HebertOutcome 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 GSA; Pillar Peer Educator

High school is universally known as a time in one’s life where the approval from others especially matters. Because of my involvement in being a leader of my school’s GSA and by being a Pillar Peer Educator, I was able to develop into my full self by being proud of my interests and projecting them onto my peers. Through knowing what values I believe in, I was able to influence others to be who they are and not feel the need to conform to any social norms. My involvement within my school’s GSA allowed me to project my beliefs while being an ally and supporter for those who need it. Along with this, my involvement in my school’s Peer Educator program allowed me to demonstrate my interest in mentoring/teaching others without fearing judgment from my peers. Through using my value strength of bravery, I was able to not put aside my personal interests for the approval of my peers.Through taking HDF 190, I have learned about different aspects about myself. I have learned about my strengths, the weaknesses from these strengths, different leadership styles, time management, and how to work effectively in a group. Knowing this information allows me to proceed with my future endeavors without the fear of needed approval from others.See Evidence #1

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

Accelerated Honors Anatomy & Physiology

Riding in the Pan-Mass Challenge; taking challenging academic courses

By taking challenging academic courses throughout my academic career I have been able to develop a sense of self-discipline. An academic example of this is through taking an honor accelerated anatomy and physiology class during my senior year of high school. Going into the class I understood that the workload was extensive, but knew that I was up for the challenge. By constantly reading, studying, and memorizing terms I was able to succeed in that class, despite doubts that I had about my abilities. I could have taken an easy course load during my senior year, but I wanted to prove to myself that I could handle that amount of work.Another example of my self-discipline is through my involvement in the Pan-Mass Challenge. The Pan-Mass Challenge, or PMC, is an

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Hebertannual bike race across Massachusetts that raises money for cancer research. Two years ago, when I first initiated a team to ride, I decided to volunteer at one of the water stops along the 126-mile course. Feeling like a part of my PMC adventure was missing, I decided to ride in the 50-mile bike race in August 2013. I trained for this event religiously over the summer and felt very satisfied when I finished the race. I also ended up raising double the amount of money that I planned to raise. Although along the race I had many doubts that I could finish in one piece, I kept on peddling towards my goal and achieved it.See Evidence #2

3. Student will demonstrate the ability to manage emotions

AVS 101 Lifeguarding In my Animal Science class during Fall semester 2013, we covered a section on cruelty and testing on animals. This topic area upset me deeply because I am a firm believer in the rights of animals. Although this lecture was difficult to get through, I was able to put my objective opinion aside and learn about the other side to the controversial topic.Being a lifeguard has taught me a lot about how to be a patient, fair, and authoritative presence within society. While lifeguarding I have to be able to enforce the rules and regulations of the pool/waterfront that I am working at. Sometimes it is difficult to do this because I may not agree with the rule/regulation, but I still need to enforce it. There have been many instances where patrons will argue with me about certain rules at the pool/waterfront that I work at and I have to manage my emotions by not acting out aggressively towards them.See Evidence #3

4. Student will demonstrate knowledge of stress management methods

Health & Wellness Classes

Facilitating and taking health and wellness classes

As a peer educator during my senior year of high school, I had the privilege of teaching Health and Wellness classes to freshmen and sophomores once a month in a classroom setting. For these classes (in particular the class where I taught the underclassmen about stress management tactics) I created a PowerPoint presentation and prepared activities for the students to be involved with that incorporated ways to manage stress. I taught the underclassmen about healthy and unhealthy ways to manage stress, along with providing different meditation techniques to try.See Evidence #4

5. Student will demonstrate NFS 210 Lifeguarding; teaching By working as a lifeguard for four years, I have learned a lot about

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Hebertthe ability to manage stress swim lessons stress management. Being a lifeguard is a stressful job, as you have

the responsibility of looking out for potential dangers and being prepared to act accordingly. Over winter break of 2013-2014 I was working at my indoor pool lifeguarding job when a drowning almost occurred. Every weekday there is swim lessons that occur during the evening time slot. One child was getting out of the pool after swimming with his mother, so his mother took off his flotation device. As she turned away for a split second, the child fell below the water and started activity drowning. I saw this occur and jumped in to save him. As stressful as this situation was for me, I was able to manage my stress and react accordingly. As a lifeguard (and as a part of my moral code) it is my duty to help a person in need of help especially when wearing my lifeguarding uniform.My stress management skills can also be exemplified through the academic courses that I take. For example in nutrition class that I am currently taking requires a lot of work in and outside of the classroom, which can tamper with other activities and courses that I am involved with. Being able to balance the work in my classes, my social life, and other activities that I am involved with is something that requires a lot of stress management skills. I have learned over the years how to space out assignments and plan things accordingly so that balancing all these activities is easier. By using a planner to organize my assignments I am able to accomplish everything that needs to be done.See Evidence #5

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

HDF 190 Jumpstart; academics I express my personal code of leadership by applying my leadership qualities to everything I do on a daily basis. I express a personal code of leadership and membership ethics by being as involved within my community as I impossibly can. I utilize my strength in adaptability through allowing myself to seek out new opportunities for growth. I also try to demonstrate these ethics when it comes to my academic studies and Jumpstart. I use my value of bravery to express my personal code of ethics. By applying this value, I am able to fully be myself and help others find confidence and courage within themselves. In addition, I have the ability to promote positive change and serve as an advocate. This means that I try my best to be the best version of myself in order to achieve a morally sound code of ethics.

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HebertSee Evidence #6

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

CVS 302 GSA; Rainbow of Possibilities Conference (ROPC); JumpStart; learning contract.

Being an education major, I have a sense of code of ethics when it comes to educating and mentoring others. Some of my personal ethics that I believe in include: equal opportunities for all, instilling confidence in others, and that everyone can achieve anything they set their mind to. I have demonstrated this through my 2-semester class, CSV 302, which correlated with my involvement of Jumpstart. Working in a preschool classroom has helped me demonstrate these personal ethics on a daily basis. By working for this AmeriCorps company, I am allowing students an equal opportunity to enrich their educational experience through interactive activities that incorporate fundamental reading, writing, and critical thinking skills needed for kindergarten. I instill confidence in the children within the Jumpstart program by being not only a role model/mentor for these children, but by being a friend to them. I encourage them to try harder with each project that they do by expanding their vocabulary and listening to what they want to tell me. My learning contract also correlates with my personal educational ethics. By teaching a lesson on water safety to a classroom of preschoolers, I was able to demonstrate providing an equal opportunity of education, instill confidence in water safety, and enable the children to believe that they can conquer their fears of swimming.Another example of how I have demonstrated a practice of personal code of ethics is through my involvement in my high school’s GSA. Since I thoroughly believe in providing equal rights in individuals, being an inclusive leader within my high school’s GSA represented my personal code of ethics. Instilling this, I was able to provide a safe space for allies and members of the LGBTQ community to be who they are through hosting weekly meetings. One annual event that the GSA hosted was called the Rainbow of Possibilities Conference, or ROPC. During the ROPC, local GSA’s and their allies came together under my school’s GSA’s facilitation to participate in a day where they were able to gain support, encouragement, and knowledge of LGBTQ issues. Here, multiple icebreakers, guest speakers, movies, and bonding activities were held to allow participants build a sense of community. These activities provided the participants with the knowledge and

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Hebertconfidence that they can live productive lives through being the individuals they truly are.See Evidence #7

8. Student will express a personal values statement

HDF 190 VIA assessment; relationships with others

After taking the VIA Strengths assessment, I began to incorporate my top five values of bravery, humor, leadership, creativity, and honesty into my everyday life. I find myself noticing these value strengths throughout everything that I do. From this knowledge, I made it my obligation to instill my personal values statement into the everyday use of my values to not only enrich myself, but to enrich the lives of those around me.See Evidence #8

9. Student will demonstrate practice of the personal values statement

HDF 190 VIA assessment; learning contract

As a part of HDF 190, I learned about my top five values through the VIA assessment. After taking this assessment, I took great pride in my values. My top five values are bravery, humor, leadership, creativity, and honesty. With these values in mind, I found it simple to utilize them in my everyday life. For example, I try to use my top value of bravery everyday. Whether it is standing up for what I believe in or having the courage to fully be myself no matter what situation I am put in, I try to utilize my strength in everyday life.I was able to exemplify my top strengths through my learning contract. Although I have been involved in facilitating discussions between groups of people and teaching swim lessons, I had never had the opportunity to have the full command within a teaching position. Being an education major, being brave is an important characteristic to hold, as you need to instill confidence to get others to listen to you. By leading a lesson on water safety to a classroom of preschoolers, I was able to demonstrate how I exemplify all of my top value strengths.See Evidence #9

10.

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

HDF 190 Jumpstart Through working on the group presentation in HDF 190, I was able to facilitate the direction that our presentation went in while collaborating with others. Using my strengths in relationship building, I was able to connect with my group members on a personal level to develop ideas and concepts for the group project. Acting as a “glue” agent, I pieced together the ideas of everyone in my group and was able to help lead the outcome of the project. By attending all group meetings and being an active participant in

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Hebertdiscussions, I successfully was able to complete the group project for HDF 190 alongside my group members.Another example of my ability to lead a project from start to finish is my commitment to Jumpstart. As a requirement to receive 6 service course credits (CSV 302), an education award, and AmeriCorps recognition, I needed to complete 300 hours of service in Jumpstart. Although I was behind on hours due to the lack of extra outside hours since the preschool partner school that I had worked at did not allot to many travel hours, I was determined to complete all my hours by the end of the semester.See Evidence #10

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

HDF 190 Organization of PMC team; riding in PMC; WoManuary

During my junior year of high school and second year of being the leader of the Jimmy Fund Club, I wanted to do more with my club’s fund raising events. I heard about the PMC through a television commercial from a local news anchor that rides in the PMC every year. I brought my idea of initiating a team of riders, volunteers, and donators to my club advisor, which later got approved by my club advisor and school dean. From there I organized putting together a team of people who were interested in participating in the PMC, created team bike shirts, and organized training events for riders to go along in preparation for the big race. In August 2012 I volunteered at a water stop along one of the race routes. As rewarding as this experience was, I felt as if a part of my PMC experience was missing. In August 2013 I rode in the 50-mile bike race. In riding in the PMC, my goal was to raise $1,000 for cancer research and try my best to finish the 50-mile race. I ended up fundraising over to $2,000 for cancer research and finished with ease.Along with my PMC accomplishments, I planned out a fundraising event during the school year to benefit cancer research while being the president of my high school’s Jimmy Fund Club. The event that I created and organized was called “WoManuary.” During

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HebertWoManuary, students were asked to donate $15 towards cancer research in exchange for casual “dress down” days. My club’s goal of this fundraiser was to not only provide cancer awareness information, but to also accumulate at least $500 towards cancer research. After completing this fundraiser, we found out that we raised over $6,000 for Dana Farber Cancer Research Institute, Susan G. Coleman “For The Cure,” and LIVESTRONG.Through taking HDF 190, I have set specific goals and objectives for myself to be achieved. On the first day of class, Robert asked us what is something that you “want to learn about yourself” through taking this class? My response was that I wanted to learn about how to “use my strengths and weaknesses to my advantage.” Through figuring out my VIA and GALLUP Strengths, I have learned that my value strengths are Bravery, Humor, Leadership, Honesty, and Creativity, while my GALLUP Strengths are Adaptability, Command, Restorative, WOO, and Harmony. I have learned that all strengths have their weaknesses, so I am able to derive my weaknesses from my strengths. Therefore, by being aware of these downfalls within my strengths, I am able to utilize them for my advantage.See Evidence #12

13.

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

PSY 113 According to Maslow’s “Hierarchy of Needs,” there are three tiers of needs: (from bottom/essential to top/not as necessary) one’s physiological needs (safety, food, water, shelter), psychological needs (esteem, belongingness), and meta needs (justice, beauty, truth). In my PSY 113 class I learned about how Maslow was a humanistic psychologist who put the needs of others in front of his own. These three stages of needs are essential for one’s full understanding of life. By maintaining one’s physiological needs, such as the proper fulfillment of food and water, one is able to seemingly function. Following this, by being able to fulfill one’s desire of self esteem and belongingness, one is able to build upon their physiological needs in support of who they are. This means that a person’s sense of being within a society dictates how one acts. Lastly, the meta needs of truth, justice, and beauty are not as essential as the last two tiers due to their spectrum definitions. Justice, beauty, and truth are terms that can have various meanings to different people.

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HebertSee Evidence #13

14.

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

HDF 190 Jumpstart; swim instructor

Maslow’s ideals relate to my strengths as a servant leader, which is a leadership style that I learned about from my HDF 190 class. Maslow mentioned how the looking at the positive characteristics in being human is an important aspect to fulfill. One of my top value strengths is humor. This means that I am able to see the “light” in every situation. Along with this, Maslow believed that everyone is motivated to be the best that they can be. I find this also true through my work with teaching and leading others. By being a swim instructor and through being a Jumpstart Corps member, I am able to instill this theory into those whom I am teaching. This idea also correlates with my personal code of ethics, as outlined in Outcome #7.See Evidence #14

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 First Year Leadership Institute; Day for Change; URI 101; TypeFocus; L.P.I.

At the First Year Leadership Institute, participants learned about the Leadership Practice Inventory, or LPI. In order from the LPI that I relate to the most to the LPI that I relate to the least are as follows: inspire a shared vision, encourage the heart, enable others to act, challenge the process, and model the way. In my URI 101 course my instructor had us discover our personality results through taking an assessment through TypeFocus. My results showed that I am an ESFP, which stands for Extraversion, Sensing, Feeling, and Perceiving. These results are very accurate, for I am someone who is friendly, action-oriented, and like to help others enjoy life. These TypeFocus results go along with my results found in both GALLUP Strengths and VIA assessments. Through my VIA assessment, I learned that my top values are bravery, humor, leadership, creativity, and honesty. I live out these values by always being an honest and courageous person who does not “shrink from threat challenge, difficulty, or pain.” I enjoy making others happy by bringing out the light side to situations. I can actively encourage others within a group to get things done. I am inventive, in that I look for different ways to perceive situations. My StrengthsFinder assessment showed that my top strengths are adaptability, command, restorative, woo, and harmony. I own these results through “going with the flow” with situations. I also am someone who leads to take charge and am not afraid to impose my views on others. Through

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Hebertbeing restorative I like to solve problems in different ways that are atypical. I have the ability to win others over and am down to earth.See Evidence #15

16.

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

17.

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

Outcome Category: Leadership Theories

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

knowledge of the “Authority and Bureaucracy” theory of leadership Weber

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

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Hebertabove 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

27.

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

HDF 190 CELS; Jumpstart Through my servant leadership speech, I was able to demonstrate how I apply servant leadership to my everyday life. In this speech, as detailed in my evidence, I talked about how my value strength of bravery connects with the healing characteristic of the Servant Leadership Model. I talked about how I use my strength in bravery to instill and promote confidence is others, whether it is through teaching a class, or by supporting my peers in their endeavors.This leadership model can easily be seen through my desire to be an educator, as well as through my involvement in Jumpstart and as a Civic Engagement Leader.In Jumpstart I am working with preschoolers to help them be motivated and ready for kindergarten. I read Core Story Books to them each week, help them with phonemic and alphabet knowledge, as well as facilitate multiple center time activities. At the beginning of my work with Jumpstart, my partner children did not know who to recognize, read, or write their names. Because I kept encouraging them to keep trying when they could not figure out how to read/write their names, they were able to learn the ability to read and write their names by the end of my involvement with Jumpstart. Reading and/or writing may have been a struggle for my partner children, but through my ability to instill the healing characteristic of the Servant Leadership Model, I was able to lead them to success in reading and writing.Working as a CEL involves a huge understanding of the Servant Leadership Model. For my first activity as being a CEL, I

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Hebertparticipated in the “Children’s Friend” walk at the Roger Williams Park in Providence, RI. My application of the servant leadership model was exemplified here by putting others first in being involved in this walk. By taking the time to support the Children’s Friend cause, I am putting others first and thinking about my community.See Evidence #27

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

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Hebert35.

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

36.

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

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

41.

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

HDF 190 Friendships; Jumpstart Through taking the HDF 190 class, I learned about the relational leadership model. I use the relational leadership on a daily basis through my relationships that I create with my friends, family, peers, and mentors; specifically, I use the inclusive, empowering, and purposeful aspects of the model the most. I am an inclusive leader through recognizing that everyone’s opinions matter within a group setting and allowing open communication. My empowering leadership is shown through me outwardly being passionate about everything that I am enthusiastic about and by instilling confidence in others. Lastly I am use the purposeful characteristic of the social change model to show my commitment, dedication, and positivity to what I am involved in.

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HebertIn Jumpstart I can especially see these characteristics play out. I effectively include all my students in the learning process by making them feel like their opinions and thoughts matter through listening to what they have to say. I empower others by showing my passion for my work in Jumpstart by exhibiting positivity and love for education. I am a purposeful leader by setting goals within my group for us to achieve and grow from.See Evidence #41

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

47.

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

CSV 302 Civic Engagement Leader (CEL); PMC; Jumpstart

By participating in Jumpstart, the PMC, and by working as a Civic Engagement Leader, I demonstrate the Social Change Model. Jumpstart, itself, is an act of social change within society. By working with children to help them become prepared for kindergarten, I am working towards shortening the literacy gap issue that is current in our nation. I am acting as a social change agent by instilling confidence in the children that I teach so that they can excel academically, emotionally, and socially.

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HebertBy participating and supporting the Pan-Mass Challenge and cancer research institutes, I am promoting social change within my community by bringing change for the common good. The PMC is an event that donates 100% of its raised money towards cancer research institutions so that researchers are able to continue working towards finding the cure for cancer. The PMC is an organization that would not flourish without the support of its community members. This exemplifies social change, as it takes commitment, collaboration, common purpose, and citizenship to produce change.By working as a CEL, I am able to enable others to act within their community through civic involvement. This represents social change through focusing on the citizenship aspect of the social change model. As a CEL I participated in a walk for Children’s Friend. This promoted social change, as I was able to demonstrate citizenship and common purpose through working with others towards a common cause and involved the actions of the community.See Evidence #47

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

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Heberttheories 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

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Hebertabove theory

64.

Student will demonstrate knowledge of Models of leader emergence

65.

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

CSV 302 First-Year Student Leadership Institute; CEL; Jumpstart

As a part of my CSV 302, we were required to provide weekly reflections on our experience in the classroom. These reflections vary from reviewing a TED talks to talking about issues and challenges faced in the classroom. One of the topics that we had to reflect about was our role of leadership on our teams. Using my knowledge from the HDF 190 class, I was able to successfully answer this question fluently. Ultimately, through knowing my strengths and values I am able to lead others well. My strength in WOO impacts my leadership performance by allowing me to be able to make connections with people and not be afraid to strike a conversation with a stranger. This allows me to fully live up to my leadership potential.See Evidence #65

66.

Student will demonstrate knowledge of Chaos approach to leadership by Wheatley

67.

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

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

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

how cultural anthropology / paradigms relate to leadership

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

70. Student will demonstrate

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Hebertknowledge 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

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

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Hebert78.

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

79.

Student will demonstrate personal application of McIntosh’s theory

80.

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

81.

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

82.

Student will describe personal examples of being a change agent

HDF 190 GSA; Jimmy Fund Club; PMC; CEL

A change agent is someone who instills change by working with others and by complying with the social change model. I exemplify being a change agent through my involvement in the PMC and by holding leadership positions in GSA, JFC, and CEL. As a leader of the JFC in high school, I was able to promote change within my community by encouraging others to support cancer research. Doing this, I created multiple fundraising events that engaged the community.See Evidence #82

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

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HebertSensitivity” 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

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Hebertmethods

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

HDF 190 Lifeguarding In HDF 190 there was a group project that needed to be completed. Prior to presenting, my entire group could not find the time to get together. This led us to work individually, yet collaboratively. This is an example of a “crisis” situation since our grade was reliant on this project.Having the job as a lifeguard is a lot of responsibility. Over the summer I balance jobs between two different workplaces. I work as a lifeguard for 2 different waterfront lakes in central Massachusetts. One of these lifeguarding positions is more high stress, as there are more people who swim at this particular location. At this particular lake there are always four lifeguards on duty, one being the head lifeguard. In July 2013 at one of the lakes that I work at we had a report of a missing child. When this Amber Alert was occurring, the head lifeguard at this lake was busy. Because my head lifeguard was not able to assist in this problem, I stepped up to help find this missing child. I, with the help of my coworkers, went through all

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Hebertthe procedures for trying to find a missing child which include: clearing the water, radioing the police and my boss, conducting a shallow water line search and deep water search, asking the mother of the child questions, searching the area of the grounds. I lead my coworkers by giving each of them a task to do during the search, which made this experience more organized and less chaotic. (After searching for 10 minutes we found the child safe).See Evidence #98

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

HDF 190 Jumpstart Being an education major, one aspect of this that is especially important is the ability to listen to others. I actively listen to my partner children at the Jumpstart center to demonstrate active listening and to make sure that the children are retaining information. While reading one of the core storybooks during welcome, I ask questions that involve the students to be listening to what I’m saying. I then listen to their responses and relate back to how they might have gotten to that conclusion.See Evidence #99

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)

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Hebert103.

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

104.

Student will describe examples of giving and accepting feedback.

WRT 104 Teacher evaluations; HDF 190

In my WRT 104 and HDF 190 classes I worked on giving and receiving feedback from others. In my WRT 104 class, my professor had us bring in a draft of each of our papers before they were due to have peers review what we have done already. In this exercise, I would read a classmate’s paper and give them items to improve on and/or things that they did well in their draft.In my HDF 190 class, I gave my peer leader samples of my outcomes so that he could give me feedback on what I have written thus far. Here, I could build upon what I had done well and what I can improve upon.See Evidence #104

105.

Student will demonstrate knowledge of facilitation and de-briefing techniques

106.

Student will demonstrate proficiency of facilitation and de-briefing techniques

HDF 190 Diversity Day As a Diversity Day facilitator for my high school, I participated and lead many de-briefing and facilitation activities. Similar to the Day for Change, Diversity Day allowed students and facility of my high school to come together to talk about social identifiers. I was in charge of leading a group of 40 students and facility through activities that allowed them to talk to people that they would not usually talk to by means of open communication. Following each activity there was a de-briefing activity where I would ask the participants what they though of the activity, what was something that they learned, and how they can apply it to their lives.See Evidence #106

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

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Hebertmeetings / setting agendas / and leading meetings

110.

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

HDF 190 Jimmy Fund Club; GSA; Pillars; group projects

Through being the leader of my high school’s Jimmy Fund Club and GSA, as well as being a Pillar and taking the HDF 190 class at URI, I was able to effectively organize meetings/set agendas/lead meetings. For the JFC and GSA I was in charge of setting time once a week to organize meetings for students as well as leading them during their meeting time. Once a week, my club officers and I would get together prior to our meeting with the other club members and map out the topics of discussion for the week. Also, through being a Pillar Peer Educator, I needed to organize meeting times prior to teaching health and wellness classes. The work was evenly distributed and we would meet before the presentation to finalize what we were going to say and what activities we were going to do.Also, through the group project in FLITE, we had to set aside time to work on the project together as a group. My group and I used a GroupeMe app on our phones as a means of communication.See Evidence #110

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)

115 Student will describe

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Hebert. personal examples of group

development in use (Tuckman, Bennis or others).

116.

Student will show knowledge of group dynamics and group roles

117.

Student will describe personal examples of group dynamics and group roles

HDF 190 Jumpstart; Lifeguarding Working as the Head Waterfront Lifeguard at the Sutton Town Beach, I was able to effectively communicate with my boss and co-workers. I have learned about how to effectively communicate and act within a group. I would receive information from my boss and then communicate her information to my other staff members. I used relationship leadership to help me connect with my boss and coworkers and create a positive group dynamic.In Jumpstart the group that I worked with assigned group roles so that we could effectively accomplish all of our tasks. I was the “sunshine” director, which meant that I was in charge of promoting positivity within my group. After a bad Jumpstart session with a lot of difficulties, I would often remind me group about our mission and why we do Jumpstart. This helped motivate my group members do better next time.See Evidence #117

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

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HebertSupport (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

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Hebert. 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

HDF 190 Day of Discovery The Day of Discovery FLITE retreat is an example of how I built relationships with other members as a leader. At the beginning of the day I did not know many people in my subgroup, but by the end of the say I knew everyone in my group. By being in an open environment, such as the Day of Discovery, with accepting people, allowed for my group members to easily build lasting relationships with each other.See Evidence #135

136.

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

HDF 190 WRT 104 Through my servant leadership speech in HDF 190, I was able to use credibility while I speak. By directly quoting sources in my speech, I was able to gain credibility through my use of logos rhetorical persuasion. These logistics helped me gain credibility with my audience as I was able to use information and cite it correctly.I also learned about this from my WRT 104 class. WRT 104 closely examines the rhetoric and persuasive techniques.See Evidence #136

137.

Student will describe personal examples of

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Hebertbuilding, 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

HDF 190 Jumpstart; Pillar Peer Educator

Through my experiences in HDF 190, as well as being a Pillar Peer Educator and Jumpstart Corp member, I have been mentored as well as mentoring others. I believe that being mentored while mentoring others is very effective, as it opens up greater means of learning for both the mentor and the mentee. Both the mentor and the mentee are able to feed off of each other and learn from each other’s experiences. One example of when I was mentoring a group of people was when I was a Pillar Peer Educator during my senior year of high school. As being a Pillar, I led health and wellness classes for underclassmen. This allowed me to share information and experiences that I had learned with people who were going through similar issues and challenges. When I came to college, however, the roles had reversed; through HDF 190 my peer leader, Nate, mentored me. Nate was always open to talk about anything and always answered my questions when inquired.See Evidence #141

142.

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

HDF 190 Group projects; Pillar Peer Educator

Effective peer leadership needs to include the ability to collaborate with others, listening skills, and a firm understanding of relational leadership. By being able to collaborate with other students, effective peer leaders can receive feedback and missed information from other people. This will not only allow them to grow personally, but allows for others to grow as well. Being able to listen to others also makes for a great peer leader. A leader is not

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Hebertsomeone who is always talking all the time; a leader is someone who is able to balance contributing information and listening to what others have to say. Also, by understanding the relational leadership model, peer leaders are able to connect on a personal level with whom they are mentoring.Problems associated with peer leadership include not being a “professional” within a field of study. Some cases of peer leadership can end badly because of a power struggle or need to be in charge of everything.See Evidence #142

143.

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

HDF 190 Leadership Institute Throughout HDF 190 and through my experiences being a Pillar Peer Educator, I have experienced being a mentor, as well as a mentee. My first collegiate experience with peer leadership was at the Leadership Institute in the summer before my freshman year of college. By having peer leaders guide me on my path of being a leader I learned the value of feedback and collaboration. Instead of a top down approach, the peer leader system allows for more of a comfortable relationship with your mentor, while still remaining being a formal aspect. For me, this was an extremely important relationship to have while going into my first semester of college, especially since I came to URI not knowing anyone. My peer leader from Institute, Nick, did a fantastic job of informing me about what to expect first semester, as well as educating me about new aspects of leadership and helping me through personal roadblocks. The peer leaders from Institute served as the role of an older sibling by guiding us and looking out for us as we learn from our own shortcomings and triumphs. I learned that I am someone who leads through inspiring a shared vision. In regards to this aspect, I tried my best to connect with everyone whom I have come in contact with to work towards a common goal. I am now someone who is passionate about what I do and stand for. Ultimately, I feel that these personal examples of being led by peers and becoming a peer leader myself in different aspects have made me an overall better leader and person.See Evidence #143

144.

Student will describe the four frames of organizations

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145.

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

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