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



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

3.
Student will demonstrate
the ability to manage
emotions

4.
Student will demonstrate
knowledge of stress
management methods
Kin 123 In my Kin 123 class, we recently learned about how stress affects the body and good ways to manage stress. I
also learned that stress can come in two different forms called Eustress and Distress. Eustress is positive
stress. The stressor can be seen as a challenge and when finished, one can have a sense of accomplishment and
fulfillment Stress management is objective from person to person. There are positive and negative ways to
manage stress. An example of a stressful eustress scenario would be playing a sport. Some positive examples of
stress management include but are not limited to exercise, listening to music, meditation, full body relaxation,
and yoga. These methods are simple ways to relax the body. Other ways to handle stress consist of prioritizing,
time management, adapting to stressful situations, and volunteering. Volunteering is a great stress
management technique because it makes one feel happy, as well as brings pain relief.

Negative ways to handle stress include tobacco use, alcohol and drug abuse, and stress eating. Any of the above
substances can be ok in moderation. For example, a glass of wine at dinner if over the age of 21, can be used to
relax. When one abuses alcohol, it becomes a counter-productive coping mechanism.

Distress is bad stress. Bad stress is persistent and does not get better with coping mechanisms or
adaptations. This type of stress occurs over a long stretch of time. Those who experience distress should seek
extra help.

5.
Student will demonstrate
the ability to manage stress
Kin 123/HDF
190
Throughout my first couple weeks at URI, I realized that college is a lot of work and is unquestionably
stressful. The first two classes of Kin 123 covered stress. My teacher said common stressors surrounding many
college students are academics, interpersonal, time pressures, financial problems, and worries about the
future. These are all common pressures I face on a day-to-day basis.

Academics, time pressures, and worries about the future are a dominant concerns for me because I want to get
into a prestigious doctorial program in California. Since taking FLITE, I have realized that I use a lot of my
strengths to manage stress. When I stress about academics I use my strength, Futuristic, to create goals that I
can look forward to. This motivates me to get my work done. I use a combination of Futuristic and Adaptability
to manage time. This combination allows me to keep track of assignments while adapting to changes in
schedule. As an Includer, I love to surround myself with people willing to challenge and support me. When I
worry about my future, I have a fantastic group of friends that will support me and encourage me to keep
working toward my goal.

Every college student faces interpersonal problems whether it is peer pressure, pressure to fit in, or pressure
from your parents to succeed and to behave. In the beginning of the fall semester, I made some mistakes and
ended up with a strike. That was a very stressful time, especially when I had to tell my parents. I managed my
stress by talking to my friends and mentors. Their support helped me get through one of the lowest points of
the semester and to face my parents.

College is surrounded by financial temptation. For example, late night McDonalds runs are great when you are
up late studying, but they constant runs add up. Getting a job and juggling school can be exceedingly difficult.
Sometimes its difficult to even find an on-campus job. I havent really mastered not stressing about finances,
but then again, looking to the future is a great way to relax.

6.
Student will express a
personal code of leadership
/ membership ethics
HDF 190 The Social Change
Model and the 7 Cs
One of my major personal codes of leadership/membership ethics is to be open-minded. I think that this is
extremely important because everyone has different opinions, perspectives, strengths, and weaknesses that set
them apart. By listening to other people with an open mind, I can learn, collaborate, and become conscious of
other opinions as well as conscious of self. I also think open-mindedness allows for creativity when
approaching certain situations life throws at you. Being open minded also allows me to step back, and consider
all possible options. The opinion that I have may not be the best and by being open minded, either my opinion
becomes stronger or I can tweak it to be better.

The Social Change Model has three main categories, individual values, community/social values, and group
values. Each category contains parts of the 7 Cs. The 7 Cs consist of Consciousness of Self, Congruence,
Commitment, Collaboration, Common Purpose, Controversy with Civility, and Citizenship. The first category,
individual values, contains Consciousness of Self, Congruence, and Commitment. The second category, Group
Values, consists of Collaboration, Common Purpose, and Controversy with Civility. The final category,
Community/social values, contains Citizenship. Community/Social Values technically has a secret 8
th
C and
that is Change. This model promotes creativity, change, and equality by promoting advancement of self and
others. By advancing self and others, society can. It also promotes synergy instead of pure individualism.


This model could not exist without the ability to be open-minded. When working in groups, there must be
collaboration to come to a common purpose.
7.
Student will demonstrate
practice of the personal
code of ethics
HDF 190 The Leadership Institute
Psych 113
Strengths and Values
Student Senate
My personal code of ethics ties in with who I am as a person and into what my strengths and values are. My
strengths are Includer, Restorative, Developer, Futuristic, and Adaptability. I think that with out striving to be
open minded, my strengths would not work. I know from personal experience that when people dont listen to
what someone is saying, its hard to feel involved. In order to be Restorative, if narrow minded, it could be
hard to consider the best option to fix whatever problem I am dealing with. As a developer, I love to encourage
others to strive to be better. I love to challenge others and myself and by being open minded, I can learn how
to better challenge, support, and encourage others. Open mindedness allows me to focus on the present as
well as the future. Being futuristic allows me to long-term goals and having adaptability allows me to see that
the future isnt so black and white and is subject to change.

This practice of open mindedness allows me to be creative in personal, academic, and organizational aspects of
my life. An example of how open mindedness has helped me in life personally is the Leadership Institute. The
Leadership Institute is a three-day leadership development weekend where I made lasting friendships, honed
my leadership skills, and learned a lot about myself. When arriving at school to go to Institute, I had no idea
what to expect. I had to be open minded to what I was about to do. I also had to have an open mind to the
people I was meeting. It was challenging because I was thrown into a group of people that I had no clue where
they came from or what they were like. I had to have an open mind that they were going to be accepting of me
and that I could trust them. If I didnt go into this experience with an open mind, I dont think I would have
made the friends that currently have or have gotten involved in the things I currently involved in on campus.

Academically, I have to be open-minded because again, every student and teacher has a different perspective
and approaches. For example, in my Psychology class we had a discussion about racism and discrimination
after taking a survey based on Peggy McIntoshs White Privilege: Unpacking the Invisible Knapsack. Going
into this discussion, my classmates and I had to keep an open mind because not everyone has experienced
similar events. It was difficult because truthfully, growing up, the idea of white privilege was not prevalent
whereas others have experienced it first hand. I didnt believe that people of other races are still treated badly
and how often it occurred. Hearing what others had to say about there experience was difficult to hear and
believe that it actually occurred but, having an open mind lead me to realize that just because I havent
witnessed it doesnt meant it doesnt occur. This discussion allowed me to come to a new realization, build
bonds with my classmate, and ultimately consider what I can do to better our world today.

Being open minded is extremely important in organizations like Student Senate. Being on the Finance
Committee, I have to make decisions on what money each group can get in order to further develop their club.
I have to be open minded in each vision that each group brings in while considering the rules and keep the
school community itself in mind. Here I can apply my strengths and values, as well as the Social Change Model
and the 7 Cs of social Change.


8.
Student will express a
personal values statement
9.
Student will demonstrate
practice of the personal
values statement

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

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

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

13.
Student will show
knowledge of the
Hierarchy of Needs
theory by Maslow
Kin 123 Maslows Hierarchy of Needs is a theory that states that people are motivated by certain needs. The model
has five levels and when each level is fulfilled, people can move on to the next level. The first level is
physiological needs. This level consists of basic needs. Examples of basic needs are air, food, shelter, water,
sleep, and sex.

When these basic needs are met, one can move onto the next level, safety. Safety encompasses physical,
emotional, and economic stability. Physical safety deals with health and wellbeing. Feeling physically safe
plays in our need for survival. Emotional stability is also very important. Emotional abuse can take away a
persons self confidence, self worth, and ability to trust others. Economic stability is important because without
economic stability, you cant fulfill the first level.

After completing the third level, a person enters the third level, belongingness or loved. This incorporates all
relationships from friendships to romantic relationships. Humans are social beings by nature; therefore we
have a need for attachment and social acceptance.

Level four consists of maintaining self-esteem. Again as social beings, humans need to feel valued and
accepted. Humans also must live a purposeful life. Other qualities include status, dominance, respect from
others, and status.

The last and final level is self-actualization. Self-actualization is the process of establishing oneself as a whole
person. A self-actualized person has a goal to strive for, lives life to the fullest, and will be a greater service to
ones self and society.

14.
Student will show
application of Maslows
theory to own life
The first level of needs consist of basic needs. Here at URI, I have a place to live, a meal plan, and access to
water. When I go home on break, I also have shelter, food, and water. Without these basic needs, I would not
be able to function.

I have surpassed level one and have graduated level two, safety. I am lucky to have a group of family and
friends that dont physically or emotionally abuse me. My family and friends challenge me to do better while
supporting me. Some people do not have this luxury. I personally am not economically stable, but I am
fortunate to have the support of my parents.

The third level is belongingness or loved. Again, I have an incredible group of friends on campus and at home
that are always there for me when I need them. I also have some amazing mentors that have guided me
throughout this semester.

Maintaining self-esteem can be a difficult task sometimes. I personally want to feel accepted and respected by
others. I think its something that everyone looks for. I again maintain self-esteem through self-motivation and
surrounding myself with supportive people.

I definitely think I am self-actualized. I have many goals and dreams that I want to accomplish in the future
like getting into graduate school and eventually working for a New York sports team. Through past
experiences, I have become someone who strives to live life to the fullest.
15.
Student will describe
personal leadership style
and/or personality style
including strengths and
weaknesses and examples
of application (Sources =
Leadership style
inventories, the L.P.I.,
StrengthsQuest, Type Focus
(MBTI), LAMP, and other
career inventories, etc.)
HDF 190 I was extremely surprised at how accurate my results are. My top 5 strengths really encompass who I am.
I think that these strengths uniquely fit together and it's really interesting how each can be used in a
different way. For example I am both futuristic and adaptable, which seem like they would not go hand in
hand. I use both strengths by living in the moment and setting goals for the future. I think that I
definitely use all these strengths and values but I am really excited to learn more about them and figure
out different ways to use them. I think that my values enhance my strengths. I see myself as an Includer
because I really care for others and hate leaving people out. As an Includer, I can use my values to make
people fell happy, welcome, and more involved. I can see my strengths come out in
Student Senate. By thinking to the future and being considerate of the present, I can make better
decisions.

My top five values are humor, kindness, curiosity, fairness, and teamwork. I think that my values are my
strengths put into action. All five are extremely important as an Includer. For example, humor and
kindness is a great way to make people feel welcome and comfortable. Im a genuinely curious person so
when I meet new people, I ask questions to find out more about them. By asking questions, I can find out
common bonds and develop a relationship.



16.
Student will show
knowledge of the theory of
Superleadership by Manz &
Sims

17.
Student will show
application of Manz & Sims
theory to own life

Outcome Category
Outcome Target
class
Additional Experiences Descriptive notes regarding learning and practice
18.
Student will show
knowledge of the
Authority and
Bureaucracy theory of
leadership Weber

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

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

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

22.
Student will show
knowledge of the
Management by
Objectives theory of
leadership by Drucker

23.
Student will describe
personal application of
the above theory

(Drucker)
24.
Student will show
knowledge of Theory X
and Theory Y theory of
leadership by
MacGregor

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

26.
Student will show
knowledge of the
Servant Leadership
theory of leadership by
Greenleaf
The theory of Servant Leadership is ten principles purposed by Robert Greenleaf. The ten
principals are listening, empathy, healing, awareness, persuasion, conceptualization,
foresight stewardship, commitment to the growth of people, and building community.

The first principle, listening, is important because leaders must communicate and make
decisions. By listening to others, leaders can make a be a great way to make people feel
included, make better decisions, and helps understand and clarify the needs or goals of the
group.

The second principle is empathy. Servant-leaders need to make people feel involved,
empowered, and recognized for their contributions and talents. Servant-leaders need to be
open-minded and understanding of others because everyone is different.

The third principle, healing, calls for servant-leaders to provide healing for self and others. I
interpret this as knowing and accepting that people make mistakes. I need to be able to
encourage myself, and others to learn from them and to move on.

The fourth principle, awareness, encourages leaders to be aware of people, things, and self. I
think it is really important to recognize what your group needs. It is also extremely important
to recognize the needs of what project or event each group is participating in. Self-awareness
is also extremely important because a leader needs to know what he or she wants, ethical
values, and goals.

The fifth principle, persuasion, calls for servant-leaders to persuade or convince others in
goals or plans. The servant leader doesnt force people into agreement but builds consensus.

The sixth principle, conceptualization, requires servant-leaders to find a balance between
day-to-day realities and futuristic goals. I think that this means that servant-leaders need to
be able to make goals that are challenging but not so challenging that it will never be
accomplished in a timely manner.

The seventh principle, foresight, requires servant-leaders to learn from the past, see the
needs of the present, and reflect on the consequence decisions may have.

The eighth principle, stewardship, calls for servant-leaders to be responsible. It claims that all
people involved in the group or organization has a role in making sure they stay on task and

The ninth principle, commitment to the growth of people, calls for servant-leaders to believe
that people proved invaluable contributions. Servant-leaders must be committed to the
growth of their peers.

The final principle, building community, asks that servant-leaders to build a community
amongst their group or organization.

27.
Student will describe
personal application of
the above theory
(Greenleaf)
https://www.change.org/petitions/university-
of-rhode-island-keep-at-least-one-dining-
hall-open-later (EVIDENCE FOR LATER)
The Servant Leader theory applies to myself in many ways. As a Student Senator, I am elected
to serve the student body. In my new executive position as Campus Affairs Chair, I use this
theory amongst my committee. I will also rely on this model in my future career as a Physical
Therapist.

Listening is a huge part of my job. I need to listen to the needs of the school, administration,
and my committee. The University of Rhode Island is an incredible school but there is always
room for improvement and many students have ideas. For example, a freshman named Ben
Welch created a petition calling for the extension of dining hall hours and over 300 students
signed it. In my plans for next year, I plan on working with this student, my committee and
Director Mello of dining services.

I also recognize that I need to be open-minded and empathetic to peoples needs. Everyone
that I work with has different goals, methods, and experiences. As a servant-leader, I need to
understand that and provide an environment where people feel empowered and understood.
Within this environment I need to provide healing. I know that I will make mistakes and so
will committee members, students, and administrators. I need to provide a place where
mistakes are encouraged and corrected while being supportive. An example of a recent
mistake I made as Campus Affairs Chair is missing a meeting I set up with Director Clarke of
Lands and Grounds because I mixed up meeting times. I was completely embarrassed but
explained what happened and Director Clarke empathized with me and provided healing by
accepting my apology and allowing me to make a new meeting time.

It is important for me to be aware of my committees needs, the schools needs, what
administration expects of me and of Student Senate, as well as myself. I demonstrated in
previous examples that I am aware of student needs. I am aware of committee needs and
wants by setting up a meeting where we talked about ideas and goals we had for the future.
Some goals include creating an online virtual tour of dorm rooms and creating more on
campus programming. I am aware of goals and expectations of administrators because I set
up personal meetings to talk about it. I remain aware of my own goals by keeping a list of
what I want to do and expectations I hold for myself.

My future career path directly relates to the Servant Leadership model. Being a physical
therapist directly relates to the servant leadership model in many ways. In class, we learned
that conceptualization is the ability to find the balance day-to-day realities and setting
unachievable goals. A way to create a balance is using SMART. SMART stands for Specific,
Measurable, Achievable, Relevant, and Time-bound. This concept is something that I learned
in my Kinesiology class. Physical therapists use this to set goals for patients. This standard
can be applied to servant leadership because it allows leaders to stay in task, set achievable
goals in a window of opportunity. I will also use foresight. I will learn from past patients, see
the needs of my current patients, and consider how every decision I make could affect my
patient in the future.

Without a question, I will use the last three principles of commitment to the growth of
people, stewardship, and building community as a physical therapist. As a physical therapist,
I literally dedicate my life to encouraging patients to grow. I teach them methods of
rehabilitation can use to get better and stronger than before they came to me. I also
encourage my patients to grow personally by giving them exercises to do at home. As a
physical therapist I will have to be responsible for my actions. If I make a mistake, I will have
to own up to it and come up with creative ways to help fix the problem. Finally, I will build a
community with coworkers and patients by being respectful, inclusive, and encouraging. I
will find a common ground where we can relate and from there, a community will grow.

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

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

30.
Student will show
knowledge of the 14
Points / TQM theory of
leadership by Deming
31.
Student will describe
personal application of
the above theory
(Deming)

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

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

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

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

36.
Students will
demonstrate knowledge
of the 4 Vs theory of
leadership by Grace
(Center for Ethical
Leadership)

37.
Student will describe
personal application of
the above theory (Grace)

38.
Student will show
knowledge of the

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

40.
Student will show
knowledge of the
Relational Leadership
model by Komives,
McMahon & Lucas
The Relational Leadership Model illustrates the relational process of people pursing to
accomplish change or make a difference to benefit the common good as a group. The five
components of this model is Inclusive, Empowering, Purposeful, Ethical, and Process-
oriented. Each component is defined by three categories, knowing, being, and doing. These
categories are important because they force individuals to consider themselves before
running a group. Each category is related to the other and need to be considered. For
example, knowledge can influence thoughts, which in turn, influence actions.

According to Robert Vincent, some leaders need to be felt and I think this model exemplifies
that because it tells shows people how to be inclusive, encouraging, purposeful, and ethical.
41.
Student will describe
personal application of
the above theory
(Komives et al)
I try and personally implement this model everyday with my club/organization. In Student
Senate, I incorporate this model especially because I am the new Campus Affairs Chair. I
need to create an environment where fellow senators feel included and empowered to share
ideas. I acknowledge that everyone has different beliefs and approaches to problems. I have
learned that my ideas arent always the best approach and that by listening to others, I may
find more innovative and efficient ways of doing things.

I need to be process-oriented in order to get things done. I think that the process is just as
important is the outcome. By promoting collaboration and encouraging feedback, I can create
a positive environment where the job gets done.

As a leader, I need to lead with purpose. I need have a positive attitude and the mindset that
our group can make a difference. I will achieve this by developing common goals and
encouraging creativity. I also need to be ethical. I need to lead by example and set a standard
of behavior for meetings. I will accomplish this by showing my committee members that I
trust them and that I am worthy of their trust as well as being reliable.
42.
Student will show
knowledge of the
concept of
constructivism

43.
Students will describe
personal examples of

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

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

46.
Student will show
knowledge of the Social
Change Model of
Leadership
Development by Astin
et al
HDF 190 The Social Change Model has three main categories, individual values, community/social
values, and group values. Each category contains parts of the 7 Cs. The 7 Cs consist of
Consciousness of Self, Congruence, Commitment, Collaboration, Common Purpose,
Controversy with Civility, and Citizenship. The first category, individual values, contains
Consciousness of Self, Congruence, and Commitment. Consciousness of self is being aware of
ones own values, strengths, feelings, and motivations. Congruence calls for individuals to be
consistent with values, strengths, feelings, and also aware of their weaknesses. The final
individual concept is commitment. In order to promote social change, one must me
passionate about what he or she is doing. Without that passion, there is no motivation to
change promote change. This model promotes creativity, change, and equality by promoting
advancement of self and others. By advancing self and others, society can. It also promotes
synergy instead of pure individualism.

The second category, Group Values, consists of Collaboration, Common Purpose, and
Controversy with Civility. Collaboration is encouraging others to be involved and to work as a
team. Collaboration also allows groups to have an array of ideas and visions. This can create
more innovative outcomes. Common purpose is creating common goals and values within a
group. This is really important because it makes sure that all members are on the same page
and involved. The value of Controversy with Civility notes that groups need to recognize that
their will be differences of viewpoints and those differences need to be aired openly, with
civility. This means that differences of opinion are good but it needs to be handled in a
courteous manner.

The final category, Community/social values, contains Citizenship. Citizenship occurs when
the individual and group become responsibly connected to the community. It is recognizing
that groups and individuals have a responsibility to the community.



47.
Student will describe
personal application of
the above theory (Astin
et al)
I currently use the Social Chang Model in involvement of Student Senate. I am the Campus
Affairs Chair. My job entails that I spearhead a committee in charge of affairs that are not
academic in nature that affect the student body. We handle things like student rights, campus
security, parking, student services, financial aid, student employment, living conditions,
dining services, and etc.

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

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

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

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

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

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

54.
Student will
demonstrate knowledge
of Charismatic

leadership
55.
Student will describe
personal application of
the above theory

56.
Student will
demonstrate knowledge
of contingency approach
to leadership by Fiedler

57.
Student will describe
personal application of
the above theory
(Fiedler)

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

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

60.
Student will
demonstrate knowledge
of Leader Member
Exchange (LMX) theory

61.
Student will describe
personal application of
the above theory

62.
Student will
demonstrate knowledge
of Leadership
Substitutes Theory

63.
Student will describe
personal application of
the above theory

64.
Student will
demonstrate knowledge
of Models of leader
emergence

65.
Student will describe the


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

Outcome Target
class
Additional
Experiences
Descriptive notes regarding learning and practice
68.
Student will demonstrate
how cultural anthropology
/ paradigms relate to
leadership

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

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

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

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

impact of traits on
leadership emergence
and performance
66.
Student will
demonstrate knowledge
of Chaos approach to
leadership by Wheatley

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

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

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

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

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

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

78.
Students will demonstrate
knowledge of McIntoshs
theory of privilege and its
relationship to leadership
Psychology
113
Peggy McIntosh is a prominent feminist and anti-racist. She developed the theory of Unpacking the Invisible
Knapsack which describes whites as being nurtured to not realize white privilege. She describes whites
privilege an invisible package of unearned assets that I can count on cashing in each day, but about which I
was "meant" to remain oblivious. In her introduction, she describes how societal problems can be relational.
McIntosh is a prominent feminist and when studying male privilege, she saw a connection between this and
white privilege. She developed a list of daily white privileges she experiences and also mentions that the
following statements are something that her African American coworkers cannot always count on.

I think that this theory relates to leadership because it is a direct list of experiences that Caucasians can
experience whereas not everything on this list can be experienced by other races. This is something that needs
to be considered because these are some basic rights that all people deserve. An example number 3 states If I
should need to move, I can be pretty sure of renting or purchasing housing in an area which I can afford and in
which I would want to live. In New Jersey during the 60s and 70s, it was common practice for relators to give
African Americans looking ot move out of the city unaffordable prices, whereas if they were white, they would
make the price affordable. This discouraged many from moving out of cities like Newark to the suburbs. The
change begins with leaders who are willing to stand up for others and be the change.
79.
Student will demonstrate
personal application of
McIntoshs theory
During my Psych 113 recitation, my class had to fill out a survey containing McIntoshs theory and her list of
daily experiences that a white person may be able to experience whereas a person with a different skin tone
may not feel they can participate in. The survey asked from 1-10 if I thought that this was an experience that
all Americans felt. While taking the survey, I felt that most Americans did have equal opportunity and could
experience many of these things.

During the recitation, we closed our eyes and our teacher would ask us some of the statements. We would
than raise our hands if we agreed that this was something that we could do and didnt raise our hands if this is
something we couldnt do. Then we discussed personal stories, feelings, and opinions. This experience was eye
opening because I did not realize how people of other race and ethnicity felt and what they have experienced.
My teacher led this discussion in hopes that we would take something out of this and apply it to our lives. He
felt that if more people had a conversation like this, there would be less discrimination and racism. In this
class he challenged us to be the change we wanted to see in the world and to lead more discussions like this.

This discussion opened my eyes to the way the world works and I appreciate everything that I have. I try and
strive everyday to make everyone feel comfortable and I make sure that trivial things like race, religion, or
nationality do not define who people are.
80.
Student will describe the
differences and similarities
of individual and
institutional oppression
and relationships to
leadership

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

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

83.
Student will create a
personal code of inclusive
leadership

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

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

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

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

Outcome Category: Critical Thinking
Outcome Target
class
Additional
Experiences
Descriptive notes regarding learning and practice
88.
Student will show knowledge
of principles of critical
thinking (logic is used in this
minor)

89.
Student will demonstrate
proficiency of critical
thinking

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

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

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

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

methods
94.
Student will show knowledge
of at least five problem
solving / conflict
management methods, as
well as understanding the
roots of conflicts

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

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

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

98.
Student will describe
examples of leadership in
crisis situations

Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target
class
Additional
Experiences
Descriptive notes regarding learning and practice
99.
Student will demonstrate
knowledge of active listening
techniques

100.
Student will describe
examples of using active
listening skills

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

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

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

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

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

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

107.
Student will demonstrate
knowledge of framing and
breaking the frame

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

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

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

111.
Student will show
knowledge of Parliamentary
Procedure

112.
Student will show
knowledge of techniques for
working with difficult people

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

114.
Student will show
knowledge of the stages of
group development
(Tuckman, Bennis or others)
The Stages of Group Development is a theory that contains 5 stages. The stages are Forming, Storming,
Norming, Performing, and Adjourning. This model depicts the necessary challenges tat groups will face to
grow and prosper.

The first stage is Forming. This stage is the formation of a team. In this stage, the behavior of each group
member is motivated by the need to be accepted. While forming, teams will set goals, talk about
opportunities, and challenges. Team members tend to work alone rather than inclusive.

The second stage is Storming. This stage is where differences of opinion arise between group members. The
members of the group see themselves as individuals rather then a cohesive group. Every group needs to go
through this stage to progress. Some groups will never progress through this stage. It is important for groups
to be tolerant to diverse opinions. Groups must also be able to listen.

If groups leave the storming stage, they will enter into the Norming stage. This is where the group starts
coming to a common goal and mutual plan. This is the stage where each individual group member takes
responsibility. Each member is now willing to work together to achieve this goal. Members feel like they
belong. All though the group has entered the Norming stage, the group can fall back to storming at any time.

This continues onto the performing stage. This stage is where groups work as one unit. They handle tasks and
possible challenges with ease. Members are competent and able to handle problem solving and decision-
making. The team trusts each other allowing for a flexible environment. Again, groups can fall back into
storming. Many groups go through cycles of group development before reaching the final stage.

The fifth and final stage is Adjourning. This is termination of the group or transforming into another. The
group either dissolves or is transformed when new members transfer into other spots. This usually occurs
after the completion of tasks. If the group is not dissolved, it will repeat the cycle.

115.
Student will describe
personal examples of group
development in use
(Tuckman, Bennis or
others).
My first group encounter at the University of Rhode Island was the Leadership Institute. The Leadership
Institute was a leadership development retreat for freshman that occurred before I started my freshman year.
I arrived on campus, moved in, and immediately left for the Alton Jones Campus. Prior to the trip, I received
a letter from my peer leader Caitlin. She explained that at Institute, all who went were split into groups and
that I was placed on Red Courage.

When I arrived at Institute, I met my team and we entered into the Forming stage. It was awkward and I felt
like I was walking on eggshells. I felt this way because it was my first day on campus and I wanted to make
friends. It was probably one of the most awkward 2 hours in my life. I remember sitting on the bus to Alton
Jones with my now good friend Anthony Kennedy and not saying more than two words. When we arrived at
Alton Jones, we sat with the five other teams and listened to a speech from Robert Vincent. Robert Vincent is
the Coordinator of the Center for Student Leadership and the Coordinator for Institute. In
116.
Student will show
knowledge of group
dynamics and group roles

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

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

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

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

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

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

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

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

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

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

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

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

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

130.
Student will show
knowledge of Intercultural
communication
considerations

131.
Student will demonstrate
proficiency in intercultural
communication

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

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

134.
Student will describe ways to
build relationships between
leaders and members
135.
Student will describe
personal examples of
building relationships with
members as a leader

136.
Student will describe how
credibility applies to
leadership, as well as the
characteristics and skills of a
credible leader

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

138.
Student will describe ethical
standards in influence

139.
Student will describe
influence applies to
leadership

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


141.
Student will describe
personal examples of
mentoring and being
mentored
When I was a senior in high school, I was captain of my soccer team along with a couple of seniors. As a
captain, I had to lead by example and help build up my fellow teammates. I became really close with a
freshman named Gia. She was an awesome person who was extremely passionate about life. Gia comes from a
large family and she had two parents but her mother was disabled. Gia used to take care of her mom and
soccer was the first opportunity she had to do something for herself. In the beginning of the season, her father
had to go in for open-heart surgery and sadly did not make it. Throughout this entire situation, I was there for
Gia, offering kind words and a shoulder to lean on. Shortly after her father passed away, we found out that Gia
would be moving to Wisconsin because she had some family out there. The day before she left, myself and a
couple other girls visited her with a signed soccer ball from everyone on the team. We talked and I told Gia to
always remember to keep her head up and no matter what, always but heart into everything she does. I didnt
realize the effect of my words to her until recently. She posted on my Facebook about how what I said to her
that day still effects her and how she thinks about it and lives that way everyday. Its an extremely life
changing moment when you realize how powerful your words can be to someone else.

According to David Clutterbuck Mentoring involves primarily listening with empathy, sharing experience
(usually mutually), professional friendship, developing insight through reflection, being a sounding board,
encouraging". I think that this somewhat best represents what I believe mentoring is except that mentoring
doesnt necessarily have to be a professional relationship. I have had many friends who have mentored me.
For example, Caitie Runyon has been a terrific friend and mentor. I met her through the Leadership Institute.
She was a mentor for another team but through getting to know her through being in mutual clubs and
through FLITE, she has proven to be a great friend and mentor. I know that if I ever have a problem, Caitie
will be there for support and counsel.


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

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

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

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