I think my first value humor fits
in perfectly here. With humor, I am often smiling and laughing, which can be refreshing to
patients in pain. Keeping conversations light and positive can help ease their discomfort. Next,
my value of gratitude is pivotal in hospice care. Often at end of life, patients are grateful for
what they have and who they have in their life. If they are extremely sad or upset, I can help
them see the greatness in their own life and remind them of what they can be grateful for. My
next value, appreciation of beauty and excellence, can be used to help this patient appreciate
the beauty and excellence in their life. In hospice, patients spend a lot of time reflecting upon
their own lives and all of the things they have achieved. I can help facilitate these
conversations as looking back and marveling at lifes accomplishments is something I
10
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lead a project from start to finish (followthrough)
HDF 190
Small Group Leadership Group

Project- Spring Semester 2015
11.
Student will describe goals and

objective statements regarding
personal issues, career issues, and
community issues
HDF 190
Fontbonne Academy Social

Justice Project 2014
HDF 413
URI Student Senate
frequently do. Another value of mine that would be helpful as a hospice nurse is zest. The
presenter had told our class that her goal is to keep her patients living life fully until the end.
Whether this means sending patients do something theyve never done or make amends with
people they feel that they need to, zest is important to fulfill these needs. Patients often feel like
they need to change something before they pass, therefore this value would be able to assist
them do this. Lastly, my value of forgiveness would also play into hospice nursing. Most sick
patients feel guilty for being sick. They feel as if they are a burden to their nurses or caretakers.
However, I am able to compassionately forgive and help them understand that I am truly there
to help them. This kind of therapeutic communication could help them feel more comfortable in
such a difficult time. Overall, I think that my values will help me deliver high quality care to
patients who are in desperate need of love and compassionate care.
In FLITE, we were assigned small groups and a leadership program project we had to finish by the end
of the semester. Since this class was filled with leaders, we were all able to co-lead this project to its
completion. When we first got the assignment, we were a little taken back by what it was asking of us.
We got to work quickly, but soon realized that our original idea was wrong. We had to reconstruct our
whole project and work together for a timely finish. In my opinion, communication while leading this
project was the most important part. As a group, we needed to make sure we were all on the same
page at all times to follow through each step of the project. At the beginning, we were able to talk
through our preliminary ideas. The middle of the project pushed us to express our creativity while
executing the project. At the end of the project, communication played a huge role as we had to make
sure each one of us knew what we were responsible for presenting and bringing to class. For a group, I
established a Group-Me group chat. I also posted all of our documents in a Google document online
for us to share. Leading a project requires making sure that each member is clear on what is expected
from him or her. Open communication and an open mind, no matter who was leading the project, was
the key to our success as a small group. Each member had a small piece in creating the bigger group!
Being in high school, I remember myself always looking up at the college lifestyle as the way they
portrayed it on television. The partying, the drinking and the craziness of a big university seemed to be
the only items in the spotlight when it came to thinking about college. When I was a junior and was in
the process of applying for schools, I kept thinking about how stressful the whole application process
was. I got upset when I would tell people about my list of schools and they would judge them on
whether they were a big party school or not. To me, there is so much more to college than what the
stereotype leads society to believe. I felt so strongly about this that I decided to do work with this issue
all throughout my senior year of high school in my social justice project. I had the opportunity to
research this topic throughout the year, perform advocacy and attend Alcoholics Anonymous meetings.
At these meetings, I was able to talk with a large amount of people whos drinking problem began with
college binge drinking. I knew that this stereotype of heavy college drinking society puts onto us got
these people into a difficult situation. Through my project, I was able to present my information to
students applying to college to inform them about college binge drinking and how it will affect them in
the future. I truly believe that getting an education and being successful is often a factor overlooked by
young students. I aimed to take the stereotype out of this equation and present them with hard, realistic
facts that relate to college drinking and partying. I feel like this was a social injustice because young
students were being forced into believing that in order to have a real college experience, they need to
engage in uncomfortable social events. Television, magazines and even those older then us pass down
this unrealistic ideology. Though my project, I hoped that the students I talked to and presented to will
feel able to break out of this stereotype and not conform to societys college living idea.
URI is an amazing place that has an extremely unique dynamic. We have a classic mix of
students who chose to live at their own homes, on campus in a dorm, or off campus in a rental
home. With such a beautiful surrounding area, it is quite hard to resist living off campus.
However, with off campus living comes off campus issues and responsibilities. Living in
Naragansett has been a common tradition for URI students for many years. Students enjoy
12
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Student will show evidence of goals and

objectives that were planned and
achieved
HDF 190
Womens Rowing
13
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Student will show knowledge of the

Hierarchy of Needs theory by Maslow
HDF 190
Nursing 100
Fundamentals of Nursing
living with many of their friends close to the beach. However, in 2015 this norm was
challenged. Over the past years, there have been many disturbances caused by students in
residential areas. The town council had proposed a new town ordinance enforcing that all rental
houses were limited to 4 unrelated persons at a time. For some houses, this may work as they
may only accommodate 4 or less. However, there are a lot of houses which do have more than 4
bedrooms. This would still mean that only 4 unrelated people could live there. The ordinance
causes a slew of problems for students and also for realtors in the area. No matter what, the
end result of this ordinance could not be good. As a member of the student senate, I have the
responsibility to represent the student body as a whole. Although I live on campus, I care about
all of the students. If this ordinance was to be passed, 300 URI students would currently not
have any place to live. On senate, our external affairs chairwoman Brianna Montecalvo had
been keeping up on this situation and had rallying senators to be the voice of all the students. I
knew I had to stand up for my fellow colleagues, so I went to countless town council meetings
to show the town that students care. Also, we took action on campus. We educated all students
about the potential ordinance and how it would affect them. It is a huge community issue that
needed to be addressed by all those who would be affected by it. Personally, my goal as a
senator was to be a face for the students to the town council. Its very easy for these
councilmen to group all students together and forget that we are actually people too. Also, my
goal was to inform everyone about what was going on and inspire others to act.
In the fall of 2014, I came to the University of Rhode Island with the intention of playing ice hockey. I
had played hockey for 14 long years of my life and I loved everything about the sport. I was extremely
excited about the opportunity I had to play on a college club team. However, I realized my class
schedule conflicted and with other variables in the equation, I realized my hockey career was over. I
was devastated. After being upset for quite some time, I decided I needed something to fill the physical
and emotional void in my life. I found out about the URI Womens Rowing team from a friend of mine,
and I decided to give it a shot. I had never rowed a day in my life, but they encouraged new students to
try it out to see if they liked it. Low and behold, I gave it a chance and I made the novice walk-on team.
Being an NCAA division I athlete had been a dream of mine my whole life, but I never thought I would
achieve it with a sport like rowing. After a few weeks of being on the team, the walk ons were starting to
be integrated with the recruited varsity members. My coach had made it clear that the novice walk ons
would be in their own boat for a race in the fall, but she also made it clear that with hard work and
determination, we also could climb up the ranks for a varsity boat in the spring. At first, I thought this
was crazy. How could I become a varsity rower with barely any experience? However, I like crazy and I
knew that this was something that I wanted to do. I made the decision that I would do everything in my
power to make myself the best rower I could be by the spring. I did extra workouts, went to the coaches
in my spare time to work on technique and I watched film of practice so that I could improve. Over time,
my hard work started paying off. My scores at practices were getting better and I was slowly climbing
my way up the team. Our first race was against UMass Amherst and when race day came, I found
myself in the 4, a varsity boat. All of my hard work in the fall and winter had paid off and I was officially
a varsity athlete competing at a high level of athletics. Sometimes, I look back at the day I made the
decision to work my hardest to achieve something out of my reach. I thank the person I was back then
for pushing me to test my limits and be the best that I could be.
In Nursing 100, we discussed many theories pertaining to the development of people. Maslows
Hierarchy of Needs is one of these theories. We did many activities and group discussions about the
theory. From this class, we learned that it is a five-stage model. The first stage includes biological and
physical needs including air, food, shelter, sleep, etc. The second stage includes safety needs.
Protection from the elements, order and security are all necessary components in this stage. The third
stage is love and belongingness. In this stage, the person obtains love and intimacy through friends,
family and romantic relationships. The fourth stage is esteem needs which encompasses qualities such
as independence, dominance and mastery. The last stage is self actualization needs. A person in this
stage has recognized their full personal potential. Each stage must be fully completed before the
14
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Student will show application of Maslows

theory to own life
HDF 190
Disney Half Marathon
15
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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 190
HDF 413
Strengths Quest
SOLC and Leadership Institute
person can advance to the next stage.

In January 2015, I decided to run a half marathon. This was exciting because completing 13 miles is
quite a feat, but also it was exciting because of the location. The half marathon I decided to run took
place in Disney Land, Florida and it ran through the different parks that Disney has including Epcot and
Magic Kingdom. I was so excited to run this race and I couldnt wait to have my medal. I would feel so
accomplished and so distinguished after I finished this race. Because of these feelings, I forgot about
how difficult it would actually be. Although it was in Florida, the morning was very, very cold and I was
unprepared. Because I did not have my basic needs of warmth and shelter, I did not feel able to run the
race. One of the ladies next to me gave me her blanket so that I could warm up and once I could feel
my hands and body again, I felt ready to run. The half marathon kept plugging along and I did my best
to keep up. However, by mile 9 I started to feel very dehydrated. I did not know if I was going to
complete the task that I had been so excited for. Thankfully, I had a close friend care for me and helped
me drink water. I ended up finishing the race in 2 hours and 31 minutes. I was proud of myself, but I
realized I could not have reached that point without a close friendship or my basic needs. I had to be
conscious of achieving the lower stages of Maslows theory in order to reach the highest one.
In HDF 190, I was able to take the Strengths Quest to help me grow and develop as a leader. I feel that
in knowing my strengths, I am able to readily practice them on a day to day basis as well as apply them
to everything that I do. My top five strengths are empathy, includer, positivity, consistency, and
developer. I love my strengths as I feel they really describe the way that I do things. Empathy, my
number one, is only one word but it describes so many emotions. I think that I am able to feel not only
for other people, but with other people. My friends often describe me as being happier for their own
successes in life than they are themselves. I am proud of how much I can feel and sense from the
people around me. I think that because I can feel so deeply, I am able to gain a great understanding of
the people that I know and love, and also the people that I am unfamiliar with. Which leads me to my
next strength, includer. Because I know how it feels to be on the outside, I would never want anyone
else to feel that way, therefore I always do my best to include those around me. I see this strength
really emerge through my sports career and extracurricular activities where I made sure that each
teammate or group member would be included in anything we did as a team or group. I feel that
through including everyone and bringing people together, we are able to go from being strangers to
being a family. My last three, positivity, consistency and developer all play roles in my life. They are
intertwined in the ways that I hold myself together as a person. Positivity shines in while I keep things
light. Consistency plays out through being fair with myself as well as with others on a day to day basis.
Developer emerges when I work with my peers and see the potential that each and every one of them
has. I really feel that all of my strengths are intertwined in my own personal web of leadership. Without
one of them, I wouldnt be the person or leader that I am today.
I began facilitating groups at the beginning of my sophomore year of college. My first
experience being a hands-on facilitator was at the 2015 Leadership Institute. From that, I have
gotten involved in SOLC as I have gained a greater appreciation for what facilitators do. I have
really seen my strengths grow and become more dynamic from these experiences. Actually, I
have explored using my strengths to the best of my ability as I facilitate. My top strengths have
resonated deeply within me ever since I took Strengths Quest last spring in FLITE. Ive come to
realize that these strengths are the backbone that guides how I live my life, and also how I
facilitate. My top five are empathy, includer, positivity, consistency and developer. Empathy
helps me relate to others and feel how they feel. As a facilitator, I can make retreats more
personal and help groups along because I feel frustrated if they are frustrated, or happy if they
are happy and so on. Includer is key as a facilitator because I ensure that every person in the
group is given equal opportunities and is able to participate as part of the whole. During
retreats, groups can get frustrated and with positivity I am able to encourage them with a smile
to reach their goals. Positivity keeps the group engaged, focused and having an overall
positive experience. Consistency as a facilitator could be great but also has a shadow. While
facilitating, I am consistent in the way each initiative is run so that the group can easily
understand the directions. However, I could potentially be unable to adapt to the needs of a
group if my mind is too focused on being consistent. Lastly, the strength developer is
extremely important when leading groups. As a developer, I am extremely focused on making
sure the group I am working with is growing and inching closer to their optimal performance.
Also, with developer, I hope to aid the group meet their own needs and observe their growth
while doing so. My strengths have really become more applicable, especially while working
with small groups and younger students.
16
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17
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Student will show knowledge of the theory

of Superleadership by Manz & Sims
Student will show application of Manz &
Sims theory to own life
Outcome Category: Leadership Theories

Outcome
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19
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20
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21
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22
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23
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24
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25
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26
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Target class

Authority and Bureaucracy theory of
leadership Weber
Student will describe personal application
of the above theory (Weber)
Scientific Management theory of
leadership by Taylor
of the above theory (Taylor)
Management by Objectives theory of
leadership by Drucker
of the above theory (Drucker)
Student will show knowledge of Theory
X and Theory Y theory of leadership by
MacGregor
of the above theory (MacGregor)
Servant Leadership theory of leadership
by Greenleaf
HDF 190
The Servant Leadership theory encompasses 10 main characteristics that are derived from Robert
Greenleafs original writings of servant leadership. These characteristics are best described as being
the essential traits exhibited by a person. The ten characteristics of a servant leader are listening,
empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to
the growth of people and building community. The goal of listening is to help a group or individual
identify and clarify their own will. A servant leader that listens respectively keys into what the other
person is saying. With empathy, a servant leader is able to feel with those they are serving. They make
27
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application of the above theory
(Greenleaf)
HDF 190
HDF 413
HDF 190 Servant Leadership

Speech
Rotaract International
the effort to understand the differences between them and how appreciate how they are unique from
others. The healing characteristic involves the ability to heal oneself, relationships with others and
those around them. They recognize suffering and do everything they can in their power to stop it. The
awareness characteristic guides those in understanding issues involving ethics, power and values.
Once one person is aware of themselves, they put themselves in a better position to serve those
around them as they are more confident. Persuasion gives servant leaders the ability to make
decisions in a group setting. Conceptualization gives servant leaders the ability to look beyond the
present and think big for those that they are serving. When they conceptualize, they are able to focus
on long-term goals for the betterment of the group. A servant leader also has great foresight. They can
learn lessons from past experiences and bring them forward to the present. Foresight gives leaders an
ability to use their knowledge of the past to predict the future. The next characteristic, stewardship,
embodies a full commitment for the service of others. Stewardship also involved being open. An
important characteristic is commitment to the growth of people. A servant leader is devoted to those
that they serve and is committed to the responsibility of the development of those around them. Lastly,
the servant leader must serve to build a community. This aspect of the theory encourages the servant
leader to create a community feel within the larger places that they are. They work to make sure that
even the largest of businesses or institutions have a personable feel.
In HDF 190, we were required to make a speech about our own personal style of servant leadership.
We were encouraged to make it as genuine and authentic as possible, therefore, we only at 2 and a
half minutes to complete it. In my opinion, servant leadership is all about using who you are as a
person for the benefit of others. Whenever you are truly being who you are, you are serving others. In
my speech I talked about how my future profession, nursing, tied into empathy, both a characteristic of
the model and my top value strength. I think that nursing gives me the perfect outlet to become a
servant leader. Being empathetic is something that I am great at. I am able to feel with those around
me and understand what they are going through, rather then just have an outside view. As a nurse, I
will be able to treat my patients better when I can also feel what they feel. My top strength is humor.
Although this does not appear to help my own style of servant leadership, it plays a huge role in the
way that I serve. I believe that we should all strive for a world with more positivity, and with humor, I feel
that I am able to help supply that. I try to make people happier and I try to foster more smiles and
laughs on a day to day basis. Through my ability to feel and bring others happiness, I think that I am
able to serve those around me. When the day arrives and I am an actual nurse, the same values,
strengths and components of the Servant Leadership theory will continue to be ever present in every
experience I have.
Over the course of my sophomore year of college, I became involved with Rotaract
International. Rotaract at URI is a chapter or a much larger organization across the world. Its
main focus is putting service over self and serving others at all times. During my time as a
member in Rotaract, our organization as a whole has embodied servant leadership. There are
three components of the model that really jump out to me when talking about our service at
URI: awareness, commitment to the growth of people and building community. One project that
we took on was raising money for shelter boxes in Syria. None of us had ever been to Syria, but
we know that people are in dire need of shelter. We spread this message across campus and
hosted an ice skating event to raise funds. At our event, we told people about what we were
funding for, raising awareness of this issue. Another project that we took on was helping out a
former basketball player Ifeanyi with his very own non-profit organization Unsung Talent
Basketball. The goal of his organization is to gather basketball shoes for kids in Nigeria who do
not have them. Ifeanyi runs a basketball camp in Nigeria so that younger kids have an
opportunity to potentially get a scholarship and receive an education in the U.S. that will set a
solid foundation for the rest of their lives. We assisted him in running shoe drives across
Rhode Island and also host fundraisers to assist in purchasing sneakers. I feel as if this project
really exemplifies what it means to be a servant leader in the aspect that it shows a huge
commitment to the growth of people. Lastly, Rotaract hosted a Buy One More food drive
around thanksgiving for the Welcome House, a homless shelter nearby. All of the members
stood outside of a local grocery store and asked people if they could buy one more common
thanksgiving food item. We had a list of suggested items for people who walked in and wanted
to help. By the end of the night, we had acquired 3 truck loads worth of food and generous
donations. People were so willing to help out and the amount of compassion was remarkable.
We brought the food to the Welcome House that night and I was at a loss for words. The
tenants came out right away and helped bring in all the food. Their gratitude was so moving
that it brought me to tears. I was touched thinking about all of the people in the local
community who had helped to make these homeless people so happy. Obviously, this is the
perfect example of what it means to build community. Everyone was able to come together
during a time of need and contribute to those less fortunate.
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32
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34
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35
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Principle Centered Leadership theory
by Covey
of the above theory (Covey)
Student will show knowledge of the 14
Points / TQM theory of leadership by
Deming
of the above theory (Deming)
Visionary Leadership (now often cited
as Transformational Leadership) theory
by Sashkin
of the above theory (Sashkin)
Individuals in Organizations leadership
theory by Argyris
of the above theory (Argyris)
Students will demonstrate knowledge of
the 4 Vs theory of leadership by Grace
(Center for Ethical Leadership)
HDF 190
Gallup Strengths Quest

(Grace)
HDF 190
HDF 413

Student Senate
Nursing
The 4V Model of Ethical Leadership describes and explains how ethical leadership is reliant on
understanding value, vision, voice, and virtue. All four components are a necessity when reaching to
have core ethical values in leadership. I believe that I practice voice the most out of the other
components of the model. I think that we all should be able to voice our opinions and differences in
order to make the world more cohesive and together. With a voice, we are able to stand up for what is
right and stand against what is wrong. I think that voice also ties into my includer strength. If everyone
is being heard through their voice, they are being included. In a group, everyone should have the
opportunity to let their voice be heard to make a successful product.
The members of the Student Senate refer to themselves as being The students official voice on
campus. We have the ability to make decisions for student groups and we shed light on problems that
are bothering students. We listen for their voice and are able to advocate for them on the Senate Floor.
Also, when issues are brought to our attention, we set a plan to make their voice hear by the higher
faculty in staff. In Student Senate, students are voicing their own opinions for the betterment of others.
Meetings are run in Parliamentary Procedure fashion, therefore there is a speakers list and everybody
has an opportunity to respectively talk in their allotted time. Being able to voice my opinion about
student issues and student tax dollars is something that I value and hold dearly to my heart. Without
the voice aspect of the 4 Vs theory, I do not think that the Student Senate would be as affective and
successful as they are today.
In the field of nursing, ethical leadership is essential to success and health of patients. Nurses
must be leaders that are ready to take charge of health and wellness. Although nurses do not
have a lot of control over practice, they do have control over how they act and lead themselves.
As a nursing major, I have come to see how the 4 Vs theory relates closely to my field of study.
First of all, values and vision guide the nurse through his or her practice. They must value the
patient that they are caring for, but also at the root of their values, they must be able to have
confidence on the interventions they are performing. These values will directly impact how the
nurse delivers care. Also, the vision of the nurse must include what will benefit the patient
most. This vision will not only determine how the nurse acts, but also how the patient
responds to all treatments. A huge component of being a nurse is having a voice. Its knowing
when to stand up to advocate for your patient when they are in need. Doctors cure but nurses
care, so sometimes a doctor may not always be thinking about the overall outcome of a patient.
This is when a nurse would step up and use their voice to help the patient. Over the summer I
work at New England Baptist Hospital in the operating room. All of the patients that get
operated on go under a heavy anesthesia in which they sleep for the entirety of their surgery. At
this time, they are unable to use their own voice. A nurse must step up and be the voice of their
patient keeping their best interest in mind. Lastly, virtue is a commitment to the common good.
Nurses work tirelessly to ensure that patients are comfortable and make a quick recovery. This
benefits so many people around them day in and day out. There can be many times in the
medical field where a nurse can be faced with ethical issues as many circumstances come
down to life or death situations. However, as an ethical leader, nurses can keep the 4-Vs in
mind while delivering care and striving for positive patient outcomes.
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Situational Leadership theory by Hersey
& Blanchard
of the above theory (Hersey & Blanchard)
Relational Leadership model by
Komives, McMahon & Lucas
HDF 190
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(Komives et al)
HDF 413
SOLC
In HDF 190, we studied the Relational Leadership model in class We were able to recognize and
discuss how being purposeful, ethical, process-oriented, empowering and inclusive effects how we
lead and build relationships. We learned how being a relational leader is knowing, believing and doing
while keeping everyones best interest in mind. I think personally that knowing is in the head, believing
comes from the heart and doing is from the hands. In class, we were able to put together a skit with our
small groups that displayed one area of relational leadership. My group was assigned ethics and we
pretended to be putting together a community service project. A member of the group took credit for an
idea that wasnt his, but he eventually admitted that it was not his at the end. We showed knowing
where he recognized his actions were not correct, believing where he believed the credit should be
given where it was do, and doing where he actually confessed to his wrong doings. The class was able
to gain insight toward relational leadership through our skit.
When analyzing SOLC and the Relational Leadership Model, two different approaches can be taken.
The first approach is the obvious one; how we function together as an organization and also as a class.
We assemble every Monday for a reason, or our purpose, and we work together to reach out and help
others. Our purpose fulfills our civic responsibility as members of the URI community. We hold
meetings so that we can host retreats and use our knowledge to help organizations on campus. As
members and students we encompass our purpose, share a vision, and work for positive change
through different facilitation strategies. As members of an organization, we stay inclusive to others. We
host organizations with many different backgrounds; in fact, we actually anticipate working with diverse
groups and encourage them to work with us. Also, SOLC is unique solely because it is inclusive.
Members of our organization do not necessarily have to be in HDF 413, or even be a part of the
leadership minor, but they can join because they also want to make a meaningful impact in campus. In
SOLC we empower each other by challenging and supporting when we facilitate new groups for the
first time. Using Sanfords Challenge and Support Theory, we conclude that empowering each other in
reference to this balance allows personal growth development. Letting our purpose drive us, we strive
to empower each other to reach our maximum potential. As relational leaders, members of SOLC are
also ethical. We keep in mind the groups that we lead and let our values guide our decisions when
working with others. The best interest of the group is always held close to us as ethical leaders and we
hold ourselves to a high standard each time we take a facilitator role.
SOLC is also all about the last element of the Relational Leadership Model, the process. In order to
reach our goal of helping other organizations, we have a special way in which we accomplish it. We
host meetings every Monday at 3:00 p.m. for our members where we do new activities/initiatives and
talk about upcoming retreats. After our meeting, HDF 413 meets and class members learn and practice
the theories behind why SOLC does what it does. The class members and general members are both
able to participate in planning and executing retreats. Also, this mix of membership always keeps an
interesting balance between seasoned and newer facilitators. The other approach that can be taken
when looking at SOLC and the Relational Leadership Model is how we are relational leaders, but how
we help other groups be relational as well. Not only do we focus on our own purpose, inclusion,
empowerment, ethics and process but we also aspire to help other organizations do the same. Our
retreats are specifically designed to ensure that all aspects of the group we are working with can grow
and develop. As facilitators, we use our own strengths and values to ensure this. Another huge
component of the Relational leadership model is Knowing, Being and Doing. First, we must know
ourselves as leaders. We must be familiar with how we act, what we are good at and also what we are
not good at. You must be able to lead yourself before you can lead others. Next, the being component
means that you are able to be aware of others. Lastly, the doing means that you are able to act. In
SOLC, we must be comfortable with who we are as facilitators if we want to help groups. Then, we
need to be able to understand the needs of those we are leading and process them accurately. Lastly,
we need to be able to act upon these needs and serve the groups adequately.
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concept of constructivism
Students will describe personal examples
of implementing constructivism
experiential learning in leadership
development (Kolb)
application of experiential learning in
leadership development (Kolb)
HDF 413
Leadership Institute 2014, 2015

and SOLC
Experiences, strengths, values and culture are all aspects of ourselves that we bring to the table day in
and day out. Whether we are meeting someone new, interviewing for a position or even entering a new
class, we each have unique features about our past and present selves that we allow others to see and
encounter. A particular leadership experience that I hold close is the first direct encounter I had with the
University of Rhode Island Center for Student Leadership Development, the 2014 Leadership Institute.
Using Kolbs Model of Experiential Learning, I can identify this concrete experience as being one that
really stirred a huge pot of feelings for me. I was in the midst of the nerve wrecking high school to
college transition. My peer leaders were kind and funny, my teammates were intriguing and the
challenges I was faced with were invigorating. I was over stimulated by each new adventure thrown my
way for three days straight and was unable to comprehend anything that was actually happening to me
until I returned to campus that Sunday. On the bus ride home, I had the opportunity to reflect. I looked
at the new friends I had acquired, the new information about myself I had learned, but most importantly
I learned what leadership at URI is all about. Through reflective observation, I knew I had been bitten
with the leadership bug. I thought to myself, So what happens next? as I knew it was time for me to
conceptualize and make meaning of the experience. I concluded from this experience I wanted to try
new things and become involved on campus to make an impact, I even hoped I could see myself as a
facilitator in the upcoming year. I couldnt believe how much three days changed my life and I began to
see the next year at URI as huge opportunity to make even more changes. Within a few short months
into my freshman year, I became a walk-on member of the womens rowing team, a varsity sport at
URI. I also became a member of the Student Senate, the Student Alumni Association and the Student
Nurses Association. However, the most meaningful form of active experimentation came at the end of
the year when I was selected to be a 2015 Institute Peer Leader. My second round at institute was a
whole new experience, however without my experience the first time around I wouldnt have been able
to come full circle and return the following year. Also, without being exposed to the world of group
facilitation at the leadership institute, I wouldve never stumbled across the Student Organization of
Leadership Consultants (SOLC). Over and over, I have come to find new challenges and experience
that I grow from. With each of these experiences, I begin to analyze each keeping Kolbs model in
mind.
46
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Social Change Model of Leadership
Development by Astin et al
HDF 190
47
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of the above theory (Astin et al)
HDF 190
48
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the Leadership Identity Development
Model by Komives et al
HDF 190
Class Activity-3/10/15Stepping Stones
In HDF 190 we learned about the Social Change Model of Leadership Development through a series
of class discussions and class activities. First, we learned about the 3 main values. Those values
include individual values, group values and communal values. Then, we discussed the 7 Cs of
Change. Each C falls into its own category according to value. The Cs that fall into the category of
group values are common purpose, collaboration and controversy with civility. The Cs that fall into the
category of individual values are consciousness of self, congruence and commitment. Lastly, there is
only one C that falls into the category of a society value and it is citizen ship. The whole model of social
change revolves around changing the world around us for the common good. Each element of the
model is dependent on each other in order to create this change. Also, each element is necessary in
order to achieve change.
In HDF 190 we held our class in the Atrium of the Memorial Union so that we could engage ourselves
in learning the Social Change Model of Leadership. My small group was present, as well as other small
groups from the section of the other HDF 190 class. Although I had worked with a few of the students,
most of these people were new to me and I hadnt worked with them before. We were presented with a
challenge. The large group was split up into three parts and we were forced to stand in a hula-hoop.
The hula-hoops represented the three values of social change. Then, we were given a few blocks or
stepping-stones in order to help us get over to another hula-hoop. Each stepping stone had one of
the seven Cs of change written on it. The goal was to get each member from your hula-hoop to touch
each of the other hula-hoops, or values. The problem was, we werent allowed to touch the floor, only
the stepping-stones we had give to us. If we missed the stone or touched the floor, we had one of our
blocks taken away from us. At first, my group brainstormed on our own. We tried to strategize different
ways to get us to the other two hula-hoops without touching the ground. We realized the other groups
were trying to do the same thing and began to collaborate with them. We figured out a team tactic and
worked through the activity together as a whole. At the end, we were successful at our task and were
able to break apart and discuss what we did. I realized that just like in the game, each stepping stone
or C is important when creating change. When a stone was taken away, we were not able to easily
reach the other hula-hoops. Just like if we do not use all of the Cs of social change, we will not be able
to effectively change the world around us. Each part of the Social Change Model is interdependent.
Therefore, all of the components included in the model rely on each other to create an effective final
product.
The Leadership Identity Development Model is a six-stage model that emphasizes the individual
growth of leaders. The stages include awareness, exploration/engagement, leader identified,
leadership differentiated, generativity and integration/synthesis. The first stage, awareness, refers to
people becoming aware of and acknowledging the leaders all around them. At this time, the student is
just become aware that leadership exists. The exploration/engagement stage refers to the student
trying new things while attempting to learn more about the world around them. During this time, the
student is curious and immerses him or herself in new experiences with new people. The leader
49
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Students will describe personal

application of the above theory. (Komives
et al)
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57

the Strengths-Development Model by
Hulme et al
of the above theory (Hulme et al)
behavior theories of leadership from
Michigan and Ohio State
of the above theories (Michigan & Ohio
State)
Charismatic leadership
of the above theory
contingency approach to leadership by
Fiedler
of the above theory (Fiedler)
HDF 190
4/9/15- In class peer-leader

led discussion
identified stage refers to the students recognition of specific actions of a certain hierarchy or group. In
the leader differentiated stage, the student begins to understand that the leaders are not just those
with positions, and each person in a group is a leader. The student drifts away from the idea that there
is only one leader. The fifth stage, generativity, refers to the commitment the student feels to passing
his or her torch in leadership. At this stage, the student feels passion in instilling his or her own group
objectives in others around them. Also, they search for ways that they can accomplish their goal. The
last stage of the model is the integration/synthesis stage. At this stage, the student has found the niche
in which he or she is able to fulfill their goal of influencing through leadership. They recognize that they
do not need to hold a high position in order to claim their identity as a leader. In this stage, the student
is confident in how they lead and they understand their influence on others.
Through our class discussion on leadership identity, I felt that I was able to get a grasp on what it is
and how to achieve my own. First, we were asked to write down our current involvement, strengths and
goals on a piece of paper. The person who was leading our class discussion, a role model to us as
leadership students, shared his own information with us. He also shared the leadership profile of his
role model here at URI. Through his presentation I came to a realization about finding your leadership
identity. Although our class leader looked up to his mentor, he did not grow to be the same exact
person as him. They became involved in the same types of clubs and activities, however the way each
of them thrived though this was very different. When finding your leadership identity, the student looks
up to those older than him or her that are already established in that environment. In my own life, I
have a mentor at URI that I look up to as well. Initially, this person caught my eye because of our
similar interests. According to the Leadership Identity Development Theory, I would have engaged in
new activities based on my likes and dislikes, basically just quenching the thirst of self-discovery.
However, through these activities, I have come to realize that I will never be the person that I looked up
to be, but they will serve as a driving force for me to reach my full potential as a leader. Although I may
have similar goals to my role model, I realize that we both have different values and strengths, making
the way we execute projects and activities very different. Through our class discussion, I feel that the
biggest part of the success of the Leadership Identity Theory is being confidant, composed and proud
in who you are as a person. Realizing that ones strengths, values, involvement and goals all play a
crucial role up the unique impact one can have on others is the key to finding your leadership identity.
.
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Path-Goal theory by House
of the above theory (House)
Leader Member Exchange (LMX) theory
of the above theory
Leadership Substitutes Theory
of the above theory
Models of leader emergence
Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
of the above theory (Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome
68
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70
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71
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72
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73
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74
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75
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81
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82
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Student will demonstrate how cultural

anthropology / paradigms relate to
leadership
Student will describe personal example
of using cultural anthropology /
paradigms as a leader
the Cycles of Socialization (Harro)
theory and its uses in leadership
Students will demonstrate personal
application of the Cycles of
Socialization (Harro)
the Cycles of Liberation (Harro) theory
and its uses in leadership
Student will demonstrate personal
application of the Cycles of Liberation
(Harro)
the Configuration of Power (Franklin)
and its relationship to leadership
application of the Configuration of
Power (Franklin)
racial identity development via the Cross,
Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)
application of model(s) of racial identity
development above
McIntoshs theory of privilege and its
relationship to leadership
application of McIntoshs theory
Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership
Student will show knowledge of effective
leadership as it relates to change agency
Student will describe personal examples
of being a change agent
Target class
83
.
Student will create a personal code of

inclusive leadership
HDF 190
HDF 413

Womens Rowing 2014-2015
Fontbonne Academy Ice Hockey,
Softball and Admissions
Ambassadors
Safe Zone Training 2016
Being left out is one of the worst feelings in the world. It feels like you are missing out on something so
fabulous, even if you arent. My first season as a rower I was tossed on a team with girls I had never
met. Over time, we all became friendly with each other, but one girl on our team seemed rather quiet
and rather shy. I realized some of the girls, including myself, did not have a chance to get to know her
that well. One morning at breakfast, I started talking to her about her life. Slowly but surely, the rest of
the table began to do the same. Then, I gave her a funny, memorable nickname and she started to
laugh and open up. It seems pretty strange that giving a nickname would be my way of including
others, but in a way it is how I go about including. I feel like having nicknames breaks the ice and
everybody remembers it, especially if it is a funny and catchy one. If everyone remembers the
nickname, nobody will forget the person associated with it. Even though it is something so miniscule
and a little silly, I think it is a really personable way to connect with someone and build a relationship
with them. Some may think that giving nicknames is childish, however, that teammate from breakfast
has come out of her shell to the team and has certainly become my best friend. Petie (Bridget) and I
now have an inseparable bond that started over my attempt to include her with the team. Not to
mention, before this experience with rowing, I have also had similar experiences with Nolo (Katie) from
softball, Big Mac (McKenna) from hockey and Ollie (Rebecca) from an ambassadors program.
Sometimes, even the smallest gestures can make the biggest differences, especially in friendships and
teams. I think that nicknames are something that really portrays my value strength humor. Even though
being left out is awful, lightening the mood and encouraging laughs with a nickname is something so
simple and so meaningful.
During HDF 413 we were safe zone trained in the middle of the semester. This training focused
on inclusivity of those in our community who may be LGBTQ. During this training, we learned a
lot of new vocabulary that I had never been familiar with before. Also, we learned a lot about
gender inclusivity as well. Since I have had more experiences with people who have a different
sexual orientation as me, especially while facilitating, I have been able to include new terms
into my language. Now, instead of saying you guys I have starting saying you all or even
yall to be more inclusive. Another aspect of inclusivity I have included in my everyday life is
to not make assumptions based on someones physical appearance, especially about their
gender and sexuality. I had a personal experience with this at the beginning of my sophomore
year. I had been friends with this boy since halfway through my freshman year. We were both in
the same chemistry class. He is smart, bright, funny and driven. We had never talked too much
about our lives outside or chemistry, but began to be close friends when we both got into the
Student Alumni Association together. We spent copious amounts of time together and told each
other everything. I began to learn about his family and friends, but the biggest lesson about his
life didnt occur until we came back to school in the fall. He had told me that he was gay. Quite
frankly, I was shocked. I dont know why I felt this way, but I had always just assumed that he
liked girls. I think I was disappointed in myself for assuming that I just knew his sexual
orientation. He is still my best friend and we have grown even closer since that day. However,
he has taught me to be open and accepting to everyone. One of my top strengths is includer. I
feel as if I have always used this strength while working in teams or on groups, but now it has
become more dynamic. I have become more inclusive to different types of people, especially
those whom I build friendships and relationships with. My friend has taught me a lot about what
it means to be inclusive, and Safe Zone training reinforced all of these lessons. It made me
confident in how I accept and include all people into my life with open arms.
84
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the Model of Intercultural Sensitivity by
Bennett and its uses in leadership
Students will demonstrate personal
application of the Model of Intercultural
Sensitivity by Bennett
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the ally Action Continuum by Griffin &
Harro
application of the Action Continuum by
Griffin & Harro
Outcome Category: Critical Thinking

Outcome
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90
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94
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95
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96
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97
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98
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Target class
HDF 190
Fontbonne Academy Varsity

Ice Hockey 2014
My last season playing ice hockey I was a returning captain to my team. I played a
big role both physically on the ice and as a leader on the team. Just about a third of
the way through the season, I had my own personal crisis. I was playing in a game
when a girl on the other team slashed my wrist where there wasnt any padding. I
Student will show knowledge of principles

of critical thinking (logic is used in this
minor)
Student will demonstrate proficiency of
critical thinking
Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
metaphorical analysis to critically analyze
self and leadership situations
Student will show knowledge of at least five
decision making methods
Student will describe personal examples of
having used five decision making methods
Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts
having used five problem solving / conflict
management methods (if student has been
trained in mediation, that information goes
here)
Student will describe what it means to
analyze, criticize, synthesize and utilize
information as a leader
leadership that is used in crisis
Student will describe examples of
leadership in crisis situations
immediately knew something was wrong as I was in a tremendous amount of pain. I

went to my teams bench and looked at my wrist; it was surely broken. The pain I
was in was horrible and when the doctor looked at my arm, he confirmed that I
would be in a cast for 8 weeks. Within 8 weeks, the season would be over and my
hockey career would be over as well. I was devastated and I couldnt bring myself to
believe it. My team was upset as well since I would not have the ability to take upon
my normal roles as a teammate. At this crisis of mine, I knew I had a decision to
make, I could either feel sorry for myself and separate myself from the team, or, I
could be a leader and continue to support the girls I called my family. In this
situation, I was able to put my own feelings and emotions aside and do what was
best for the team; continue fulfilling my roles to the best of my ability. I went to every
practice, meeting and game. I continued to be the bridge between the coaching staff
and the team. I still filled water bottles and did the pre-game chants. But most
importantly, I still kept my heart with the team. It would have been easy for me to
weep in self pity and throw in the towel on the season, but my team needed me. As a
senior, the underclassman looked up to me and I had to carry myself with dignity
even though I was injured. The team was panicked when I was first injured, but
because I was able to hold myself together and carry along without making a big
deal about it, they were able to focus more on a successful season.
Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome
Target class
99.

active listening techniques
HDF 190
Day of Discovery Retreat

Active Listening Penn State
University Center for Conflict
Management
100
.
Student will describe examples of using

active listening skills
HDF 190
HDF 413
Communications 100
Leadership Institute 2015
In FLITE, we had small groups that we worked with for our Day of Discovery Retreat in February 2015.
When we broke away from the larger group, we had the opportunity to talk together and share about
our lives and who we are as people. Sam, our group leader, encouraged us to be active listeners so we
could make the most out of the experience. We were asked to be encouraging, to restate basic ideas,
to reflect our feelings, to clarify and to summarize in order to be good active listeners. Through this
active listening, we were able to be respectful towards our peers and understand what they were
saying to us. I think that at the retreat, we were able to really understand each other because we were
able to engage in what they were saying. Active listening is a great way to connect with others through
both verbal and non verbal communication.
In communications 100, each member of the class was responsible for their own presentation in the
middle of the semester. Each person was to talk about a group in which they identified themselves with
such as heritage, an organization or a religion. We had to present in front of the whole class and focus
on the way in which we were presenting. A girl in my class really did not enjoy public speaking. She
was so nervous and turned to me for help. She expressed her deep emotion and I had to become
engaged in what she was saying. I knew her mind was a little jumbled, so I helped her sort through her
own thoughts by clarifying, or asking her questions about her project. I also began restating basic ideas
as she seemed to get worked up over the smallest details. Through active listening, I was able to help
her calm down and focus on only the project rather then presenting it. When the day came for her to
present, she was completely composed and she ended up getting an A. I was happy that she was able
to confide in me but also that I was able to listen and understand her previous issues.
At the 2016 Leadership Institute, I had the opportunity to be a peer leader. I was so excited to
have 12 students that I could expose to the wonderful world of collegiate leadership. I have a
deep appreciation for institute as it has fostered so many amazing relationships and brought so
many people close together. A mentor/mentee relationship is one that is comprised of care,
responsibility and most importantly trust. As a mentor On the last day of institute, one of my
students stepped out of the room. She was a fun, outgoing and energetic group member so I
could not understand why she had left without telling me. I followed her out to make sure she
was okay. Sure enough, she had been physically ill for a while and this had taken a toll on her
emotionally as well. She was going through an episode but did not need any serious medical
attention. She then began to talk to me about her whole situation. I made sure that we were not
in a loud environment or anywhere that she would physically feel uncomfortable. I made eye
contact and nodded when appropriate. I even added in a few comments reinforcing her feelings
every now and then. While she was telling me, I did not want to try to get off topic, but add in
my own personal story so that she felt someone relating to her and understanding. Another key
component of active listening that I enjoyed using was silence. I did not get upset if our
conversation fell quiet as I knew she was taking time to process her own thoughts and feelings.
I let the silence guide our conversation as she spoke when she was ready and we could build
off of that. After our conversation and her symptoms subsided, she felt comfortable going back
to the large group. Ever since then, she has been able to confide in me as a friend and also as a
leader.
101
.
102
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103
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104
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105
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functions of group communication by
Hirokawa
of functions of group communication
(Hirokawa)
Student will show knowledge of techniques
regarding giving and accepting of feedback
Student will describe examples of giving
and accepting feedback.
facilitation and de-briefing techniques
HDF 413
University of Rhode Island North

Woods Challenge Course, SOLC
Facilitation and debriefing are crucial components that can make or break a groups experiential
learning. When facilitating, one technique that can be used is the GRABBSS assessment tool. This tool
is an acronym designed to help facilitators choose activities in order put together special retreats for a
group depending on their specific needs. The G stands for the goals that the facilitator hopes to reach
through the activity. The R stands for readiness regarding the level of instruction and help the group
may need in order to successfully complete the activity. The A stands for affect, or the feelings and
sensations the group is experiencing. The first B stands for behavior. This B focuses on how the group
is acting and the general vibe of the group. Behavior focuses on whether or not the group is positive,
negative, resistive, agreeable and even cooperative. Analyzing the behavior is crucial while choosing
the correct activities. The second B stands for body or refers to the physical abilities or disabilities of
the members of the group and their physical shape. The first S refers to stage, or where the group is at
developmentally. Lastly, the final S stands for setting. The setting is the learning environment and the
limitations and opportunities it could potentially offer. GRABBSS is imperative when constructing a
retreat for a group, especially one that is in need of help. Picking the right activities are important, but it
will not mean anything without a solid debrief. Opening up discussion at the end of an initiative can
help the group make meaning of their experiences. There are many debriefing methods that an be
106
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facilitation and de-briefing techniques
107
.
108
.
109
.
110.

framing and breaking the frame
HDF 413
SOLC 2016
HDF 413
SOLC Secretary
used depending on what kind of group you have. One type of debrief is group ratings where the group
can explain how they are feeling on a scale. A common group rating technique is using a
thumbometer where the student uses their thumb to describe their feelings. A thumbs up would
indicate great positive feelings, a thumbs down would indicate negative feelings, and a thumb
somewhere in the middle can show uncertainty. Another debriefing technique that can be used is
discussion prompted by What, So What, And Now What?. This encourages students to really digest
what they are learning and helps them apply it to their own lives. The what prompts them to think
about what just happened or what they did. The so what encourages the group to think about so
what it means to their group or organization. Lastly, the now what allows the group to think about
now what will happen from this point on in their organization. There are many more debriefing
methods to use, but it is imperative that one is used. Also, a debrief can be super open-ended and can
give the facilitator an opportunity to get creative and test their skills.
In SOLC I had two different opportunities to facilitate in class. One of these was an in class facilitation.
My fellow facilitators and I decided that since it was a Monday afternoon during a stressful time of the
semester, we decided that a fun energizing activity would be perfect for class. Also, since our class is
comprised of a lot of friends a heated rendition of Rock, Paper, Scissors! would be ideal. We made
sure to accommodate physical abilities and behavioral issues while deciding on an activity. Basically,
our activity was a big tournament of Rock, Paper, Scissors and encouraged people to feel
empowered and have fun at the same time. In our debrief, we did a discussion using what, so what,
now what and reinforced the idea of someone always having your back even at this stressful time of
the semester. We left the group feeling happy and light hearted. For another in class facilitation, we
took a more serious note. Instead of facilitating all of the SOLC club members, we only did this initiative
with the HDF 413 members. This initiative went along with our group project presentation on decisionmaking. We chose to do The Human Knot to reinforce how decision-making can influence the way
you execute ideas and solve problems. We strategically chose this because it would give the class
members a chance to practice the theory that we had presented. Also, we knew that the members of
the class were ready to do this and it would provide just the right amount of challenge. In our debrief,
we wanted to keep it oriented on the material that we had in our presentation. We asked questions
specifically about decision-making and applying theory to not only the human knot, but to life in
general.

framing and breaking the frame
Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
examples of organizing meetings /
setting agendas / leading meetings
In the spring of 2016 I was elected to be the secretary of SOLC. The main jobs of the secretary are to
set the agenda, write and publish the minutes onto Sakai and answer and read emails for the
organization. Before this experience, I had never set an agenda for a meeting before. Luckily, I was a
member of the executive board as Public Relations Chairwoman in the fall so I had an example to
follow from the previous secretary. As secretary, I have access to a document that I continuously edit
for the agenda and the minutes. In the executive board meetings, I facilitate discussion about what we
will be doing at our general member meeting. From that discussion, I put the agenda together. I
continuously fill in four different topics for the meeting: Old Business, New Business, Upcoming
Retreats and Announcements. As we go through each section, I help people discuss which portion they
want to discuss at our meetings. After I complete putting the agenda together, as a team we decide on
a motivational quote to share at the bottom to add some flare. Then, I print enough copies for everyone
in the club and distribute them at meetings. Its very important that everyone gets an agenda so they
can see what is new and happening in SOLC. Because communication is vital, I record the minutes
111.

Parliamentary Procedure
HDF 190
HDF 413
URI Student Senate

Roberts Rules of Order
Finance Committee, Student
Senate
throughout the meeting. My time as secretary has really helped me understand the importance of
organization. The agenda must always be clear so that it can be effective throughout the duration of the
meetings. With a clear agenda, the meeting can go smoothly and accordingly.
In the fall of 2014 I ran for and got elected as an At Large Representative spot on the URI student
senate. I did not really know what I was signing up for originally, but after just the first meeting I realized
I had so much to learn. Senate uses parliamentary procedure each Wednesday at their meetings. I had
to read the bylaws, become familiar with agendas and minutes and I also had to learn Roberts Rules
of Order. After a few meetings, I was familiar with the floor, voting, making motions, amending and
committees and their chairs. In order to be an effective member of the Student Senate, each person
must know and practice Parliamentary Procedure on a regular basis. I have truly embodied this as I
was re-elected after first semester for another year.
As a member of the Finance Committee this past year, I have become more active in the student
senate and feel more comfortable speaking on the floor. Not only am I familiar with
Parliamentary Procedure, but, I actually participate during meetings. Now, I am frequently
making comments on the floor and interacting with other senators. In senate, we vote on bills.
We have the power to pass legislature that affects the student body in its entirety, more
specifically, student organizations. At the heart of senate is the rule of majority and minority.
Whereas, the majority of the floor must either vote yes or no on the bill in order for it to be
passed or not. Senators signify this by saying I or Nay and the passing of the bill is
dependent upon the outcome. However, if at this time if there is no clear distinction upon which
side has majority, someone on the floor calls division and each person much indicate which
way they voted. These votes are then counted and the decision is made. Also, before we even
reach this point, the members of senate deliberate on the bill. Deliberation occurs through
asking questions and making comments to clarify specific points of the bill at hand. Before one
can speak, they must raise their hands and be put on a speakers list gathered by the vice
president. Then, he or she facilitates discussion on the floor. These rules can get very tricky at
times, especially during a heated debate. Our Chief Information Officer, or CIO, is present in
order to provide guidance for senators as we navigate through meetings in correct
parliamentary procedure. This ensures that our meetings are smooth, consistent and effective.
Also, they ensure fairness in the expression of opinions.
112.
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114.
Student will show knowledge of techniques

for working with difficult people
using techniques to work effectively with
difficult people
stages of group development (Tuckman,
Bennis or others)
HDF 413
Tuckmans Stages of Group

Development.
Tuckmans theory includes 5 stages for group development. These 5 stages include forming, storming,
norming, performing and adjourning. The first stage, forming, occurs when the group meets and comes
together. At this stage, they learn about both the opportunities and challenges they could potentially
face. They also look at their task in order to set goals. The members are typically on their best behavior
during this stage. During storming, the participants sometimes face intergroup challenges and disputes
arise. Personality clashes and disagreements tend to occur, but the group must resolve these before
they can move on to the next phase. Groups can go back to this stage if more challenges come about
later down the line. Storming can be destructive and also lower group motivation and morale as a
whole. Many teams fair in the storming phase. However, storming can also make the team and its
members stronger. Patience and tolerance is often developed. Also, the team moves onto the norming
phase as a more versatile and cohesive unit. The group moves into norming once all members can
tolerate each other and feel comfortable openly sharing their opinions. In this stage, disagreements
and personality issues become less important and the spirit of co-operation emerges. The group is
focused on a common goal, and each member takes responsibility for that goal. Although the issues
that had been prevalent during storming are still present, the members are focused on the common
115.

group development in use (Tuckman,
Bennis or others).
HDF 190
FLITE Group Project

Tuckman and Jensons Theory of
Building/Maintaining Relationships
while Attending Cycles of Group
Development
116.
Student will show knowledge of group

dynamics and group roles
HDF 413
HDF 413 SOLC In Class

Discussion
117.
good of the group and chose to prevent conflict. Therefore, members become comfortable with the
group norms. Members become aware of the other members of the team and group roles are
established. The group then enters into performing. During this phase, members are motivated and
knowledgeable. The group as a whole is able to reach a high level of success without much
supervision. They are able to go through the decision making process by themselves. There is not
much friction between members while accomplishing tasks. Groups tend to be very productive and
high functioning at this phase. Performing is the ideal phase for groups to be in and usually the
members feel positively while in this phase. However, with each changing circumstance, a group may
revert back to a different phase depending on how they choose to handle these changes. Also, a
significant level of challenge can alter a groups ability to perform. Once the task is complete, the
group enters the final stage, adjourning. Many groups reach this stage, especially groups that were
only put together for a short period of time such as a group project team. Sometimes, once the task is
accomplished there is no need for the team anymore, forcing them to adjourn. Team members may
struggle with this as close relationships have developed.
In my FLITE small group, we were given a project to complete as a unit. One of the last steps of that
project was to complete a final reflection as a group that would be handed in with our poster. One point
in the paper that we had to hit was relating our experiences to the stages of group development by
Tuckman and Jensen. We analyized the stages of forming, storming, norming, performing and
adjourning. We discussed that the first thing to form us together was FLITE. Before we had been
assigned the project, we were already somewhat formed as a group. We entered the storming stage
when the project was given to us. We did not quite know what to do at first. We had to carefully
examine all of our resources in order to brainstorm for ideas. Next, we began norming. In this stage, we
came up with our final idea for our project. With this idea solidified, we could begin performing. As a
group, we took on specific responsibilities in order to bring the project to completion. This includes
group meetings, working online together and also answering the required group questions. Finally, we
reached our adjourning stage. Since we would still be together as a group after the project, our
adjourning included us putting the finishing touches on the project. We practiced what we would say
and put together the poster. We presented our final product and considered that project to be
completed.
There are many different roles that people can take in groups. In our class text book, Exploring
Leadership, we find some examples of common roles in groups. First of all, you have task roles. These
roles tie into the task the group is aiming to accomplish. These roles include an information seeker, an
opinion seeker, an opinion giver, a summarizer and a clarifier. An information seeker is aware that the
group needs more facts or data before proceeding. An opinion seeker aims to gain more insight, ideas
or opinions of the group before proceeding. An opinion giver is not afraid to share ones views, feelings,
or ideas so the group can benefit from what he or she is thinking/feeling. A summarizer helps the group
clarify what is being discussed and condenses the nature of opinions. A clarifier elaborates or explains
ideas in order to add meaning. Also, there are group roles that focus on group building. These include a
gatekeeper, an encourager, a mediator and a follower. A gatekeeper invites those who have not yet
spoken or who have been trying to say something to speak out. An encourager is super welcoming of
all in the group and responds warmly to new ideas. Also they empower group members to participate. A
mediator serves as a harmonizer in the group and they reduce conflicting points of view. Lastly, a
follower is an active listener who supports the group actions and decisions. Although there are many
different roles for people to serve in groups, each one is equally as important to the group. A more
diverse group serves best as it provides strength and depth. Also, the types of members you have in a
group can depend on what type of group you have. For example, a formal group that is created by an
organization with designated roles may have very different types of members than an informal group
that focuses more on socializing and friendships. One could also be involved in a command group
where a group of people report to a given manager or a team where collaboration and a collective
responsibility is fostered.
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group dynamics and group roles

memberships skills in groups
membership skills in use
Challenge and Support theory by
Sanford, and its relationship to
organizations

examples of using the theory of
Challenge and Support (Sanford)
HDF 413
Sanfords Challenge and Support

theory model
HDF 413
NUR 234, Westerly Health Center

NWCC Spring 2016 Training
The Challenge and Support model is crucial when looking at the growth of an individual or, on a larger
scale, an organization as a whole. The model suggests that with a balanced amount of challenge and
support, optimum growth occurs. With too much challenge, the individual or group may get frustrated
and shut down. However, with too much support, the potential for growth is not going to be reached.
For example, if you were to tell a young kid to tie their shoes without direction or support, they might
get frustrated and give up very quickly. But, if you were to tie the shoes for them every time, they will
never learn how to do it for themselves. In an organization, the goal is always to move forward and
progress onto new and exciting endeavors, both personally within membership and also with the
organization as a whole. With challenge and support, these organizations must not only be challenged
and supported, but they also must be ready to engage in their own growth. One must be physically and
psychologically ready to learn. This willingness must come from within rather than an outsider in a
facilitator role. With this willingness to try and grow, also comes with the understanding that one may
also fail along the way. Failure can be a scary factor that plays into new and unfamiliar situations, but
with the right amount of support a lot of growth can come from these failures. Stanfords theory is
extremely relevant in every day life and can affect those of all age ranges, especially collegiate
students. During college, a student is overwhelmed with a lot of new experiences and opportunities,
both within academics and also with extracurricular activities. With each student finding the balance
between challenge and support, each encounter they have with the potential to grow, they will be able
to maximize this experience. Individually, this makes each person stronger and more impactful.
However, with highly functioning members, it also correlates to a highly functioning group.
As a second semester sophomore in the University of Rhode Island College of Nursing, I started my
geriatric clinical rotations. I was placed in the Westerly Health Center, which is a nursing home in
Rhode Island that has mostly patients with severe dementia. The health center also houses a few sub
acute patients who are recovering from surgeries. Before we were able to actually work hands-on with
the older population in a nursing home, we had to go through weeks of training in lectures and
simulation labs. I was told that the goal of working with an older adult in need of care is to reserve their
independence and empower their ability to perform regular human functions. It is a very fine balance
while working with patients who need help. While we were learning this in Nursing 234, we were also
learning about the Challenge and Support theory in HDF 413. I could easily see the connection
between facilitating groups for growth With my top strength empathy, I can feel the pain that these
patients are in and I want to do everything in my power to help them and make them comfortable.
However, knowing Sanfords Model, I know that the only way they can grow and heal is if I allow them
to be slightly challenged throughout the healing process to maximize health. My last 3 weeks of clinical
at the health center I had the opportunity to work with a woman who had broken her hip and was
recovering from a total hip replacement. She also had an unfortunate series of events leading up to the
replacement, including a broken leg and torn ACL. She was staying in the center while she was in
rehab and learning how to bear weight on her left leg again. Her goal was to be mobile enough to be
alone in her own home. My job as a nursing student was to help her perform her instrumental activities
of daily living such as showering, toileting, brushing her teeth and overall movement. At first, I was very
nervous when I saw her walking slowly with her walker. She seemed unsteady, weak and also slightly
frightened. I instantly wanted to put her in a wheel chair and wheel her down to the dining room for
breakfast. She was very determined to learn how to walk again, but she was hesitant to start. I was
able to challenge her to walk herself down to the dining room and also able to support her by walking
behind her with a gait belt. Not only could I supply physical support to her waist, but also I was able to
supply emotional support as I encouraged and empowered her to take those first steps. I continued to
supply this amount of challenge and support throughout my implementation of care. By the third week,
she had made significant leaps and bounds in her recovery and slowly but surely started to regain her
independence.
Spring Training on the Northwoods Challenge Course provides an opportunity for leaders to take a step
up and be properly trained in adventure learning. Since I had already been trained in the fall, I attended
this training to brush up on my skills and help out as a somewhat seasoned facilitator. I did not have to
go through the whole training, but I was able to help the newer facilitators develop their style. The
training was a three-day weekend that included two days of instruction and one day for facilitation
practice. On the last day, my job was to participate in the initiatives and present challenge to the new
facilitators. I took on different roles in each initiative so that they could get a taste of the types of difficult
students they are going to be dealing with as they facilitate. Although my goal was to provide
challenge, I was sure not to be so obnoxious that they would not be able to learn. If I was exceedingly
rowdy, the facilitators could potentially shut down and halt their growth. After the initiative, we led a
debrief regarding the facilitation where myself as well as the fellow seasoned facilitators provided
feedback on how they did. We gave them helpful tips and friendly reminders that supported their
growth. Through this experience, I was able to aid the growth of young facilitators while finding the
balance between challenge and support.
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construction / elements of informative and
persuasive speeches
Student will demonstrate proficiency in
informative and persuasive public speaking
Student will show knowledge of planning
and conducting interviews (as the
interviewer)
planning and conducting interviews (as the
interviewer)
Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
examples of preparing for and being
interviewed
HDF 413
2015 and 2016 Leadership

Interviews
In the fall of 2014, I attended the Leadership Institute as an incoming freshman. I was not sure what to
expect, however I soon came to realize that those 3 days would change my life. I had a phenomenal
experience where I grew exponentially and created long lasting relationships. I knew I had to be back
to return that experience to the next incoming class. So, I waited all year carefully watching for peer
leader applications to be released. Once they had been emailed out, I immediately completed it and
returned it. I found out not too long after that I had been invited to a group interview. First of all, I
confirmed the date and time and put it in my agenda book so I would not forget. Next, I started thinking
about the reasons why I wanted this position. I was extremely passionate about this program and I
knew I had to convey that through my interview. In order to communicate that effectively, I chose to
stick to my VIA values. I would use humor, my number one, to keep a light conversation and ensure
positivity throughout the interview. I enjoy laughing and smiles and wanted to make sure that my
interviewers knew that. I also decided that I should use gratitude, another value, to express how much
this experience has meant to me. I wanted to make sure that the institute staff knew that I was qualified
for the position so I brought my resume along with me. I tailored my resume to highlight valuable
leadership experiences that would be beneficial as a peer leader. Also, during my interview I wanted to
market my Gallup Strengths and how I would be able to utilize them in this position. Empathy, my top
Gallup strength, is what I hoped to use in order to relate to and understand the students. The day of the
interview, I dressed professional and showed up early. My goal was to let my personality shine through,
but also remain professional in nature. The interviews were very conversational and as soon as they
began, all of my nerves drifted away. It was another student, a coordinator and myself. I felt very
comfortable after thoroughly preparing. About two weeks later, I found out I got the position. I was
ecstatic, and as time got closer to institute, my excitement only grew. Coming back again the next year
as a peer leader was an amazing experience, however a very different one. I grew more as a peer
leader than I ever had before, and learned more from my students than they did from me. Institute
ended just as it always does, and once again I was hungry to be back. I again kept my eye on a close
watch for applications and began the process all over again. I got an interview. Looking back on last
years interview, I began to reflect. Even though I was interviewing for the same position, my
preparation and execution had to be slightly different. I knew that I wanted to once again be genuine
and remain humorous, however I needed to highlight the growth that I had done in the past year. I also
knew that these would be group interviews as well. My approach had to be slightly different as a peer
leader. Throughout the interview process, I had to be sure to let the younger applicants have their
chance to also contribute to the discussion. I had a lot of answers to questions because I had already
been a peer leader, but making sure I didnt come off too confident was something I had to consciously
think about during the interview. Once again, I was selected as a peer leader with hopes of another
brand new, fantastic experience.
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collaboration / coalition building
working in collaboratives/coalitions
Intercultural communication considerations
Student will demonstrate proficiency in
intercultural communication
Student will describe ways to maintain
accountability in leadership / member
relationships
related to maintaining accountability as a
leader
Student will describe ways to build
relationships between leaders and
members
building relationships with members as a
leader
Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader
building, maintaining, and repairing his/her
own credibility as a leader
Student will describe ethical standards in
influence
Student will describe influence applies to
leadership
Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship
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mentoring and being mentored
Student will describe principles of effective
peer leadership, as well as problems
particular to peer leadership
related to being a peer leader and being
led by peers
Student will describe the four frames of
organizations by Bolman and Deal
of organizational analysis using the four
frames of organizations (Bolman and Deal)

Solc Outcomes

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LEADERSHIP

Leadership Inventory Revised 8/30/2013

Leadership Inventory Revised 8/30/2013

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Phone: (401) 874-2726

Fax: (401) 874-5317

CSLD Mission Statement

MINOR IN LEADERSHIP STUDIES

Regardless of your major, you can minor in Leadership Studies.

CORE REQUIREMENTS- 9 Credits

Only offered in spring for first-year students

HDF 290: Modern Leadership Issues

Offered Fall and Spring for sophomores & juniors

HDF 417: Leadership Internship

Experience through Office of Experiential Learning & Community Engagement

Internship Class in Academic Major

The only time the major and minor can overlap

HDF 412: Historical, Multi-ethnic & Alternative Leadership

Offered only in the fall with preference given to seniors

COM 402: Leadership & Motivation

Offered in the spring and summer with Dr. Leatham

BUS 441: Leadership Skills Development

HPR 411/412: Honors Senior Seminar

HDF 492: Leadership Minor Portfolio

Offered in the fall and spring with Dr. Cooper

MINOR ELECTIVES-9 credits

COM 402: Leadership and Motivation (capstone option)

HDF 416: Leadership in Organizations

COM 208: Argumentation and Debate

GWS 150: Introduction to Womens Studies

MSL 201: Military Skills and History of Warfare

Leadership Inventory Revised 8/30/2013

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

4. Develop and Refine

Leadership theory and

3. Broaden Your Perspectives

Outcome Category: Self-Leadership

Descriptive notes regarding learning and practice

Student will demonstrate autonomy and a

New England Baptist Hospital

Student will demonstrate personal,

University of Rhode Island Womens

Student will demonstrate the ability to

College Move-In Weekend 2014

Student will demonstrate knowledge of

Student will demonstrate the ability to

Final Exams- Fall 2014

Student will express a personal code of

VIA- Values In Action

Student will demonstrate practice of the

Leadership Institute 2014

Student will express a personal values

VIA Character Strengths

Student will demonstrate practice of

Day of Discovery RetreatTown/Community Exercise

Student will demonstrate the ability to

Small Group Leadership Group

Student will describe goals and

Fontbonne Academy Social

Student will show evidence of goals and

Student will show knowledge of the

Student will show application of Maslows