HDF 190: FIRST YEAR LEADERS INSPIRED TO EXCELLENCE

LEADERSHIP PORTFOLIO

Colby Thomas SPRING 2015

colbythomas@my.uri.educolbylthomas.weebly.com

TABLE OF CONTENTS

Strengths SLIDE # 3

Opening Statement SLIDE # 4

Section 1: Self Leadership SLIDE # 5

Section 2: Leadership Theories SLIDE # 6Section 3: Inclusive Leadership SLIDE #

7Section 4: Critical Thinking SLIDE # 8Section 5: Interpersonal/Organizational Leadership SLIDE #

9

Signature Strengths Input

IndividualizationAchiever

DeveloperLearner

Values in Action Strengths

ForgivenessTeamworkFairness

PerspectiveHonesty

OPENING STATEMENTHDF-190 has helped me define what kind of leader I am and put that into words. Through the StrengthQuest and Value In Action Assessments I revealed descriptive words of my leadership style. The StrengthQuest results that define me are Input, Individualization, Achiever, Developer, and Learner. The Value in Action results that define me Forgiveness, Teamwork, Fairness, Perspective, and Honesty.

SECTION 1SELF LEADERSHIP

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

HDF 190 SMILE Peer Mentor Throughout the course of this year I have participate in two URI SMILE Peer Mentor days during which I helped student interested in the STEM program engineer different types of structures in small groups where they learned basic engineering, teamwork, and had the opportunity to explore what URI had to offer in the field. The first experience was everything I could have hoped for as I was barraged by questions from 6th, 7th, and 8th that were passionate about learning and reaching out. I truly felt after the day was done that I had made a difference in their lives and had gained so much from them in return. The second day, however, played out slightly different. This day was for high school students who are more independent and less inclined to take advantage of the opportunity to ask for help. At first I was slightly disappointed, I felt useless and wished that there was more I could do for the students until I stepped back and realized that the students truly were enjoying themselves and learning in the process. Though I wasn’t getting the feedback I had received the first time, I saw that this was because they were capable and independent, which showed just how successful the program as a whole was. This experience taught me that I don’t need to be told that I am making a difference though I may still be successful in it. There’s a famous saying, “Character is about what you do when no one is looking” and I believe that directly applies to this because although no one may recognize your efforts that isn’t what matters the outcome is.

SECTION 2Leadership Theory and Models

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

HDF 190  Social Change Assessment

In HDF 190 we discussed the Social Change Model of Leadership by Astin et al. The model is composed of three main levels, Individual, Group, and Society, and the 7 C’s which are consciousness of self, congruence, commitment, collaboration, common purpose, controversy with civility, and citizenship. Certain groups focus on specific values such as collaboration, common purpose, and controversy with civility within group; consciousness of self, congruence, and commitment within individual; and citizenship within society. All of these require a change agent who is a person or persons who has the understanding, motivation, and skills to create positive change. They are able to know, be, and do social change in order to better something or push it in the direction of the common good. There is also an 8th C which is change itself, and although the process is complicated it is worthwhile. The Social Change Model can be applied plainly anytime there is change because that change began with one person, a change agent, which then led to a group and finally society. I showed knowledge of this in my Social Change Assessment and understood that the Social Change Model is prevalent in many environments and accurately depicts the idea.

SECTION 3Inclusive Leadership / Diversity and its application to leadership

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

HDF 190 SMILE Peer Mentor Engineering

Many times, social change is a long, but worthwhile process. This is something I am currently learning as I become a change agent for the engineering world. For a very long time, engineering has been regarded as a predominantly male field and lately there has been a large movement for woman to not let this deter them away from the major. Through organizations such as Society of Woman engineering and Theta Tau, an engineering fraternity open to woman, the motion has been received positively and me along with many other woman have pursued our passion. However, I believe that this causes a new issue; all this attention has created a large gap between men and woman, giving us sometimes unwanted attention. I do not want to be regarded as a woman in engineering, I want to become an engineer, I am already aware that I am a woman. I have begun my change starting with younger students by taking part in the SMILE Peer Mentor Program. During two day long engineering projects where student created a hydraulic crane and maglev train, they also had the opportunity to ask the mentors questions about engineering. Throughout this entire day I never differentiated between the girls and boys in their pursuit of engineering and I was proud that the students never asked about it specifically. This is proof that the barrier is breaking, especially within the younger generations. I plan to continue to be a change agent by understanding, having, and demonstrating the change agent model and encourage ALL students to become involved in engineering regardless of their gender.

SECTION 4Critical Thinking

89. Student will demonstrate proficiency of critical thinking

HDF 190 BME 181 As an engineer, critical thinking is extremely important in my field because it is our job to solve problems and create new technology. This is something I have become comfortable with and have used many times. One example of this is during my biomedical engineering seminar where I was responsible for researching and explaining in depth studies of certain biomedical engineering technology. This required a true understanding of the subject matter, and in order to answer the questions asked in class you had to be able to think critically about your topic and portray that to the class. Another time I have used critical thinking is while learning my EMT skills because often times emergency responder situations are not clear and illnesses can be hidden. Every situation is unique and provides its own challenges which we must find a way to overcome. It is important to use all your knowledge and the patients signs, symptoms, and information to provide safe and effective care. Through critical thinking I have found ways to overcome many challenges and gained a vast array of knowledge.

SECTION 5(Interpersonal and Organizational Concepts and Skills)

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

HDF 190 Tour Guide Interview Resident Academic Mentor Interview  

Being able to be comfortable at an interview is an important part of becoming a part of the professional world. I have been interviewed many times and one thing I notice about it is it gets easier every time. Here at URI I have tried to take advantage of as many opportunities as I can, such as becoming a Tour Guide and a Resident Academic Mentor (RAM). Both of these positions required an interview, which I prepared for through many different techniques. The weeks leading up to the first tour guide interview I looked over many different questions that one gets asked at an interview and prepare for them the best I could. I also updated my resume and prepared to bring it with me the day of. However, although I prepared the questions they asked me were very unique and caught me by surprise. Instead of letting this throw me off I decided to be genuine and answer honestly, which was a good decision because I was then asked back for a second time. At the second interview I knew the kinds of questions they would be asking because I had been through it so I felt more confident. I also went to my HDF 190 professor for assistance because I knew he would have valuable feedback and walking into the interview I felt well prepared. Unfortunately, I did not achieve the Tour Guide position; however, this inspired me to take advantage of the next opportunity which was becoming a RAM. When preparing for this interview I thought back to my last one and what I could have done better. I also asked the current RAMs what they thought was the best approach and felt even better about this interview. While I was being asked questions I felt much more comfortable than in the past, which I believe is from experience, and was truly able to show them my passion and desire to make a difference. I felt extremely confident about what I wanted to say and why, and I believe they truly did get to know me. My practice, patience, and improvement obviously paid off because I did get the RAM position and was thrilled about my success. Although I did not get the first position, I am extremely thankful for the opportunity because it allowed me to use that practice constructively to improve my interview skills.