#

Outcome

Target Class

Additional Experiences

Descriptive notes regarding learning and practice

2.

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

HDF190

For classes, clubs, and other scheduled events, I keep organized by putting a note in my calendar on my phone and set a reminder for a certain time before the event starts so that I am always organized and on time. This shows self-discipline because I keep track of it on my own and always put my events in the calendar as soon as I find out about them. In my organic chemistry class, I use academic selfdiscipline to sit down for a couple hours each day and take notes from the book and then rewrite the notes so that I understand the topic completely.

4.

Student will demonstrate knowledge of stress management methods

HDF190

Stress management is the ability to keep a level head while dealing with situations that are difficult. Ways to manage stress are by taking a deep breath and focusing on one simple task at a time. By taking the focus off of the big picture and focusing on a bunch of small projects, the work seems less intimidating and easier to manage. Another way is to take a break from what is causing stress and do some repetitive and simple task that involves little thinking. Not thinking about what is causing stress gives the mind time to relax, and by doing repetitive tasks, the mind can focus on something simple that will not add to the stress that is already there.

5.

Student will demonstrate the ability to manage stress

HDF190

As a college student, stress is something that I have to manage often. With many difficult classes, hours of homework, and group projects, sometimes stress increases as the work load increases. I will have chemistry to study, calculus homework, two group projects, and clubs to juggle. I have learned to manage my stress by creating a well organized schedule. I make sure I have regular breaks so that I do not over work myself and I make lists of the small tasks that I have so that I am not overwhelmed by the big picture. For example, I will study chemistry for two hours straight because I know that I can handle that, but I will schedule a half hour break before I begin doing other homework. When I am taking my breaks from work, I will watch television, play a simple game, or talk to other people as long as it does not involve much thought or stress. By taking breaks, I can just think about how the amount of work I have is not as much as I think it is. After taking the StrengthsQuest and VIA surveys, I found out that I have relator, command, achiever, strategic, and analytic strengths and perseverance, honesty, judgment, perspective, and bravery values (StrengthsQuest, VIA Institute of Character). After learning that these were my results, I realized that they are very true and I notice them in my life often. For example, once I start something, I always finish it which shows my achiever, perseverance and bravery traits. Also, when I first meet someone, I wait until I get to know them using my relator strength and try to use perspective to understand their point of view before I make a judgment about their personality.

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.)

HDF190

26.

Student will show knowledge of the Servant Leadership theory of leadership by Greenleaf

HDF190

27.

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

HDF190

Shadow Day

Servant Leadership is helping others and bettering them for the long run, not just for the moment. Servant Leadership has ten characteristics which are considered critical to developing this type of leadership. These characteristics are Listening, Empathy, and Healing which go toward the servant aspect; Awareness, Persuasion, Conceptualization, and Foresight which go toward the leadership aspect; and Stewardship, Commitment to People, and Building Community which combines both aspects of servant and leadership (HDF190: FLITE 33-36). Servant leaders want to lead by helping others and making them excel rather than just dictating what a person should do. They will lead by example and show a kindness and helpfulness that they hope will inspire others to do the same. On Shadow Day, I brought a middle school girl on a tour of the school, to lunch, and to class with me. I wanted to give her a day where she could learn more about college and the major she was interested in, and also have fun. I wanted to help her see what she could accomplish in the future so that she would go on to accomplish great things in life. She told me that she was interested in fashion design in art so I planned the tour according to that. I showed her the Fine Arts Center and had her meet my RA who is a Fashion and Merchandising major. I made sure that I showed her everything that she told me she wanted to see and anything else that I thought would interest her based on what she told me throughout the day. I feel like I have helped her for the long run because I have showed her that she has options in her future to go to college and study fashion or whatever else she wants.

40.

Student will show knowledge of the Relational Leadership model by Komives, McMahon & Lucas

HDF190

The Relational Leadership model shows the importance of building and maintaining relationships to create a change. The five leadership components of this model are inclusive, empowering, purposeful, ethical, and process-oriented (HDF190: FLITE 26). Inclusive is allowing all members of the group to input their ideas and believing that everyone can make a difference. Empowering is letting everyone in the group know that they can make a difference. Purposeful is having meaning for working toward the change. Without purpose, there would be no point in trying to make a change. Ethical is following personal and group values while making decisions for the change. Process-oriented is the way the team goes about maintaining the relationships in the group and how they go about accomplishing their change.

46.

Student will show knowledge of the Social Change Model of Leadership Development by Astin et al

HDF190

81.

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

HDF190

The Social Change Model shows individuals, groups, and society collaborating in order to create a meaningful change. There are eight critical values in the Social Change Model: Commitment, Consciousness of Self, and Congruence which go under individual; Common Purpose, Civility, and Collaboration which go under group; Citizenship which goes under society; and change which applies to all three sets of people (HDF190: FLITE 29-30). The people that are truly part of the social change are willing to commit their time and devoted support toward the cause. They must have a consciousness of self - the ideals that motivate one to take action and congruence which is a consistency with their beliefs about the cause. Everyone in the group must be collaborating toward a common purpose, but they must also have a controversy with civility - being respectful and listening to the ideas of others. Citizenship is when the group must share their common purpose with the community and involve them so that they understand and hopefully support the cause for change. A change agent is a person or group of people who have the drive and skills to make a positive change. To do this, the change agent must understand that change does not happen overnight. Change takes a lot of time and effort along with collaboration to overcome the resistance that will inevitably occur during the process. The change agent must have the skills and strategies to overcome these obstacles. This person or group must have a positive outlook on the change, be comfortable with change, have confidence and patience, and must be willing to go beyond their limits and comfort zone

82.

Student will describe personal examples of being a change agent

HDF190

Blood Drive

88.

Student will show knowledge of principles of critical thinking (logic is used in this minor)

HDF190

for the cause. The change agent should also show that they can show others their vision, make the situation look urgent for a change, have the ability to influence others, and be willing to take risks for the change (HDF190: FLITE 30). I strongly believe in the American Red Cross and what they do for the world. I wanted to be a part of their change, so I decided to host a blood drive for them so that they could save more lives. I took many hours promoting the blood drive and putting myself out of my comfort zone in order to gain support and volunteers for the event. I advertised the event by handing out fliers and explaining the importance and the need to help the Red Cross. It took a lot of patience and determination for this event to occur because I had to get approval to use the school gym, promote the event, and meet with my sponsor often so that the event went well. Some resistance occurred during the day of my blood drive. There was a noreaster which caused many donors to not show up, but we still had many people come to donate. Critical thinking is making ones own decision on a topic by gathering all of the information, looking for biases, and forming ones own conclusion on the subject while understanding ones own biases. The principles of critical thinking are gather all of the information available on the subject and understanding all of that information to the extent of ones own knowledge, questioning the sources of the information gathered. This is where biases and assumptions are found and analyzed. Once all known and hidden biases are found, one should look at the big picture and see if cause and effect make sense in all of the different

sources. Finally, one should look for their own biases in the conclusions made about the information so that when using this information, bias can be taken out as much as possible ("PRINCIPLES OF CRITICAL THINKING"). Critical thinking is looking at a problem from a different perspective in order to solve the problem in an efficient and effective way. In my EGR105 class, I had a group project where we had to build a small water wheel out of recyclable materials. There were many ideas online for large scale water wheels, but because the materials we were using were not very durable and were light weight, most of these designs would not work. After looking at numerous ideas, .we took some of the best features from each design and created counter weights on our design to make it heavier. In the end, our wheel worked the best in the entire class. Decision making is the gathering of information and analyzing it in order to make a decision on something. Five decision making methods are recognizing and clarifying the problem and the fact that a decision needs to made about the problem. Then, look at the possible decisions that can be made to solve the problem. After coming up with possible decisions, find information that will help lead toward the best decision. By finding more information, the decision maker can estimate the outcome of the decision and cross off decisions that would probably have a negative outcome. After all of the information has been gathered, the decision can be made and put into effect. After seeing the outcome of the decision, the

89.

Student will demonstrate proficiency of critical thinking

HDF190

EGR105

92.

Student will show knowledge of at least five decision making methods

HDF190

93.

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

HDF190

EGR105

94.

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

HDF190

final step is to evaluate the decision making process and the outcome to see what could be improved upon next time (The Five-Step Decision Making Process). In my EGR105 class, we had to build a water wheel. We were given a rubric and we had come up with the best water wheel that we could with recyclable materials. We began by identifying the problem which was building a waterwheel out of recyclable materials which we had to ask the professor so we could clarify which recyclable materials were available and what size the wheel needed to be. Once we knew that, we thought of different designs that could work given our limited materials list. We then did research on each of the designs to see which would work best for our project. After our research was done, we made the water wheel out of a Styrofoam disk, spoon ends, and hot glue. Unfortunately, none of the water wheels worked because our materials were too light. To finish the project, we did a presentation reflecting on every step that we took in the process of making the water wheel. In order to solve a problem, the problem must first be identified. Once the problem is known, it must be analyzed in order to understand every aspect of the problem so that the best solution will be found. After the problem is analyzed, different solution scenarios can be thought of. Research and evaluation of each possible solution and their outcomes is done next. This makes sure that the outcome of these solutions is understood so that the best solution can be picked. Factors that may be important to the decision making process are the risks, the practicality, and how well the solution fits for that specific problem. Finally, the best

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)

HDF190

96.

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

HDF190

solution can be picked to solve the problem (Appreciate the Complexities Involved in DecisionMaking & Problem Solving). When my roommate and I had a problem deciding which room we wanted to live in the following year, I used the five problem solving methods. We first identified the problem which was what room we wanted and could actually get. We then looked at all of our options and how to choose so that we understood exactly what we would need to do when our time to choose came. After that, we researched which rooms were available that had balconies, where they buildings were, and what side of the building the room was on so that we did not have the sun in our faces in the morning. Once we knew the criteria we wanted for our room, we looked at the list and found rooms that matched our criteria. We then ranked them in order of which room we would want in case our first choice was taken. Once our room picking time came, we quickly picked our top choice which had a balcony and faced the west so that we could watch the sunset from our balcony. A leader must analyze, criticize, synthesize, and utilize information so that the decisions they make and the people they lead are informed and are making the best decisions. When information is given, it must be analyzed so that every point is made clear and the leader understands exactly what is it saying, what assumptions are made, and what biases there are. The leader must then criticize the information so that the assumptions and biases are made clear to everyone in the group. After that, the information must be synthesized so that the importance of it, in terms of the

99.

Student will demonstrate knowledge of active listening techniques

HDF190

problem the leader and their group needs to solve, is determined. Finally, the leader needs to use the information in order to solve a problem or make a decision with the group. Active listening involves not just hearing what someone is saying, but actively and intently listening to others, reflecting on what they are saying, clarifying what is being said, and then making a decision based on everything that was said. In order to actively listen, all attention must be on the speaker so that you catch every work, hand motion, and visual aid used. The listener must look interested in what the speaker is saying, or at least look like they are listening intently so that the speaker is not dissuaded by the listeners seeming lack of interest. This is done by making positive gestures or noises such as nodding and giving. Finally the active listener should be able to give feedback based on what the speaker said and did. While speaking to my sponsor about what I needed to do in order to host a successful blood drive, I had to use active listening skills. While he talked about all of the posters I would need to hang, the sign ups I would have to do for donors and volunteers, and other things, I listened very intently. I took notes, nodded where appropriate and asked questions when I needed something clarified. I made sure that when the meeting was over, I understood everything that I needed to do. I made sure to look engaged while he talked so that he knew that I was paying attention and would want to help me. When my sponsor finished speaking, I gave him feedback on what I thought about the process of making this blood drive happen.

100.

Student will describe examples of using active listening skills

HDF190

Blood Drive

103.

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

HDF190

In order to give and accept feedback, you must first be willing to be critiqued and know the difference between critiquing and criticizing. Critiquing is pointing out positives so that the person receiving the critique can build off of those positives. Criticizing is focusing on the negative aspects that need to be fixed. By focusing on the positives, the person receiving feedback will be more willing to take the advice and will have more confidence in their abilities. To receive feedback, you must have an open mind about change and actively listen to what the person giving the feedback is saying. It is important to remember that feedback is meant to improve someones skills. When I played soccer growing up, my dad would always give me constructive criticism after each practice or game. We would sit in the car and for about twenty minutes, he would tell me everything that I could improve upon and what I did well. Because of this, I learned how to accept feedback and when people tell me that I have areas that I can work upon. I also learned how to give feedback in a way that will help people but not offend them. An example of giving feedback is in my writing class, we did peer editing of our memoirs. The persons paper that I edited had numerous grammatical errors and did not follow the prompt for the memoir at all. When it came time to tell our partners what they needed to improve upon, I told him everything that was wrong with the paper, but I said along with more positive comments so that he realized that I was not just trying to be mean.

104.

Student will describe examples of giving and accepting feedback.

HDF190

WRT104

112.

Student will show knowledge of techniques for working with difficult people

HDF190

113.

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

HDF190

WRT104

Working with people is often hard, but it is especially difficult when the other people do not want to cooperate. I have found that the best ways to work with these difficult people is to stay positive and stay calm. No matter how often the other person opposes or annoys you, the best thing to do is take a deep breath and think before saying something you might regret when trying to talk to that person. Another important technique is doing not just agree with them or stay silent to end the argument. If you do not speak up, then the difficult person thinks that they can do what they want and more problems will arise. Because of this, listening is important because the only way to end the argument and make the difficult person understand is to listen to where they are coming from and think of way to make them understand why they are being difficult. Group projects usually involve working with difficult people. For my writing project, I was assigned two partners and we had to make a jewelry commercial. One partner was a music major so his schedule was so full that he had little time to meet with us to discuss the project. We all met up once in the library to discuss the project and every idea that my two partners came up with did not follow the rubric at all. They wanted to use ugly jewelry and make the girl ignore that she is getting beautiful jewelry. The point of the project was to make a jewelry commercial that appeals to an audience and using ugly jewelry and having the person in the commercial not want the jewelry went against the point of the project. I dealt with this by calmly explaining to them what the point of the project was so that they remembered the end goal of the

118.

Student will show knowledge of effective memberships skills in groups

HDF190

119.

Student will describe personal examples of membership skills in use

HDF190

project. Then, I explained in the nicest way I could that their ideas did not follow the rubric and we would lose points if we went with their ideas. They did not understand at first so I had to explain this to them multiple time and offered alternate solutions that would follow the rubric. After explaining why the solutions I gave followed the rubric, we all came up with new ideas that followed the rubric and decided on one that would be creative and followed the rubric. The first step to working effectively working in a group is to respect your group members and their ideas. By doing this, conflicts will be less likely to arise because everyone will be able to input their ideas without being discouraged. The ideas do not need to be put into effect, but listening to and considering them will avoid unneeded conflict. This is not to say that conflict will not happen, but there will be less to deal with. When a conflict arises, each member should be able to state their point of view and a third party should mediate so the conflict is solved quickly. Each member should also be responsible for their own work. By doing this, all parts of the groups project will be completed on time and the group assignment will flow more smoothly. When working on the group project in HDF190, we had to use all of the membership skills. When we first began, we had to come up with an idea for our project. We all allowed everyone to say what their ideas were, and once all ideas were known, we analyzed them and came to a consensus based on which idea best fit the prompt for the project. We all made sure that everyone had the ability to input their ideas so everyone felt involved and respected in the group. We all stayed in

126.

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

HDF190

127.

Student will describe personal examples of preparing for and being interviewed

HDF190

URI Foundation Interview

contact and up to date on whom did what by group messaging. This made sure everyone knew what they were responsible for and they knew when we would be meeting. We had few conflicts because of our respect towards other group members, responsibility for our parts, and communication throughout the project. In order to prepare for an interview, you need to practice speaking beforehand. Research should be done on the company/organization doing the interview so that you have an idea of questions they may ask and questions you may want to ask. Also, traditional interview questions, which can be found online, should be written and practiced beforehand so that when it is time for the interview, you are prepared and speak with confidence. On the day of the interview, the questions should be practiced one more time before going. You should also dress appropriately and be early to make a good impression. When I had an interview for URI Foundations, I began preparing for my interview by looking up possible questions the interviewer would ask me. I found questions such as Why would you be an asset to our company? and Tell me about yourself. Once I found these vague questions, I decided to write down what I would answer. I typed up my answers to each of the possible questions I found along with my experience and qualifications for the job. Once I had that, I practiced speaking my answers so that I would remember them and speak them clearly when I went to the interview. The day of the interview, I practiced my answers a few more times and dressed nicely. While waiting for the interview, I just relaxed and took deep breathes until I was brought into the interview. In the

134.

Student will describe ways to build relationships between leaders and members

HDF190

135.

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

HDF190

Blood Drive

interview, I made sure that I sat tall, did not fidget, spoke clearly and was confident in everything that I said. In the interview, I just made sure that I showed the interviewer that I was sure of my abilities and was confident in myself so that they also believed that I could do the job. The first way to build relationships between leaders and members is for the leader to respect their members. By doing this, the members will feel needed and will be more apt to respect the leader in return. The leader must also provide rules for the members to follow and a level of productivity that the members should strive for. This will let them know what is to be expected so there will be few questions about what is expected of them and why the leader must reprimand certain members for doing something wrong. The leader and members must always work to communicate to each other so that information is always passed between the ranks. This will help avoid conflicts between leaders and members due to lack of communication, and it will also build a friendly relationship between the two groups. When hosting my own blood drive, I had to have many people volunteer for me so that I could get all of the advertisement and set up for the event completed. As the leader of the volunteers, I began by thanking them for taking time out of their day to help the cause. I then gave each of them their duties for the day. I tried to be friendly to all of my volunteers throughout the day and told them how great their help was. As the day went on, I walked around and talked to each of the volunteers individually to make sure that everything was going well with each of their jobs. Fortunately,

136.

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

HDF190

everyone was fine with their assignments and had no complaints that they shared. I think that because I was so friendly to my volunteers and wanted to make sure that they were doing well and working hard, they thought of me as a friendly, respectful, and competent leader. Having credibility as a leader is very important. By having credibility, others will be more likely to trust and respect you as a leader because you have built a reputation to be trustworthy and reliable. The characteristics of a credible leader are as follows. The leader must be reliable so when they say that they will do something, it will get done in a timely fashion. The leader must also be involved with the other members of the group. The leader must communicate regularly with those people they are leading so that the leader is seen as a helpful person that they know is willing to really work, not just supervise.

Works Cited Appreciate the Complexities Involved in Decision-Making & Problem Solving. (n.d.). Problem Solving--Guide to Critical Thinking Academic Support. Retrieved April 27, 2014, from https://academic.cuesta.edu/acasupp/as/407.html HDF190: FLITE. (2014). Kingston, RI: The Center for Student Leadership Development. PRINCIPLES OF CRITICAL THINKING. (n.d.). PRINCIPLES OF CRITICAL THINKING. Retrieved April 27, 2014, from http://www.wright.edu/~elliot.gaines/criticalthinking.html StrengthsQuest. (n.d.). StrengthsQuest. Retrieved April 27, 2014, from https://www.strengthsquest.com/home/default The Five-Step Decision Making Process. (n.d.). The Five-Step Decision Making Process. Retrieved April 25, 2014, from http://myedison.tesc.edu/tescdocs/Web_Courses/EDL-530/documents/DecisionMaking_Proc.html VIA Institute on Character. (n.d.).Personality Assessment. Retrieved April 27, 2014, from http://www.viacharacter.org/survey/Reports/MyReports http://housing.uri.edu/media/floorplans/hopkins/hopkins_03.jpg http://gabrielecirulli.github.io/2048/